Juried Curriculum from Massachusetts

Juried Curriculum from Massachusetts
MCU Juried Curriculum from Massachusetts

High School Writing to Text (Commissioner's Priority)
HSS US History I * Westward Expansion 11-12 * Massachusetts Remembers the Civil War Veterans Constitutional Rights US History II African-American Civil Rights Movement ELA 9-10 * Art and Poetry 10 * Exploring Topics in Education 11 The Art of Persuasion and the Craft of Argument 12 Hamlet and Psychological Criticism

Meaning Acquisition ESTABLISHED GOALS G ESSENTIAL QUESTIONS Q
CCSS.ELA-Literacy.RL 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 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 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 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-Literacy.W Write arguments focused on discipline-specific content. CCSS.ELA-Literacy.RI 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 Students 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. Meaning UNDERSTANDINGS U Students 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 Q Q1. 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? Acquisition Students will know… K K1. 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… S S1. 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 - Evidence Evaluative 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

Summary of Key Learning Events and Instruction
Stage 3 – Learning Plan Summary of Key Learning Events and Instruction Lesson 1: Making Inferences about Character Motivation in Hamlet After 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 Criticism Students 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 Folktale After 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” Soliloquy In 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 Lens Students 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

Students will be able to independently use their learning to… T
ESTABLISHED GOALS G CCSS.ELA-Literacy.RI Cite strong and thorough evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leave matters uncertain. CCSS.ELA-Literacy.RI Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. CCSS.ELA-Literacy.W Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. CCSS.ELA-Literacy.W Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Transfer Students will be able to independently use their learning to… T Read and comprehend a range of increasingly complex texts and media written for various audiences and purposes. Communicate ideas effectively in writing to suit a particular audience and purpose. Meaning UNDERSTANDINGS U Students will understand that… U1.Authors draw on the shared beliefs, values, customs, and behaviors of the cultures to which they belong when writing. U2. Writers make deliberate choices about the extent to which they make their experience a part of a text. U3. Writers make strategic choices about structure, sequence, details, and style in narratives. U4.Atopic or theme can be presented in a variety of modes and genres, with differing effects on the audience. U5.Authentic research includes gathering and evaluating a variety of resources, including one’s own experiences. ESSENTIAL QUESTIONS Q Q1. How is cultural analysis embedded in different literary genres? Q2. How do the cultural groups to which people belong contribute to their identities? Q3. To what extent are people’s identities defined or formed by what they do for work? Q4. What cultural beliefs and values are associated with work? Acquisition Students will know… K K1. Culture is the system of shared beliefs, values, customs, and behaviors individuals use to understand themselves, their world, and each other.* K2.Ethnography is a type of qualitative research focusing on “thick” description of cultures through participant observation, interviewing, and other techniques. K3. Autoethnography is a type of research and writing that includes reflection of one’s own experiences and how they connect to wider cultural phenomena. K4.Elements of a well-crafted narrative include point of view, sequence of events, selection and arrangement of details, word choice, etc. Students will be skilled at… S S1.Reading and analyzing ethnographies and autoethnographies, identifying and evaluating their choice of information, cultural biases, and social agendas. S2. Determining why authors make particular stylistic choices. S3.Discerning between relevant and irrelevant sources of information for autoethnographic research. S4.Writing autoethnographic narratives based on original research and reflection that include thick description and cultural analysis.

Stage 2 – Evidence Evaluative Criteria Assessment Evidence Student correctly identifies and uses the qualities of the autoethnography. Student uses relevant and authentic sources, documented in proper MLA format. Student conveys meaning using standard English conventions. Student executes rich stylistic choices in crafting his/her narrative. Student’s final product, regardless of format, is professional in appearance. CURRICULUM EMBEDDED PERFORMANCE ASSESSMENT (PERFORMANCE TASKS) PT The culminating performance task for this unit is for students to write an autoethnographic narrative focusing on the topic of work. After reading/listening to/observing several texts about the theme, students will identify a cultural group to which they belong and in which they do some sort of work (job, school, team, family, etc.), conduct research about the group (self-reflection, interviewing, surveys, published sources, etc.), and present their findings in an autoethnography. Students will have the freedom to choose the final presentation format. Options include, but are not limited to a traditional narrative, a digital presentation, or a digital story. Clarity and accuracy of claim Logic of essay organization Use of evidence Use of conventions OTHER EVIDENCE: OE Comparison/contrast essay on Nickel and Dimed and Working

Stage 3 – Learning Plan Summary of Key Learning Events and Instruction Lesson 1: Students will explore the overarching topic for the unit, “work,” through John Updike’s short story “A&P” and by researching and exploring labor statistics on the Bureau of Labor Statistics website. Lesson 2: Students will examine the concept of culture as it relates to the theme of work and examine how the various cultural systems in their lives affect their own identities. Lesson 3: Students will be introduced to the ethnography genre and identify key characteristics by reading segments from Studs Terkel’s Working. They will also apply the cultural concepts learned in Lesson 2 to various work environments. Lesson 4: Students will further explore the topic of “work” by viewing video clips about a variety of jobs and reflecting on why/how people choose the jobs that they do. Lessons 5: Students will study the genre of autoethnography by closely reading a portion of Barbara Ehrenreich’s Nickel and Dimed and examining the author’s purpose and message relative to the genre. Lesson 6: Students will perform a close reading task on a passage from Barbara Ehrenreich’s Nickel and Dimed. They will then write a Dear Confused letter explaining their interpretation. Lessons 7: Students will further their understanding of the ethnography/autoethnography genre by writing a compare and contrast essay on Working and Nickel and Dimed, comparing the ethnographic/autoethnographic techniques of Studs Terkel and Barbara Ehrenreich. CEPA: Students will explore a group to which they belong and in which they work (in the broad sense of the word) and choose a topic for an original autoethnography. Students will then conduct research and produce an autoethnography in a format of their choice. Adapted from Understanding by Design 2.0 © 2011 Grant Wiggins and Jay McTighe Used with Permission, July 2012

ESTABLISHED GOALS G CCSS.ELA-Literacy.RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze impact of specific word choices on meaning and tone, including analogies or allusions to other texts. CCSS.ELA-Literacy.RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. CCSS.ELA-Literacy.W.8.1 Write arguments to support claims with clear reasons and relevant evidence. CCSS.ELA-Literacy.W a Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. CCSS.ELA-Literacy.W b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. CCSS.ELA-Literacy.W c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. CCSS.ELA-Literacy.W d Establish and maintain a formal style. CCSS.ELA-Literacy.W e Provide a concluding statement or section that follows from and supports the argument presented. CCSS.ELA-Literacy.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation Transfer Students will be able to independently use their learning to: T Communicate ideas effectively in writing to suit a particular audience and purpose; Communicate ideas effectively in discourse and oral presentations to suit various audiences and purposes. Meaning UNDERSTANDINGS U Students will understand that… U.1: The 4th Amendment protects a person’s right of privacy and court cases have dealt with the students’ rights to privacy in a school U.2 Authors choose words for a specific purpose and sometimes the impact of those words extends beyond the text. U.3: An argument-based oral or written presentation contains a clear claim, relevant evidence, sound reasoning, and well-chosen details. ESSENTIAL QUESTIONS Q EQ.1: Why should the 4th Amendment matter to me? EQ.2: How can people interpret the same text, or even the same word, differently? EQ.3: How can I get people to agree with me? Acquisition Students will know… K K. 1: That the Constitution provides a framework for the democratic government in the United States and contains a provision for amendments to allow changes to the document. K. 2: The 4th Amendment specifically deals with rights around unreasonable searches and seizures. K. 3: The 4th Amendment has been interpreted differently based on the history of court case analysis. K .4: The meaning and use of vocabulary terms: argument, claim, counterclaim, evidence, reasons, Preamble, Constitution, Supreme Court, Supreme Court Justice, Amendment, democratic, jury. Students will be skilled at… S S .1: Interpreting texts that present both sides of a question S. 2: creating effective oral and written arguments and supporting them with well-chosen evidence. S .3: using strategies to attack and analyze long sentences to assist with close reading. S.4: reading for a purpose using text annotations

acknowledgement and refutation of counterclaims
Stage 2 - Evidence Evaluative Criteria Assessment Evidence For written work: strong organization and development of ideas logical and effective claims acknowledgement and refutation of counterclaims strong use of relevant evidence effective persuasive language and precise choice of words For oral presentation, in addition to the criteria above: awareness of audience appropriate use of eye contact adequate volume and pacing clear and accurate pronunciation See rubrics in the CEPA Curriculum Embedded Performance Assessment You are part of a legal team with the task of arguing for or against an issue related to the 4thAmendment. Your goal is to prepare a written and oral argument. The “Supreme Court” will hear your argument and decide the case. You need to create a written argument in which you state your side of the issue while also acknowledging opposing viewpoints. You will then use your brief to prepare and present an oral argument with your team in front of the “Supreme Court.” Your arguments must include a claim, acknowledgement of counterclaims, supporting evidence, and sound reasoning. The “Supreme Court” will consist of the remaining students in the class, those you are not on your legal team. These students will be responsible for making a decision and justifying their decision in writing. I. Group Tasks – Look at Both Sides of the Argument: Read the facts of a Supreme Court case related to the 4th Amendment and discuss the central question in the case. Discuss your opinions about the case drawing upon the facts of the case, the text of the 4th Amendment, and personal experience. Use a T-chart to list claims on both sides of the issue. Read and discuss portions of the actual arguments from the Supreme Court Case. Include additional relevant details from the actual arguments on to your T-chart to support your opinions. II. Individual Task – Written Argument Using your materials from your group tasks, you will be required to write an individual argument in which you argue a claim (the side of the argument will be assigned by your teacher) with logical reasoning and relevant evidence while also acknowledging the opposing viewpoint. You will bring your written argument to the group in preparation for the group’s oral presentation. III. Group Task – Oral Presentation You will use your written arguments and a teacher provided template to prepare your oral presentation to the “Supreme Court.” Each group member will have a defined role during the oral presentation. IV. Individual Task - Audience Members You will take on the role of a “Supreme Court” judge. After listening carefully to both sides of the oral presentation, you will produce a written decision based on the facts of the case and the text of the 4th Amendment.

Stage 3 – Learning Plan Summary of Key Learning Events and Instruction Introduction to the Constitution using the Preamble: “Who are ‘We the People’?” Analyze the language of the Preamble using close reading and completing a graphic organizer Read pp in The Words We Live By and complete guided questions Work in groups to complete poster of “Who are ‘We the People’?” Introduction to the 4th Amendment Analyze the language of the Fourth Amendment using close reading and completing a graphic organizer Close reading of pp in The Words We Live By Groups will be assigned one section of reading to present to whole class Modeling the CEPA Lesson(s) - with the whole class Read the facts and the central question of a 4th Amendment case, New Jersey vs. T.L.O Brainstorm possible arguments with evidence from the facts of the case and/or the text of the amendment for each side of the question and fill in T-Chart Construct a written argument for one side with the class. Students will complete a written argument for the other side. Students complete the CEPA Adapted from Understanding by Design 2.0 © 2011 Grant Wiggins and Jay McTighe Used with Permission July 2012

ESTABLISHED GOALS G RI.1.1 Ask and answer questions about key details in a text. RI.1.5 Know and use various text features to locate key facts or information in a text. RI.1.7 Use the illustrations and details in a text to describe its key ideas. S/L.1.1c Ask questions to clear up any confusion about the topics and texts under discussion. S/L.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships. Transfer Students will be able to independently use their learning to… -Read and comprehend a range of increasingly complex texts and media written for various audiences and purposes. -Generate open ended questions and seek answers through critical analysis of text, media, interviews, and/or observations. -Communicate ideas effectively in writing to suit a particular audience and purpose T Meaning UNDERSTANDINGS U Students will understand that… -A habitat meets an animal’s needs by providing food, water, shelter, and air or space. -Text features contribute to a reader’s understanding of information. -Research provides information needed for written or oral presentations. -Questions may be used to clarify understanding and to research information. ESSENTIAL QUESTIONS Q Where do animals live in the wild? Why do animals live in habitats? What is a habitat? How can we learn about animals and their habitats? What do researchers do? Acquisition Students will know… K -The definition of a habitat according to the MA Science Curriculum Frameworks -How to use the text features of an informational text to answer a question -How to use multiple sources to answer a question -Some note-taking strategies for research -How to write an informational report. Students will be skilled at… S -Using the academic and discipline-related vocabulary and concepts that are introduced in the unit. -Generating open-ended questions that lead to information-gathering. -Using the features of informational text to find information within the book. -Note-taking strategies for collecting information using different sources.

Stage 2 - Evidence Evaluative Criteria Assessment Evidence Criteria for success: The visual and written information is accurate; the main idea and details are clear. Students contribute to making the exhibit and to the oral presentation showcasing their knowledge. CURRICULUM EMBEDDED PERFORMANCE ASSESSMENT (PERFORMANCE TASKS) PT Participate in creating the group informational display board for the zoo, both through art and writing. Participate in the living museum, group oral presentation about habitats. This could include guided tours of the display boards, skits, or play about animals and their habitats. There will be one presentation about each of the major habitats studied. Students develop answers to the four essential questions in their own words, but with academic vocabulary. Students display knowledge of research skills: using features of informational text, forming research questions, and note-taking. Informational report includes: a research question developed by the student; answers the research question with information from two or more sources, and explains the term habitat. OTHER EVIDENCE: OE Students’ answers to the four essential questions (ongoing) Students form an open-ended question about animals and habitats; use features of informational text to find answers; and use more than one source to answer the research question Each student writes a short informational report about animals and habitats based on his/her research.

Literacy Design Collaborative
Supported by ASCD

Literacy Design Collaborative (ASCD) http://www
Sample Modules English Language Arts Science & Technical Subjects History/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 to "possess it merely").Summarize the speaker's words/thoughts in section 1 of the soliloquy. 2: Jarring Contrasts (Lines 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 Juried examples

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—Odell http://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—Odell http://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
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 Education http://odelleducation
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—Odell http://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 Education http://odelleducation
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 Sets http://www. ccsso
Middle School The Constitution Anchor Text: Words We Live By (excerpt) High School Taking a Stand Anchor Text: The Lottery Leaving a Legacy: Eulogies of Civil Rights Figures Anchor 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 Henry Henry’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 Millay Millay, Edna St. Vincent. "Conscientious Objector." Wine from These Grapes. New York: Harper & Brothers, 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 Sinclair Genre: Fiction Sinclair, Upton. The Jungle. Cambridge, MA: R. Bentley, 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 Orwell Orwell, George. Animal Farm; New York: Harcourt, Brace, 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 sets http://www. ccsso
Strong 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 PARCC Scaffolded Research Simulation Task (RST) Grade 11 Sample
October 2013 PARCC nModelsGrades9-11.pdf.

Understanding the Research Simulation Task
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.

Texts Worth Reading? 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.

Sample Multiple Choice Item #1—Part A Vocabulary (connected to final analysis)
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? promoter of women’s rights * counselor for women who lack rights revolutionary demanding women’s control of government campaigner for women running for political office

Sample Item #1—Part B Vocabulary from the Context (connected to analysis)
Which of Abigail Adam’s actions described in the biography best shows her being an advocate? “She read any books that were available and became knowledgeable about a variety of subject matters most women never considered.” “Abigail Adams supported the revolution as fervently as John, and she arguably suffered more because of it. She asked Warren to petition Congress with her and request that Congress establish some laws that favor women.”* “While her main focus was on her family and home, Adams remained in correspondence with several political figures…”

Sample Item #2—Part A Evidence
Which question below is left unanswered by the biography “Abigail Smith Adams” because insufficient evidence is provided? Why did John Adams suffer less from the war than Abigail Adams did? Why did Abigail Adams write a letter to Mercy Otis Warren? Why did Abigail Adams ask John Adams to “remember the ladies” when creating the new nation? Why did John Adams fail to respond to Abigail Adams’ pleas for better treatment of women?*

Sample Item #2—Part B Connected questions
Which statement is true about the biography and best supports the answer to Part 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. The biography indicates that John Adams respected his wife’s opinions but never explains why he agreed or disagreed with her.* The biography indicates that Abigail Adams corresponded with other women but never explains why she wrote the letters. 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 #3—Part B Claims and Evidence
Which two sentences from “Abigail Smith Adams” best support the answer to Part A? “She read any books that were available and became knowledgeable about a variety of subject matters most women never considered.” (paragraph 2) “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) “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) “…Abigail Adams began to refer to their property and other affairs as her own instead of ‘ours.’” (paragraph 4) “In these letters one can tell that they were close friends and often Adams advised her husband on matters of politics.” (paragraph 5)* “She was an advocate for females and expressed original feminist theory, as well as insightful political thought.” (paragraph 8)*

Sample Item #4—Part B Author’s purpose
Why does Abigail Adams most likely use this specific language about men? 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 to emphasize that men have an obligation to ensure rights for women as dictated by a Supreme Being to indicate that she is grateful that John Adams is fighting for independence from a government that she believes treats people, especially women, unfairly 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 #5—Part A One of the two critical ideas: independence
How does paragraph 2 of Abigail Adam’s letter to her husband most strongly contribute to the text as a whole? It introduces Abigail’s main argument for independence, which is discussed more thoroughly in later paragraphs.* It identifies the religious principles Abigail believes the Colonies are fighting for, which are discussed more thoroughly in later paragraphs. 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. 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 B Close Reading
In which two paragraphs of the letter are the ideas in paragraph 2 discussed more thoroughly? paragraph 3 paragraph 4 paragraph 5 paragraph 6 paragraph 7 paragraph 8

Sample Item #6—Part A Detail
Which two statements best summarize Abigail’s ideas regarding the occupation of Boston, based on the letter to her husband? Disease wiped out many of the residents of Boston during the occupation of their town. Many of the homes that were occupied in Boston were left in better condition than expected.* It is likely that another town in the Colonies will be similarly occupied in the near future. Only the president’s and solicitor general’s homes were left unharmed by those who occupied Boston. The people of Boston do not know whether or not they should return to their homes. 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 #4—Part A Vocabulary in context
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? 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) Tyrannical can be defined as considerate and nurturing, as indicated by the words “more generous and favorable.” (paragraph 7) Tyrannical can be defined as overbearing and oppressive, as indicated by the words “cruelty and indignity with impunity.” (paragraph 8)* Tyrannical can be defined as vigilant and possessive, as indicated by the words “under your protection.” (paragraph 8)

Sample Item #6—Part B Evidence
Choose two quotations that best support the answers in Part A. “I am fearful of the small-pox, or I should have been in before this time.” (paragraph 3) “I find it has been occupied by one of the doctors of a regiment…” (paragraph 3) “…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)* “…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) “Though we felicitate ourselves, we sympathize with those who are trembling lest the lot of Boston should be theirs.” (paragraph 6) “They have time and warning given them to see the evil and shun it.” (paragraph 6)*

Sample Item #7—Part B Close Reading
Which quotation from the text best reflects the meaning of “through all the gloom, I can see the rays of ravishing light and glory”? “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) “…I am surprised at the suddenness as well as greatness of this revolution.” (paragraph 2) “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)* “I am apt to believe that it will be celebrated by succeeding generations as the great anniversary festival.” (paragraph 5)

Sample Item #8—Part A Claim; close reading
What claim does President Adams make about the timing of the declaration of Independency”? The declaration should have been made several months earlier, as many months of hardship were endured for no reason. The declaration is being made prematurely because the Colonies are not prepared for the consequences. The delay of the declaration actually worked out well, as it allowed the colonists to truly unite behind one idea.* 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 B Close reading
Which excerpt from the text best supports the answer to Part A? “We might, before this hour, have formed alliances with foreign States...” (paragraph 3) “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)* “…by debating it in assemblies, conventions, committees of safety and inspection, in town and county meetings,…” (paragraph 4) “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 #9—Part A Analysis
Select the claim that both Abigail and Adams make in their letters and drag it into the box labeled “CLAIM.” 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

Sample Item #9—Part B Close reading; connecting claim and evidence
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. 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)

Sample Item #10 Analytical essay: freedom and independence as defined from two different perspectives 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 #7—Part A Paraphrase
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? 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). 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).* 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). 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 #3—Part A Two critical Ideas
Which statement accurately describes the relationship between two central ideas in the biography “Abigail Smith Adams”? 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.* 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. 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. 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.

Guided and Scaffolded Text Sets Close Reading Units Guided 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.

California Group Performance Assessments http://collaborate

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.”

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