Welcome! CCSS App for Smart Phone As you enter, if you have a smart phone and do not have this free app for the Common Core State Standards, you may wish to download it to use both today and in the future.

ESD - Seattle, Washington An instructional framework guiding teachers to make certain decisions which support alignment with instructional shifts and demands of the Common Core. - Lee Kappes ESD - Seattle, Washington Introduction to LDC June 23-24, 2014 Day 1

Overview of the Sessions © 2009 Bill & Melinda Gates Foundation

Outcomes Deepen an understanding of the instructional shifts, structure and demands of the Common Core State Standards Learn about using the LDC framework to design instruction to meet the expectations of the Common Core Use an LDC Template Task to create a Teaching Task to target grade level Common Core aligned skills and instruction Gain a deeper understanding of the role of text complexity Plan aligned/coherent mini tasks that provide formative teaching and learning opportunities Share high-leverage instructional strategies Discover supports for implementing LDC © 2009 Bill & Melinda Gates Foundation

Norms What working agreements will help make today be successful for you? © 2009 Bill & Melinda Gates Foundation

Instructional Shifts Required by the Common Core Increasing rigor and relevance Sharing responsibility of teaching reading and writing across content areas Building knowledge through content-rich nonfiction and informational text Reading, writing, speaking and listening grounded in evidence from texts Practicing regularly with complex text and its academic vocabulary Emphasizing 3 modes of academic writing Addressing grade level literacy outcomes © 2009 Bill & Melinda Gates Foundation

Structure of the Standards Strand Anchor Standard Grade-Specific Standard There are four strands within the ELA standards: Reading, Writing, Speaking and Listening, Language (K-5 also have an additional strand - Reading Standards: Foundation Skills) The grade level standards were created after the anchor standards and were built from them. The idea was: If we agree that every graduate should be able to do those anchor standards, then what will it take to get students college and career-ready over the course of the K-12 journey? There are content area literacy standards for reading and writing as well. Every field (biology, history, fine arts, etc.) has its own knowledge base, and every subject area teacher needs to teach the written record of that field. The standards for text complexity are listed by grade bands.

4 Strands Reading Writing - W Speaking and Listening - SL Language - L Literature - RL Informational - RI Foundations - RF Writing - W Speaking and Listening - SL Language - L The CCSS for English Language Arts & Literacy in History/ Social Studies, Science and Technical Subjects are made up of a set of anchor and corresponding grade-specific standards that are organized around 4 strands.

Getting to Know the Anchor Standards Name for each anchor standard (1-5 words) Handout (only pages 10, 18, 22, 25 from CCSS)

CCSS Build Upon One Another

Change in Expectations Deconstructing a Standard –Reading Standard for Informational Text 1 Anchor Standard: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Grade and Standard K - With prompting and support, ask and answer questions about key details in a text. 1st - Ask and answer questions about key details in a text. 2nd - Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Change in Expectations Ask and answer questions about key details in a text. (no prompting) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Jody © 2009 Bill & Melinda Gates Foundation

Grade and Standard Change in Expectation 2nd - Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 3rd - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 4th - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 5th - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Change in Expectation Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Jody © 2009 Bill & Melinda Gates Foundation

Grade and Standard Change in Expectation 5th - Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 6th - Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 7th - Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 8th - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Change in Expectation Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Jody © 2009 Bill & Melinda Gates Foundation

Grade and Standard Change in Expectation 8th - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 9th and 10th - Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 11th and 12th - 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. Change in Expectation Cite the textual evidence that most strongly supports an 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. 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. Jody © 2009 Bill & Melinda Gates Foundation

Identify Specific Grade Level Demands In small groups, highlight the changes in expectations in Writing Standard 1.

Writing Standard 1 Anchor Standard: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

K - Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .). 1st - Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. 2nd - Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

3rd - Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d. Provide a concluding statement or section.

4th - Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented.

    5th - Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented.

6th - Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s) and organize the reasons and evidence clearly. b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from the argument presented.

7th - Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented.

8th - Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented.

9th-10th - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and 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. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented.

11th-12th - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax 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. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented.

What Are the Implications? What Did You Notice? What Are the Implications?

Overview of the LDC Framework LDC as a strategy leads with a task UbD --- What does success look like? What task to demo that success? What skills do they need to be successful? What instruction will get them there? What will the results be?

A Look at LDC in the Classroom What do you notice that the teacher is saying and doing? What do you notice that the students are saying and doing? Video Clip – lens of teacher and students 9.5 minutes --- Brooklyn New York Literacy Matters http://www.youtube.com/watch?v=O5EnOVjRPGI © 2009 Bill & Melinda Gates Foundation

The Core of the LDC Framework What Task? - Section 1 The Core of the LDC Framework Why the emphasis on tasks? “What was different in the four classrooms was what students were actually being asked to do, and the degree to which the teacher was able to engage students in the work by scaffolding their learning up to the complexity of the task she was asking them to do.” – Richard Elmore Rounds in Education. lizabeth A. City, Richard F. Elmore, Sarah E. Fiarman, and Lee Teitel Increasing rigor and relevance Rounds in Education By Elizabeth A. City, Richard F. Elmore, Sarah E. Fiarman, and Lee Teitel © 2009 Bill & Melinda Gates Foundation

Creating Rich Teaching Tasks “… the basic components of a writing assignment or prompt are: (a) the topic, (b) the audience, and the rhetorical structure or genre to be produced.” “A poorly designed writing prompt can result in student writing that does not meet the intended requirements of the teacher.” “The Literacy Design Collaborative (LDC) proposes that good writing prompts can be formulated using prefabricated task templates that allow the teacher to customize.” Close Reading and Writing From Sources by Douglas Fisher and Nancy Frey 2014

The Template Tasks and the CCSS Task 2 Template (Argumentation/Analysis): [Insert optional question] After reading ________ (literature or informational texts), write a/an ________ (essay or substitute) in which you address the question and argue_______(content) Support your position with evidence from the text(s). Task 14 Template: (Informational/Description): [Insert optional question] After reading ________ (literature or informational texts), write a/an ________ (essay, report, or substitute) in which you describe ________ (content). Support your discussion with evidence from the text(s). Handout #3 – template task quick reference chart Approximately 30 template tasks in the bank Hard-wired to CCSS Fill in the blanks Keep words the same to address CCSS (vetted) Informational, Argumentation, Narrative © 2009 Bill & Melinda Gates Foundation

Template Task Collection The “Template Task Collection” is organized by… Writing Type: Argumentation, Informational/Explanatory, Narrative Text Structure: Definition, Description, Analysis, Problem-Solution, etc. Task Types: “After researching...” or “Insert Essential Question” Essential Question is optional in new template drafts Mode of writing Text structure Left side – after researching Right side – insert essential question – texts provided ---- Essential question optional in new drafts of templates Increasing rigor and relevance Building knowledge through content-rich nonfiction and informational text Emphasizing 3 modes of academic writing © 2009 Bill & Melinda Gates Foundation

Demands Demands are additional writing and cognitive challenges that you can add to a template task. Demands are developed from language in the CCSS. Demands can scaffold your instruction.

Demands You may choose one or more of these demands (D) to increase the challenge: D1 Be sure to acknowledge competing views. D2 Give ____(one; #) example/s from past or current ____ (events; issues) to illustrate and clarify your position. D3 What _____(conclusions; implications) can you draw ____? D4 In your discussion, address the credibility and origin of sources in view of your research topic. D5 Identify any gaps or unanswered questions. D6 Use ________ (stylistic devices) to develop your work. D7 Use ________ (techniques) to convey multiple storylines.   D8 Include ________ (e.g. bibliography, citations, references, endnotes).

Elementary Template Tasks BETA Released in May 2014 Grade Bands: K-1 2-3 4-5 Rubrics to follow Sample Teaching Tasks to follow By 10:20 © 2009 Bill & Melinda Gates Foundation

LDC Template Task  Teaching Task Teachers fill–in-the-blank by choosing: text - writing product - content - text structure Original Task 2 Template (Argumentation/Analysis): [Insert question] After Reading ________ (literature or informational texts), write a/an ________ (essay or substitute) that addresses the question and support your position with evidence from the text(s). L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position. Teaching Task 2 (High School): Were the achievements and growth of the Industrial Revolution Era worth the cost to society? After reading secondary and primary sources pertaining to the British Industrial Revolution, write an argumentation essay that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views. Approximately 30 template tasks in the bank Hard-wired to CCSS Informational, Argumentation, Narrative © 2009 Bill & Melinda Gates Foundation

LDC Template Task  Teaching Task Teachers fill–in-the-blank by choosing: targeted content standard - text - writing product - content - text structure Original Elementary Task 1 Template: [Insert question] After reading_______ (literary or informational text/s), write a/n_____ (product) in which you answer the question and explain your reasons_____ (content). Give ________ (an, several, or #) examples from ____(text/s) to support your opinion. (Argumentation/Explain) Elementary Task 1 Science Example: Is pizza a nutritious food product? After reading the two provided articles, write a report in which you answer the question and explain your reasons from a health and science point of view. Give an example from the articles to support your opinion. Approximately 11 template tasks in the bank Hard-wired to CCSS Informational, Argumentation, Narrative © 2009 Bill & Melinda Gates Foundation

LDC Template Task  Teaching Task Teachers fill–in-the-blank by choosing: targeted content standard - text - writing product - content - text structure Original Elementary Task 8 Template: [Insert optional question] After reading _____(literary or informational text/s), write a/n_____ (product) in which you compare______(content). Give ____ (an, several, or #) example/s from ____(text/s) to support your discussion. (Informational or Explanatory/Compare) Approximately 11 template tasks in the bank Hard-wired to CCSS Informational, Argumentation, Narrative Elementary Task 8 ELA Example: After reading William Blake’s poem, “I was angry with my friend,” and the lyrics to Happy Ending by Avril Lavigne, write an essay in which you compare themes in each work. Give two examples from each work to support your discussion. © 2009 Bill & Melinda Gates Foundation

Strong Teaching Tasks: Strong Teaching Tasks are: Are worthy of 2, 3 or 4 weeks of instruction Ask students to grapple with important content to the discipline Target grade specific Common Core literacy standards and content GLEs Evolve from a rigorous text-dependent question directly related to the content or standard(s)being taught Provide opportunities to read informational text of appropriate text complexity and content specific to the grade level Have students working in the most effective mode of discourse/text structure to demonstrate understanding and new knowledge Involve products written for an authentic audiences Stay true to the wording of the template task Important Note: When looked at cumulatively, strong teaching tasks engage students in a balanced set of rich writing tasks over the course of the year. © 2009 Bill & Melinda Gates Foundation

Discipline Specific Grade 7 ELA Task Template 2 — Argumentation & Analysis When, if ever, is it morally responsible to disobey authority? After reading primary and secondary document sources write a speech to the mayor and local officials that addresses the question and support your position with evidence from the texts. RI7.8 Which author articulates the most convincing claim as to when it is morally responsible to disobey authority?  After reading primary and secondary document sources, write an essay to display at our upcoming literary sharing session that addresses the question and support your position with evidence from the texts.

Strong Teaching Tasks: Strong Teaching Tasks are: Are worthy of 2, 3 or 4 weeks of instruction Ask students to grapple with important content to the discipline Target grade specific Common Core literacy standards and content GLEs Evolve from a rigorous text-dependent question directly related to the content or standard(s)being taught Provide opportunities to read informational text of appropriate text complexity and content specific to the grade level Have students working in the most effective mode of discourse/text structure to demonstrate understanding and new knowledge Involve products written for an authentic audiences Stay true to the wording of the template task Important Note: When looked at cumulatively, strong teaching tasks engage students in a balanced set of rich writing tasks over the course of the year. © 2009 Bill & Melinda Gates Foundation

Jurying Teaching Tasks © 2009 Bill & Melinda Gates Foundation

Write a Task - Sample The British Industrial Revolution Step 1: What is the topic and/or text that will be addressed in this module? The British Industrial Revolution © 2009 Bill & Melinda Gates Foundation

Write a Task - Sample Step 2: What reading standard (in addition to #1 and 10) will be targeted/taught through this module? RH9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources. © 2009 Bill & Melinda Gates Foundation

Write a Task - Sample Step 3: What GLE(s) will be targeted/taught through this module? Students will analyze the factors and conditions needed to industrialize and to expand industrial production as well as shifts in economic practices. Students will examine changes and innovations in energy, technology, communication, and transportation that enabled industrialization. Students will investigate the social, political, and economic impacts of industrialization… © 2009 Bill & Melinda Gates Foundation

Write a Task - Sample Step 4: What writing standard(s) will be targeted/taught through this module? WHST9-10.1 Write arguments focused on discipline-specific Content… and WHST9-10.9 Draw evidence from informational texts to support analysis, reflection, and research. © 2009 Bill & Melinda Gates Foundation

Write a Task - Sample Step 5: What do you want students to learn while studying this topic (enduring understandings)? Students should understand that there benefits of the British Industrial Revolution, but also that there were costs. © 2009 Bill & Melinda Gates Foundation

Write a Task - Sample Step 6: Considering your topic, ask yourself what text structure would be most conducive to a successful student response (i.e. compare/contrast, define, describe, cause/effect, etc.)? Original Task 2 Template (Argumentation/Analysis): [Insert question] After reading ________ (literature or informational texts), write a/an ________ (essay or substitute) that addresses the question and support your position with evidence from the text(s). L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position. © 2009 Bill & Melinda Gates Foundation

Write a Task - Sample Step 7: Decide if you will begin the teaching task with a question. Decide which (if any) demands to include in the teaching task. Were the achievements and growth of the Industrial Revolution Era worth the cost to society? After reading secondary and primary sources pertaining to the British Industrial Revolution, write an argumentation essay that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views. © 2009 Bill & Melinda Gates Foundation

Lunch

Welcome back! If you have a smart phone and do not have this free app for the Common Core State Standards, you may wish to download it to use both today and in the future. What are two ‘take-aways’ from this morning? Jot yourself a note and share out with your table partners. Be ready for a whip-share with the group.

Your Turn to Write a Task Step 1: What is the topic and/or text that will be addressed in this module? The British Industrial Revolution © 2009 Bill & Melinda Gates Foundation

Your Turn to Write a Task Step 2: What reading standard (in addition to #1 and 10) will be targeted/taught through this module? RH9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources. © 2009 Bill & Melinda Gates Foundation

Your Turn to Write a Task Step 3: What GLE(s) will be targeted/taught through this module? Students will analyze the factors and conditions needed to industrialize and to expand industrial production as well as shifts in economic practices. Students will examine changes and innovations in energy, technology, communication, and transportation that enabled industrialization. Students will investigate the social, political, and economic impacts of industrialization… © 2009 Bill & Melinda Gates Foundation

Your Turn to Write a Task Step 4: What writing standard(s) will be targeted/taught through this module? WHST9-10.1 Write arguments focused on discipline-specific Content… and WHST9-10.9 Draw evidence from informational texts to support analysis, reflection, and research. © 2009 Bill & Melinda Gates Foundation

Your Turn to Write a Task Step 5: What do you want students to learn while studying this topic (enduring understandings)? Students should understand that there benefits of the British Industrial Revolution, but also that there were costs. © 2009 Bill & Melinda Gates Foundation

Your Turn to Write a Task Step 6: Considering your topic, ask yourself what text structure would be most conducive to a successful student response (i.e. compare/contrast, define, describe, cause/effect, etc.)? Original Task 2 Template (Argumentation/Analysis): [Insert question] After reading ________ (literature or informational texts), write a/an ________ (essay or substitute) that addresses the question and support your position with evidence from the text(s). L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position. © 2009 Bill & Melinda Gates Foundation

Your Turn to Write a Task Step 7: Decide if you will begin the teaching task with a question. Decide which (if any) demands to include in the teaching task. Were the achievements and growth of the Industrial Revolution Era worth the cost to society? After reading secondary and primary sources pertaining to the British Industrial Revolution, write an argumentation essay that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views. © 2009 Bill & Melinda Gates Foundation

Jury Draft Teaching Tasks Offer one compliment Pose one question © 2009 Bill & Melinda Gates Foundation

Choosing the Texts (and if desired, multi-media) The text selection is critical! Look for the perfect balance: reading level of students complexity of text (demands on skills and stamina of reader) background knowledge required for comprehension sufficiency of content for writing task Keep Gradual Release in mind: -whole group -small group -independent Be sure text provides students with information needed to respond completely to the teaching task. Text selection is critical to a successful module. As you are deciding texts, think about these tips: - Be sure the text provides ample content specific information for the student to successfully complete the teaching task. (Highlighting the key information may be a helpful strategy for you to make this determination.) Consider the complexity of the text (quantitative level, structure, language features and demands, knowledge demands, purpose and meaning, and layout). Look at the Lexile level of each text as a starting point Look for a balance of texts. Consider instructional opportunities. Remembering the Gradual Release of Responsibility, consider text that will be appropriate for whole group, small group and independent reading. Also consider other quantitative and qualitative measures to determine complexity of the texts. For argumentation tasks, be sure the quantity and content of texts aren’t biased. We will continue our discussion regarding text selection on the next slide. If an argumentation task, be sure the quantity and content of texts arent biased. More on text complexity tomorrow…

Creating an Overview Written to colleagues Include who, what, when, where, why, how This module sits inside a unit in which students study the Age of Revolution and the focus of the module is on the British Industrial Revolution. Students will draw on content studied during the unit and their readings of primary and secondary sources about the module topic to write an argumentative essay…

Creating the Background Section Written to the students Include who, what, when, where, why, how In this module you apply what you learned in the unit on the Age of Revolution to assess whether the achievements of the British Industrial Revolution outweighed the societal cost. You should draw on what you have learned in the unit and apply the reading, research, and writing skills you learned throughout the semester thus far.

What assistance is available? Supports What assistance is available?

Supports www.reachassoc.net

LDC Website www.ldc.org Should we be doing website and coretools? Go to website © 2009 Bill & Melinda Gates Foundation

Work Session Set up an account on CoreTools Complete Section 1 of your module: Overview/Description Grade Level Template Task Teaching Task Standards Background for Students Explore www.ldc.org Explore www.reachassoc.net © 2009 Bill & Melinda Gates Foundation

Exit Slip - Something that you are excited by - A question you have - A goal you are setting for yourself

© 2009 Bill & Melinda Gates Foundation