1 Module37542.pdf Page 1 of 19 Overview Overview Causes and Effects of French Revolution Causes and Effects of French Revolution by Alicia Barnard, Cheryl Laughinghouse, Angie Zimmerman, and Nina Magie Analyze the impact of the Enlightenment thinkers and evaluate their influences on French Revolution Grades: Discipline: Social Studies Teaching Task: Task Template 25 (Informational or Explanatory and Cause/Effect) Course: World History Author Information: Alicia Barnard (Clinton) Cheryl Laughinghouse (Arch Ford Co-op) Angie Zimmerman (SREB) Nina Magie (Arch Ford Co-op)
2 Section 1: What Task? TEACHING TASK Task Template 25 [1 Level] Informational & Cause/Effect L1: Does power always corrupt? Under what circumstances is revolution jusitfied? After reading multiple primary and secondary sources on the Age of Absolutism, Enlightenment, and the French Revolution, write an essay that examines the causes of the French Revolution and explains the effect(s) the revolution had on France's government.. What conclusions or implications can you draw? Support your discussion with evidence from the text(s). STUDENT BACKGROUND No Student Background for this Module EXTENSION No Extension for this Module
3 Rubric Scoring Elements Focus Controlling Idea Reading/Research Development Organization Not Yet Approaches Expectations Meets Expectations Advanced Attempts to address prompt, but lacks focus or is off-task. Attempts to establish a controlling idea, but lacks a clear purpose. Attempts to present information in response to the prompt, but lacks connections or relevance to the purpose of the prompt. (L2) Does not address the credibility of sources as prompted. Attempts to provide details in response to the prompt, including retelling, but lacks sufficient development or relevancy. (L2) Implication is missing, irrelevant, or illogical. (L3) Gap/unanswered question is missing or irrelevant. Attempts to organize ideas, but lacks control of structure. Attempts to demonstrate standard English Addresses prompt appropriately, but with a weak or uneven focus. Establishes a controlling idea with a general purpose. Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness. (L2) Begins to address the credibility of sources when prompted. Presents appropriate details to support the focus and controlling idea. (L2) Briefly notes a relevant implication or (L3) a relevant gap/unanswered question. Uses an appropriate organizational structure to address the specific requirements of the prompt, with some lapses in coherence or awkward use of the organizational structure. Demonstrates an uneven command of standard English conventions and Addresses prompt appropriately and maintains a clear, steady focus. Establishes a controlling idea with a clear purpose maintained throughout the response. Presents information from reading materials relevant to the prompt with accuracy and sufficient detail. (L2) Addresses the credibility of sources when prompted. Presents appropriate and sufficient details to support the focus and controlling idea. (L2) Explains relevant and plausible implications, and (L3) a relevant gap/unanswered question. Maintains an appropriate organizational structure to address the specific requirements of the prompt. Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language Addresses all aspects of prompt appropriately and maintains a strongly developed focus. Establishes a strong controlling idea with a clear purpose maintained throughout the response. Accurately presents information relevant to all parts of the prompt with effective selection of sources and details from reading materials. (L2) Addresses the credibility of sources and identifies salient sources when prompted. Presents thorough and detailed information to strongly support the focus and controlling idea. (L2) Thoroughly discusses relevant and salient implications or consequences, and (L3) one or more significant gaps/unanswered questions. Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt. Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors. Response
4 Conventions conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation. cohesion. Uses language and tone with some inaccurate, inappropriate, or uneven features. Inconsistently cites sources. and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using an appropriate format with only minor errors. includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using appropriate format. Content Understanding Attempts to include disciplinary content in explanations, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate. Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation. Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding. Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding.
5 STANDARDS Common Core Anchor Standards Reading R.CCR.1: 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. R.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. R.CCR.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. R.CCR.6: Assess how point of view or purpose shapes the content and style of a text. R.CCR.10: Read and comprehend complex literary and informational texts independently and proficiently. Common Core Anchor Standards Writing W.CCR.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.CCR.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.CCR.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. W.CCR.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Arkansas World History - (Social Movements and Reforms) SMR.1.WH.7: Explain notable contributions made by individuals during the Enlightenment (e.g., Locke, Voltaire, Rousseau, Montesquieu)
6 SMR.2.WH: Students shall analyze societal changes resulting from movements and reforms. SMR.2.WH.5: Evaluate the effect of the Renaissance on subsequent events in Europe: Reformation, exploration, Enlightenment, and Scientific Revolution. Arkansas World History - (Conflict and Compromise) CC.3.WH: Students shall analyze the causes of conflict in the world. CC.3.WH.4: Analyze the causes of the 18th and 19th century revolutions (e.g., liberalism, nationalism, imperialism) Arkansas World History - (Politics and Government) PG.9.WH.3: Summarize political power resulting from the following: Mandate of Heaven, divine right, and absolutism. PG.9.WH.6: Describe the political ideologies of the 18th and 19th century revolutions using primary and secondary documents (e.g., American, French, and Latin American revolutions) PG.10.WH.1: Investigate historical law codes using primary and secondary documents (e.g., Hammurabi, Justinian, Magna Carta, Napoleonic) Custom Standards CCSS.ELA-LITERACY.RH : Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. CCSS.ELA-LITERACY.RH : Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. CCSS.ELA-LITERACY.RH : Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. CCSS.ELA-LITERACY.RH : Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. CCSS.ELA-LITERACY.WHST 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.
7 CCSS.ELA-LITERACY.WHST : Draw evidence from informational texts to support analysis, reflection, and research. CCSS.ELA-LITERACY.WHST : Draw evidence from informational texts to support analysis, reflection, and research.
8 Section 2: What Skills? Selected Skills Preparing for the Task TASK ENGAGEMENT: Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns TASK ANALYSIS: Ability to understand and explain the task's prompt and rubric. Reading Process ACTIVE READING: Ability to identify the central point and main supporting elements of a text. ESSENTIAL VOCABULARY: Ability to apply strategies for developing an understanding of text(s) by locating words and phrases that identify key concepts and facts, or information. NOTE-TAKING: Ability to read purposefully and select relevant information; to summarize and/or paraphrase. Transition to Writing BRIDGING: Ability to begin linking reading results to writing task. Writing Process CONTROLLING IDEA: Ability to establish a controlling idea and consolidate information relevant to task. PLANNING: Ability to develop a line of thought and text structure appropriate to an information/explanation task. DEVELOPMENT: Ability to construct an initial draft with an emerging line of thought and structure. REVISION: Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose. EDITING: Ability to proofread and format a piece to make it more effective. COMPLETION: Ability to submit final piece that meets expectations.
9 Section 3: What Instruction? MiniTasks Preparing for the Task TASK ENGAGEMENT: Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns NOTES 15 minutes Annotate the prompt. Locate the verbs and determine what tasks must be completed. None Model how to annotate the prompt by pointing out first verb and determining what task will be completed. Guide students to complete task annotation. Discuss student responses. SHORT CONSTRUCTED RESPONSE 30 minutes Central Focus Question Analysis Brainstorm the CFQ and record a short response. Decide yes or no to the question "Does power always corrupt?" Formulate an explanation to support claim. Students TPS (Think, Pair, Share) and discuss responses. Student answers question Yes or NO and follows with detailed examples to support claim. Student pairs with partner to discuss responses 20 pts Post CFQ and have students to brainstorm and formulate an answer that includes detailed explanation with examples. LIST 15 minutes Brainstorm: What causes people to rebel against their government? Record ideas on sheet of paper. Share in whole class discussion.
10 None Teacher posts question. Instruct students to record answers on paper and then share during whole class discussion. Facilitate students as they anticipate possible causes of French Revolution. LIST Day 2 Making Connnections: From Conquest in Americas to Revolution Students will complete graphic organizer "Recipe for Disaster" which bridges the Colonization, Enlightenmnet, Absolute Monarchs, American Revolution, and Economic Problems None Teacher guides students through direct instruction, reminding them of previous content (listed within Prompt above). Teacher needs to share that the French Revolution resulted from a mixture of social and political issues. TASK ANALYSIS: Ability to understand and explain the task's prompt and rubric. SHORT CONSTRUCTED RESPONSE 15 minutes Following Prompt Annotation, answer the following question. In your own words, what are the important features of a good response to this prompt? 10 pts. Identify or invite students to identify key tasks within the prompt. Reading Process ACTIVE READING: Ability to identify the central point and main supporting elements of a text.
11 NOTES Day 2-4 Homework SOAPPStone Analysis TPS Think Pair Share Students will analyze primary source documents using SOAPPStone chart. Students will determine the speaker, occasion, audience, purpose, perspective, subject, and tone of document. 10 pts per document Teacher distributes SOAPPStone chart Teacher models how to analyze primary source document by completing chart for one documents. Teacher facilitates partner groups for informal assessment. ESSENTIAL VOCABULARY: Ability to apply strategies for developing an understanding of text(s) by locating words and phrases that identify key concepts and facts, or information. NOTES On-going (5-10 minutes TPS time per class period focused on voc) "Vocab Blab" Students are given a set of vocabulary terms. Students use textbook to define terms. Students partner up and conduct an interview to add to their current defintion list. During the "Vocab Blab," students interview each other by sharing terms and definitions. Provides accurate definitions. 50 pts After scoring, ask some students to share definitions of terms that others overlooked or misunderstood. After scoring, be willing to provide direct instruction or guide a close reading if needed to work through a key phrase most students missed. NOTE-TAKING: Ability to read purposefully and select relevant information; to summarize and/or paraphrase. NOTES Days 3-4
12 Students complete graphic organizer during whole class discussion 10 pts Distribute graphic organizer Ask HOT questions to guide students through content and assist them in completing graphic organizer NOTES On-going Reading Log throughout Module Prentice Hall Chapter 18 Section 1 Reading Log Sticky notes: Students Chapter 18 Section 1 and record three main ideas per red-lettered section of reading. Place sticky note on textbook page. Students will then think, pair, share to compare sticky note ideas, sharing their recordings with one another. Carouseling Students will place sticky note main ideas on the corresponding chart paper. Through categorizing, students will begin to see a pattern in content. 25 points Teacher models how to create textbook reading log and how to place sticky note main idea on appropriate chart. Instruct students to complete the rest of the chapter reading log for homework. LIST Day 7 Timeline Create a timeline of key events of French Revolution. Research Ch 18 textbook and write a description of the event next to each date. 10 pts Teacher distributes timeline handout with dates. Instruct students to complete timeline. Facilitate students in task completion
13 Transition to Writing BRIDGING: Ability to begin linking reading results to writing task. LIST Day 7-8 Students use SOAPPStone analysis sheets to make connections between the documents. Students TPS to decide how each document could be used as evidence of the causes of the French Revolution. Students categorize primary source documents by common themes. Students decide what those possible themes are and categorize documents. Completion of Analysis sheets Completion of Thematic Categories TPS participation 30 pts Distribute analysis sheets. Facilitate TPS partner groups in determining the themes of the documents and how to organize them appropriately. Writing Process CONTROLLING IDEA: Ability to establish a controlling idea and consolidate information relevant to task. SHORT CONSTRUCTED RESPONSE Write an opening paragraph that includes a controlling idea and sequences the key points you plan to make in your composition Writes a concise summary statement or draft opening. Provides direct answer to main prompt requirements. Establishes a controlling idea. Identifies key points that support development of argument.
14 Offer several examples of opening paragraphs. Ask class to discuss what makes them strong or weak. Review the list that students created earlier to identify needed elements (from Cluster 1, skill 2). PLANNING: Ability to develop a line of thought and text structure appropriate to an information/explanation task. OUTLINE Create an outline based on your notes and reading in which you state your claim, sequence your points, and note your supporting evidence. Creates an outline or organizer. Supports controlling idea. Uses evidence from texts read earlier. Provide and teach one or more examples of outlines or organizers. Invite students to generate questions in pairs about how the format works, and then take and answer questions. DEVELOPMENT: Ability to construct an initial draft with an emerging line of thought and structure. LONG CONSTRUCTED RESPONSE Write an initial draft complete with opening, development, and closing; insert and cite textual evidence. Provides complete draft with all parts. Supports the opening in the later sections with evidence and citations. Encourage students to re-read prompt partway through writing, to check that they are on track. REVISION: Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose.
15 LONG CONSTRUCTED RESPONSE Refine compositions analysis, logic, and organization of ideas/points. Use textual evidence carefully, with accurate citations. Decide what to include and what not to include. Provides complete draft with all parts. Supports the opening in the later sections with evidence and citations. Improves earlier edition. Sample useful feedback that balances support for strengths and clarity about weaknesses. Assign students to provide each other with feedback on those issues. EDITING: Ability to proofread and format a piece to make it more effective. LONG CONSTRUCTED RESPONSE Revise draft to have sound spelling, capitalization, punctuation, and grammar. Adjust formatting as needed to provide clear, appealing text. Provides draft free from distracting surface errors. Uses format that supports purpose. Briefly review selected skills that many students need to improve. Teach a short list of proofreading marks. Assign students to proofread each others texts a second time. COMPLETION: Ability to submit final piece that meets expectations. LONG CONSTRUCTED RESPONSE Turn in your complete set of drafts, plus the final version of your piece Fits the Meets Expectations category in the rubric for the teaching task.
17 Resources Uploaded Files Keywords Links* * These Lexile measures were computed automatically and did not undergo human review. They are not certified measures and should not be published or recorded in any way. Other Resources
18 Section 4: What Results? Classroom Assessment Rubric Focus Reading/Research Controlling Idea Development Organization Conventions Focus Reading/Research Controlling Idea Development Organization Conventions Not Yet Attempts to address prompt but lacks focus or is off-task. Attempts to present information relevant to prompt. Controlling idea is weak and does not establish a purpose and/or address a research question. Tends to retell rather than present information in order to answer questions, solve problems; lacks details to develop topic. *L2 Implications are weak or not relevant to topic. L3 Does not identifies a relevant gap or unanswered question. Applies an ineffective structure; composition does not address requirements of the prompt. Demonstrates a weak command of standard English conventions; lacks cohesion; language and tone are inappropriate to audience and purpose. Meets Expectations Addresses prompt with a focused response. Presents and applies relevant information with general accuracy. Establishes a controlling idea that states the main purpose and/or question for the tasks. L2 Addresses the credibility of sources. Presents sufficient information in order to examine or convey topics or issues, answer questions, solve problems; identifies salient themes or features; explains key information with sufficient detail. *L2 Discusses relevant implications to topic. L3 Identifies a gap or unanswered question. Applies a generally effective structure to address specific requirements of the prompt. Demonstrates a command of standard English conventions and cohesion; employs language and tone appropriate to audience and purpose. Classroom Assessment Task No Classroom Assessment Task for this module Exemplar Work Uploaded Files
Overview Overview The Doppler Effect The Doppler Effect by Nicole, Holly Scott, and Charlotte Davis Students will describe the Doppler Effect and use it to explain an everyday occurrence involving sound
Fifth Grade Revision 1 Revision History December, 2012 Initial Release December, 2012 Page 1 of 17 Purpose of the Portfolio HB 713 mandates a minimum course of study in career education in grades K-12.
Overview Overview Should Smartphones be used as an educational tool in the classroom? Should Smartphones be used as an educational tool in the classroom? by Christie Blasingame and Mary Lynn Huie In today
Overview Overview Cardiovascular System/Blood Cardiovascular System/Blood by Holly Scott, Charlotte Davis, and Nicole Cardiovascular System/Blood Disorders Most of the students we teach are healthy. This
Literacy Design Collaborative LDC Template Task Collection 2.0 December 2013 The Literacy Design Collaborative is committed to equipping middle and high school students with the literacy skills they need
Overview Overview Character Relationships and Theme in Hamlet (A Close Reading LDC Module) Character Relationships and Theme in Hamlet (A Close Reading LDC Module) by Susan Weston and Gary McCormick Hamlet's
Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects Grades K-5 TIMELINKS The United States 2009 Grade 5 Common Core State Standards for Literacy in History/Social
Sixth Grade Writing : Text Types and Purposes Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process
Fourth Grade Writing : Text Types and Purposes Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process
Correlation to the Common Core State, Literacy in History/Social Studies, Grades 6-8 United States History Civil War to the Present 2012 Houghton Mifflin Harcourt Publishing Company. All rights reserved.
STANDARDS FOR Literacy in History/Social Studies Grades 6-8 Introduction to the Common Core State Standards for Literacy in History/Social Studies Preparing Oregon s Students When Oregon adopted the Common
Cluster: Text Types and Purposes CCR Anchor Standard #1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. WHST.11-12.1
Correlation to the Common Core State, Literacy in History/Social Studies, Grades 6-8 United States History: Beginnings to 1877 2012 Houghton Mifflin Harcourt Publishing Company. All rights reserved. Printed
Anchor Standards for Reading Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking
Overview Overview The Effect of Intermolecular Forces on Surface Tension The Effect of Intermolecular Forces on Surface Tension by Lisa Cole Intermolecular forces have a very important effect on physical
Common Core Writing Rubrics, Grade 6 The following writing rubrics for the Common Core were developed by the Elk Grove Unified School District in Elk Grove, California. There are rubrics for each major
Unit: Dystopia Essential Questions: What factors/situations combine to create dystopia? What happens to the individual/the group in a dystopia? Is the disappearance of the individual a bad thing? Think
Common Core State Standards for Literacy in History/Soci Studies, Science, and Technic Subjects Grades K-5 TIMELINKS Our Country and Its Regions 2009 Grade 4 Common Core State Standards for Literacy in
Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Glencoe World History 2010 Standards English Language Arts Standards» Anchor Standards» College and Career Readiness
Healthy Choices, Healthy Me! supports teaching and learning related to standards across the curriculum in order to help children personalize health and nutrition concepts in meaningful ways. The following
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK DRAFT June 2012 This document is a working draft. The information in this document is subject to change, and any changes will
Montgomery County Public Schools English 9B Exam Review June 2013 FORMAT Five Readings an excerpt from a Shakespeare play (not Romeo and Juliet) two poems a narrative a nonfiction article related to the
Text Type and Purposes Anchor Standards 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory
SOCIAL STUDIES MODERN WORLD HISTORY GRADE 9 Curriculum Map and Standards 2015-2016 Aligned with Ohio s Learning Standards for Social Studies and the Common Core State Standards for Literacy in History/Social
BAILEY EDUCATION GROUP CCSS PACING GUIDE Eight Grade English Language Arts (ELA) Third Nine Weeks (I): Introduced (Introduced statements are in italics.) (A): Assessed (Formative and/or Summative) (Assessed
Common Core State Standards for Literacy in History/Social Studies, Science, and Technical English Language Arts Standards» Anchor Standards» College and Career Readiness Anchor Standards for Reading The
Academic Standards for Writing in History and Social Studies* Grades 6 12 August 6, 2012 Pennsylvania Department of Education *Note: Draft version of the PA Common Core Standards, pending approval by the
HIV, STD & Pregnancy Prevention The HealthSmart HIV, STD & Pregnancy Prevention unit meets the following Common Core State Standards in English Language Arts for Grades 9-10. Reading Informational Text
Writing Booklet Name: Date 6. W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Introduction & Objective: Expository Writing: The Compare and Contrast Essay Students will take information acquired about Día de los Muertos and apply their knowledge of either Halloween or Memorial Day
Reading: Literature Writing: Narrative RL.6.1 RL.6.2 RL.6.3 RL.6.4 RL.6.5 RL.6.6 RL.6.7 W.6.3 SIXTH GRADE UNIT 1 Key Ideas and Details Cite textual evidence to support analysis of what the text says explicitly
In addition to the Arkansas Teaching Standards, the teacher of Physical Education/Health, grades K-12, shall demonstrate knowledge and competencies in the following areas: 1. Scientific and Theoretical
for Literacy in History/Social Studies Grades 6 8 INSIDE Levels A - E CCSS for Literacy in History/SS Grades 6 8 INSIDE Levels A & B for Literacy in History/Social Studies INSIDE Levels A and B Reading
Romeo and Juliet Content Area: English Language Arts Course(s): Language Arts Literacy I Honors, Language Arts Literacy I CP, Language Arts Literacy I Time Period: 5 weeks Length: 5-6 weeks Status: Published
: World Studies Ninth Grade World Studies engages students in the study of development and evolution of the historic, economic, geographic, political and social structure of the cultural regions of the
Media Type: DVD Duration: 70 min. Career Planning Basics Goal: To provide students with college and career-readiness skills necessary for life after secondary and post-secondary education. Description:
Kindergarten Program: Building A Healthy Me! Building A Healthy Me! supports teaching and learning related to standards across the curriculum in order to help children develop personal responsibility for
Common Core Writing Rubrics, Grades 7 8 The following writing rubrics for the Common Core were developed by the Elk Grove Unified School District in Elk Grove, California. There are rubrics for each major
Common Core Writing Rubrics, Grade 3 The following writing rubrics for the Common Core were developed by the Elk Grove Unified School District in Elk Grove, California. There are rubrics for each major
Connections to the Common Core State Standards for Literacy in Middle and High School Science This document is based on the Connections to the Common Core State Standards for Literacy in Science and Technical
1.2 Reading Informational Text Students read, understand, and respond to informational text with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.
What are My Goals for Quarter 2? Common Core- I Can Statements: Literature RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as make inferences. I can define textual
Language Arts Florida Standards (LAFS) Grade 6 Cluster 1: Key Ideas and Details CODE LAFS.6.RL.1.1 Strand: READING S FOR LITERATURE Cite textual evidence to support analysis of what the text says explicitly
Language Arts Literacy : Grade 5 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their
American Literature, Quarter 1, Unit 3 of 3 Revolutionary Nonfiction Overview Overall days: 12 (1 day = 50-55 minutes) Purpose The focus of this unit is nonfiction from the period of the American Revolution
THE CROSSWALK College & Career Readiness Standards for Adult Education and the 2014 GED Test This Crosswalk presents the direct alignment between the 2014 GED test content areas and critical college and
Language Arts Literacy : Grade 6 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their
Common Core Standards A BRIEF OVERVIEW AND TARGETED TEACHER RESOURCES Comprehension Instructional Sequence (CIS) VALUE, CONSIDERATIONS, PROCESS AND RESOURCES www.corestandards.org The Standards Resources
listen carefully to a identify, with prompting. and support, the main topic of a retell, with prompting and support, key details of the First Reading Standards for Information: Key Ideas and Details Essential
Crosswalk of the Common Core Standards and the Standards for the 21st-Century Learner Writing Standards AASL Standards 1. Inquire, think critically, and gain knowledge. 1.1 Skills 1.1.1 Follow an inquiry-based
The Literacy Design Collaborative Definition Module Sailing for Adventure: is it a Pirate s Life for You? Tim Hayes, Greg Cunningham P.K. Yonge Developmental Research School University of Florida College
Grades K-6 Aligned with Common Core State Standards For English Language Arts and Literacy in History/Social Studies, Science & Technical Subjects McGraw-Hill School Education Group and Common Core State
English Sentence Strategies Foundation Lesson About this Lesson When students first begin to express their thoughts in writing, composition can be a fairly random process without much rhyme or reason to
New York State Common Core 9 12 Social Studies Framework INTRODUCTION Social Studies Education in the 21 st Century: Rationale In the interconnected world of the 21 st century, it is necessary to revise
Grade 4 Expository Writing Rubric Score Point 1 The essay represents a very limited writing performance. The organizing structure of the essay is inappropriate to the purpose or the specific demands of
Module 4 - The Once and Future King LIST OF CONTENTS Information Sheet Section 1: What Task and Standards? Teaching Task Common Core State Standards Reading Standards for Informational / Explanatory Tasks
English Language Arts Reading, Writing, and Communicating Standard 1. Speaking and Listening 2. Reading for All Purposes 3. Writing and Composition 4. Research and Reasoning Fifth Grade Level Expectations
RESOURCES FOR ON-DEMAND WRITING SPEAKING THE LANGUAGE K-PREP ASSESSMENT BASICS Mode: Kentucky uses mode to refer to the three text types found in the writing standards argumentative, informative/explanatory
Teaching Literacy and Meeting Common Core in CTE Classes Statewide CTE Institute The College of New Jersey May 20, 2014 George Johnson email@example.com And NJ CTE teachers from LDC Cohort 2 Teaching
Common Core Ensembles: Rehearsing through listening, speaking, reading, and writing 2014 NAfME Webinar Richard Cangro, Ph.D., presenter School of Music Rmfirstname.lastname@example.org Western Illinois University www.richcangro.wordpress.com
Module37652.pdf Page 1 of 28 Overview Overview Social Media and Employability Social Media and Employability by Stephaney Crenshaw, Mary Lynn Huie, and Cathy Sligh Students know a great deal about social
RESEARCHING TO DEEPEN UNDERSTANDING DEVELOPING CORE PROFICIENCIES ENGLISH LANGUAGE ARTS / LITERACY UNIT GRADE 6 RESEARCH FRAMEWORK www.odelleducation.com Page 1 DEVELOPING CORE PROFICIENCIES SERIES This
Page 1 of 57 Grade 3 Reading Literary Text Principles of Reading (P) Standard 1: Demonstrate understanding of the organization and basic features of print. Standard 2: Demonstrate understanding of spoken
Ohio Standards Connection Writing Applications Benchmark E Write a persuasive piece that states a clear position, includes relevant information and offers compelling in the form of facts and details. Indicator
English II Writing Persuasive Writing Rubric Score Point 1 The essay represents a very limited writing performance. The organizing structure of the essay is inappropriate to the purpose or the specific
3rd Grade - ELA Text Types and Purposes College & Career Readiness 1. Opinion Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
Eighth Grade English Language Arts Standards and I Can Statements Language Standard CC.8.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain
Course: 8 th Grade Grading Period: 3 rd Six Weeks Model Lesson for Middle School ELAR Unit: PerspectivesPersuasion and Information in Reading and Writing Arc: PersuasionWriting 20102011 Lesson Title: Persuasive
Curriculum Map BOE Approval November 2013 CURRICULUM MAP WRITING GRADE 4 SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY Creating a Buzz About : It s All About Me! Tell Me A Story Realistic Fiction Tell Me
Common Core Standards Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. LESSON 1 2 3 4 5 6 7 8 9 Speaking and Listening:
Short Story SUGGESTED Learning Strategies: Think-Pair-Share, Brainstorming, Marking the Text, Graphic Organizer, Webbing, Drafting, Role Playing, Self-Editing/Peer Editing, Sharing and Responding, Marking
CCSS English/Language Arts Standards Reading: Foundational Skills Fifth Grade Retaught Reviewed Assessed Phonics and Word Recognition CCSS.ELA-Literacy.RF.5.3 Know and apply grade-level phonics and word
Limited Grade 6 English Language Arts Performance Level Descriptors A student performing at the Limited Level demonstrates a minimal command of Ohio s Learning Standards for Grade 6 English Language Arts.
Nutrition Pathfinders Lesson 1: Healthy Me! Alignment to California Content Standards & Nutrition Competencies Nutrition Pathfinders supports teaching and learning related to standards across the curriculum
Grades 9-10 Learning Targets and I Can Statements Quarter 1 Provide an objective summary of the text. I can identify first person point of view. I can identify third person-limited point of view. I can
WRITING A CRITICAL ARTICLE REVIEW A critical article review briefly describes the content of an article and, more importantly, provides an in-depth analysis and evaluation of its ideas and purpose. The
9 th and 10th Grade English Standards and I Can Statements Standard - CC.9-10.L.1.a Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel
World Geography The World Geography course provides students with an introduction to both physical and cultural geography. After an introduction to geography, students study each major region of the world.
Standard: Acquisition of Vocabulary Contextual Understanding Conceptual Understanding Conceptual Understanding Structural Understanding Tools and Resources A. Verify meanings of words by the author s use
Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-8 Journey Across Time The Early Ages 2008 English Language Arts Standards» Anchor Standards»
Synthesis Essay Instructions and Handouts Online Course: Introduction to Formal Writing: The Synthesis Essay STANDARDS: RI (9-10.8) delineate and evaluate the argument and specific claims in a text, assessing
2014 GED Test Resources Educator Scoring Tool for GED Ready Reasoning Through Language Arts (RLA) Extended Response This tool was designed to help teachers better understand how their students responses
The State Education Department The University of the State of New York New York State Common Core Social Studies Framework K-12 Introduction Revised December 2013 INTRODUCTION Social Studies is the integrated