Great Expectations: Growing into a Hero: Informational Module

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Great Expectations: Growing into a Hero: Informational Module"

Transcription

1 Great Expectations: Growing into a Hero: Informational Module title: Module description (overview): Template task (include number, type, level): Teaching task: Grade/Level: Discipline: (e.g., ELA, science, history, other?) Course: Author: Information Sheet for Information/Explanation Module Great Expectations: Growing into a Hero: Informational Module Culminating activity on the novel comparing Pip to the Hero Journey as defined by Joseph Campbell. Task 11: After researching (informational texts) on (content), write a (report or substitute) that defines (term or concept) and explains (content). Support your discussion with evidence from your research. L2: What (conclusions or implications) can you draw? (Informational or Explanatory/Definition) After researching selected articles, websites, and classroom notes on the Hero Journey, write an essay that defines archetype and explains how the Hero Journey is evident in Great Expectations. Support your discussion with evidence from your research. 7th grade-gt ELA 7th grade language arts-gt Chad Peavler 1

2 TEACHING TASK Teaching task: Reading texts: Section 1: What Task? After researching selected articles, websites, and classroom notes on the Hero Journey, write an essay that defines archetype and explains how the Hero Journey is evident in Great Expectations. Support your discussion with evidence from your research. Great Expectations by Charles Dickens, The Hero Journey: A Guide to Literature and Life by Reg Harris and Susan Thompson, various website articles. Background to share with students: Extension (optional): The Hero Journey monomyth is a literary theory based on the work of Joseph Campbell (The Hero with a Thousand Faces, 2008) and others. It is based on the idea of archetypes (Carl Jung) and, in theory, facets of the Hero Journey can be found in any quest or human growth story. In place of an independent reading project, analyze the Hero Journey in one of the books you read this trimester. CONTENT STANDARDS FROM STATE OR DISTRICT Standards Kentucky Core Academic Standards source: NUMBER RL 8.9 CONTENT STANDARDS Analyze how a modern work of fiction draws on themes, patterns or events, or character types from myths, traditional stories, or religious works such as the Bible, including how the material is rendered new. COMMON CORE STATE STANDARDS NUMBER ANCHOR STANDARDS FOR READING 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. 2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 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. 6 Assess how point of view or purpose shapes the content and style of a text. 10 Read and comprehend complex literary and informational texts independently and proficiently. NUMBER ANCHOR STANDARDS FOR WRITING 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. 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 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 audience. 2

3 SCORING RUBRIC FOR INFORMATION/EXPLANATION TEMPLATE TASKS Scoring Elements Focus Controlling Idea Reading/ Research Development Organization Conventions Content Understanding 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. Attempts to provide details in response to the prompt, including retelling, but lacks sufficient development or relevancy. Attempts to organize ideas, but lacks control of structure. Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation. Attempts to include disciplinary content in explanations, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate. 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. Presents appropriate details to support the focus and controlling idea. 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 cohesion. Uses language and tone with some inaccurate, inappropriate, or uneven features. Inconsistently cites sources. Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation. 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. Presents appropriate and sufficient details to support the focus and controlling idea. 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 and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using an appropriate format with only minor errors. Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding. 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 Presents thorough and detailed information to strongly support the focus and controlling idea. Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt. Demonstrates and maintains a welldeveloped command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using an appropriate format. Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding.

4 Section 2: What Skills? SKILL DEFINITION SKILLS CLUSTER 1: PREPARING FOR THE TASK 1. Task engagement Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns. 2. Task analysis Ability to understand and explain the task's prompt and rubric. SKILLS CLUSTER 2: READING PROCESS 1. Text selection Ability to identify appropriate texts. 2. Active reading Ability to identify the central point and main supporting elements of a text. 3. Analysis practice Ability to use central ideas of informational texts to practice analysis with short texts and film clips in preparation for writing. 4. Essential vocabulary Ability to identify and master terms essential to understanding a text. 5. Academic integrity Ability to use and credit sources appropriately. 6. Note-taking Ability to select important facts and passages for use in one's own writing. SKILLS CLUSTER 3: TRANSITION TO WRITING 1. Bridging Ability to begin linking reading results to writing task. SKILLS CLUSTER 4: WRITING PROCESS 1. Controlling idea Ability to establish a controlling idea and consolidate information relevant to task. 2. Planning Ability to develop a line of thought and text structure appropriate to an information/explanation task. 3. Development Ability to construct an initial draft with an emerging line of thought and structure. 4. Revision Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose. 5. Editing Ability to proofread and format a piece to make it more effective. 6. Completion Ability to submit final piece that meets expectations.

5 Section 3: What Instruction? PACING SKILL AND DEFINITION PRODUCT AND PROMPT SCORING (PRODUCT "MEETS EXPECTATIONS" IF IT ) SKILLS CLUSTER 1: PREPARING FOR THE TASK Day 1 Day 1 1. Task engagement Quick-write Ability to connect the task and In a quick-write, write your first reaction to new content to existing the task prompt. What do you think about knowledge, skills, experiences, this assignment? What parts of it do you interests, and concerns. think you can answer now? 2. Task analysis Bullets Ability to understand and What do you need to know or be able to do explain the task's prompt and to get an A on this assignment? rubric. SKILLS CLUSTER 2: READING PROCESS Day 2 Days 2, 3, and 4 1. Text selection Ability to identify appropriate texts 2: Active reading Ability to identify the central point and main supporting elements of a text. Notes For each text (two selected by the teacher, one identified online by the student), create a bibliography and identify what makes this a credible source for this essay. Day 2: Numbered List Generate a list of the stages and steps of the Hero Journey. Day 3: Notes Generate explanatory notes about each stage and step of the Hero Journey. INSTRUCTIONAL STRATEGIES None Share responses from students. None Create a list of student ideas to post in the room and check them off as we complete them. Establish a time line for the essay's parts. Identifies author, title, publisher, date, and any other needed information (for example, the volume for a periodical or the editor for an anthology). Includes reasonable evidence that work is credible and/or worthy of study. Notes are thorough and complete. Provide citation guide and discuss why each element of citation is needed. Ask students to brainstorm what makes an author credible and/or worthy of study. Discuss "look-for's" to guide students in identifying their own source. Students brainstorm list of stages and steps with teacher facilitation. Teacher helps to explain the notes with references to a shared student text (Star Wars). Day 4: Notes As a class, fill in informational gaps in class notes.

6 Days 5-6 On-going Day 8 Days 9 and Analysis Practice Short response Ability to use central ideas of In your notes packet, analyze short film clips informational texts to practice for elements of the Hero Journey. Which analysis with short texts and parts of the texts helped you identify those film clips in preparation for elements? writing. 4. Essential vocabulary Ability to identify and master terms essential to understanding a text 5. Academic integrity Ability to use and credit sources appropriately. 6. Note-taking Ability to select important facts and passages for use in one's own writing. Vocabulary list In your notes packet, highlight words and phrases essential to understanding the Hero Journey. Add definitions for any word or concept you do not understand. Definition and strategies Define "plagiarism" and list ways to avoid it. Notes SKILLS CLUSTER 3: TRANSITION TO WRITING Day Bridging Ability to begin linking reading results to writing task From the novel, the Hero Journey texts, and the notes, make a list of the elements that look most important for answering the prompt. Use strategies to avoid plagiarism. Bullets In a quick-write, explain what you've learned 'about archetypes and the Hero Journey through your reading. Identifies accurate elements. Includes textual information to support analysis. Highlights appropriate words and phrases. Provides accurate definitions. Provides accurate definition. Lists several appropriate strategies. Identifies relevant elements. Includes information to support accurate citation (for example, page numbers for a long text, clear indication when quoting directly). Day 5, complete the activity whole class with modeling from the teacher. Day 6, students complete independently followed by whole class discussion and review. Day 7, student complete independently and receive scoring and descriptive feedback from teacher. Recommended films Harry Potter or The Lord of the Rings Teacher modeling for the first few steps. Use formative vocabulary quizzes to help them identify words they may not know. Discuss respect for others' work to assemble evidence and create texts. Discuss academic penalties for stealing others thoughts and words. Provide a worksheet for note-taking. Create works cited page to aid in referencing. No scoring Discuss student answers. Refer to chart developed day 1.

7 SKILLS CLUSTER 4: WRITING PROCESS Day 11 Day 12 Days 13, 14, and Controlling idea Ability to establish a controlling idea and consolidate information relevant to task. 2. Planning Ability to develop a line of thought and text structure appropriate to an information/ explanation task. 3. Development Ability to construct an initial draft with an emerging line of thought and structure. Days 16 and 4. Revision 17 Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose. Day 18 Day Editing Ability to proofread and format a piece to make it more effective. 6. Completion Ability to submit final piece that meets expectations Opening paragraph Write an opening paragraph that includes a controlling idea and sequences the key points you plan to make in your composition. Outline/organizer Create an outline based on your notes and reading in which you state your claim, sequence your points, and note your supporting evidence. Initial draft Write a rough draft complete with opening, body, and closing; insert and parenthetically cite textual evidence. Multiple drafts Revise your draft with a partner. Make sure it makes sense, covers the prompt, uses textual evidence, and cites that evidence. Make sure the conclusion brings your thoughts to a close and either circles back to the opening or connects your essay to the world outside the novel. Use your partner's suggestions to create a better essay. Correct Draft Work with a partner to edit the spelling, punctuation, and grammar of your essay. Make sure it says what you mean and sounds like you are talking to your teacher. Final Piece Turn in your complete set of drafts, plus the final version of your piece. 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. Creates an outline or organizer. Supports controlling idea. Uses evidence from texts read earlier. Provides complete draft with all parts. Supports the opening in the later sections with evidence and citations. Provides complete draft with all parts. Improves earlier edition. Provides draft free from distracting surface errors. Fits the "Meets Expectations" category in the rubric for the teaching task. Provide a worksheet to aid in writing and scoring. Provide a worksheet to aid in writing and scoring. Model parenthetical citation format. Partners use Post-it notes to make suggestions and point out weaknesses. Briefly review selected skills that many students need to improve. Teach a short list of proofreading marks. Assign students to proofread each other's texts a second time. MATERIALS, REFERENCES, AND SUPPORTS FOR TEACHERS FOR STUDENTS

8 Harris, R., & Thompson, D. (1991). The Hero's Journey: A guide to literature Dickens, Charles. Great Expectations. Dover Publications; Unabridged edition, August 1, and life. Ariane Pub Et Dist Original publication: 1861 (in three volumes). Campbell, J. (2008, July 28). Hero with a Thousand Faces, 3rd ed. New World Library. Harris, Reg. "Hero Journey and the Essay" Section 4: What Results? STUDENT WORK SAMPLES Appendix The attached materials support teaching this module.

by Nicole Page, Holly Scott, and Charlotte Davis

by Nicole Page, Holly Scott, and Charlotte Davis 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

More information

Fifth Grade Career Portfolio Guidance Revision 1

Fifth Grade Career Portfolio Guidance Revision 1 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.

More information

LDC Template Task Collection 2.0

LDC Template Task Collection 2.0 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

More information

Should Smartphones be used as an educational tool in the classroom?

Should Smartphones be used as an educational tool in the classroom? 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

More information

Causes and Effects of French Revolution

Causes and Effects of French Revolution 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

More information

Students will know Vocabulary: purpose details reasons phrases conclusion point of view persuasive evaluate

Students will know Vocabulary: purpose details reasons phrases conclusion point of view persuasive evaluate 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

More information

Students will know Vocabulary: claims evidence reasons relevant accurate phrases/clauses credible source (inc. oral) formal style clarify

Students will know Vocabulary: claims evidence reasons relevant accurate phrases/clauses credible source (inc. oral) formal style clarify 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

More information

TIMELINKS The United States 2009 Grade 5

TIMELINKS The United States 2009 Grade 5 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

More information

United States History Civil War to the Present 2012

United States History Civil War to the Present 2012 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.

More information

STANDARDS FOR. Literacy in History/Social Studies. Grades 6-8

STANDARDS FOR. Literacy in History/Social Studies. Grades 6-8 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

More information

STANDARDS FOR. Literacy in History/Social Studies. Grades 11/12

STANDARDS FOR. Literacy in History/Social Studies. Grades 11/12 STANDARDS FOR Literacy in History/Social Studies Grades 11/12 Introduction to the Common Core State Standards for Literacy in History/Social Studies Preparing Oregon s Students When Oregon adopted the

More information

E/LA Common Core Standards for Writing Grade 5

E/LA Common Core Standards for Writing Grade 5 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

More information

United States History: Beginnings to 1877 2012

United States History: Beginnings to 1877 2012 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

More information

Cardiovascular System/Blood

Cardiovascular System/Blood 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

More information

HIV, STD & Pregnancy Prevention

HIV, STD & Pregnancy Prevention 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

More information

Grade 8 English Language Arts Performance Level Descriptors

Grade 8 English Language Arts Performance Level Descriptors Limited Grade 8 English Language Arts Performance Level Descriptors A student performing at the Limited Level demonstrates a minimal command of Ohio s Learning Standards for Grade 8 English Language Arts.

More information

Science, and Technical Subjects. History/Social Studies, Literacy in STANDARDS FOR

Science, and Technical Subjects. History/Social Studies, Literacy in STANDARDS FOR STANDARDS FOR Literacy in History/Social Studies, Science, and Technical Subjects 6 12 College and Career Readiness Anchor Standards for Reading The grades 6 12 standards on the following pages define

More information

Common Core Writing Rubrics, Grades 7 8

Common Core Writing Rubrics, Grades 7 8 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

More information

What are My Goals for Quarter 2? Common Core- I Can Statements:

What are My Goals for Quarter 2? Common Core- I Can Statements: 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

More information

SIXTH GRADE UNIT 1. Reading: Literature

SIXTH GRADE UNIT 1. Reading: Literature 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

More information

Maryland Common Core State Curriculum Framework Standards for Writing Standards in Science and Technical Subjects. Grades 9-12

Maryland Common Core State Curriculum Framework Standards for Writing Standards in Science and Technical Subjects. Grades 9-12 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

More information

Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects, Grades 9-10

Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects, Grades 9-10 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

More information

Common Core Writing Rubrics, Grade 3

Common Core Writing Rubrics, Grade 3 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

More information

TIMELINKS Our Country and Its Regions 2009 Grade 4

TIMELINKS Our Country and Its Regions 2009 Grade 4 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

More information

Expository Writing: The Compare and Contrast Essay

Expository Writing: The Compare and Contrast Essay 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

More information

FSD Kindergarten READING

FSD Kindergarten READING College and Career Readiness Anchor Standards for Reading Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or

More information

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS 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

More information

Integrating the Common Core Standards into the Music Curriculum

Integrating the Common Core Standards into the Music Curriculum Place Photo Here, Otherwise Delete Box Integrating the Common Core Standards into the Music Curriculum Tom L. Foust January 24 th, 2013 Illinois Music Educators Conference Peoria, Illinois What is the

More information

Character Relationships and Theme in Hamlet (A Close Reading LDC Module)

Character Relationships and Theme in Hamlet (A Close Reading LDC Module) 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

More information

Language Arts Florida Standards (LAFS) Grade 6

Language Arts Florida Standards (LAFS) Grade 6 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

More information

Alignment of the National Standards for Learning Languages with the Common Core State Standards

Alignment of the National Standards for Learning Languages with the Common Core State Standards Alignment of the National with the Common Core State Standards Performance Expectations The Common Core State Standards for English Language Arts (ELA) and Literacy in History/Social Studies, Science,

More information

Grade 6 English Language Arts Performance Level Descriptors

Grade 6 English Language Arts Performance Level Descriptors 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.

More information

Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects, Grades 9-10

Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects, Grades 9-10 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

More information

PENNSYLVANIA COMMON CORE STANDARDS English Language Arts Grades 9-12

PENNSYLVANIA COMMON CORE STANDARDS English Language Arts Grades 9-12 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.

More information

Reflective Essay. Activity 1: Reading and Analyzing a Reflective Essay

Reflective Essay. Activity 1: Reading and Analyzing a Reflective Essay Reflective Essay SUGGESTED LEARNING STRATEGIES: Think-Pair-Share, Brainstorming, Marking the Text, Graphic Organizer, Drafting, Rereading, Adding, Substituting, Self-Editing/Peer Editing, Sharing and Responding,

More information

Eighth Grade English Language Arts Standards and I Can Statements

Eighth Grade English Language Arts Standards and I Can Statements 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

More information

LANGUAGE ARTS 2016 17 K 12 SUBJECT BOOKLET

LANGUAGE ARTS 2016 17 K 12 SUBJECT BOOKLET LANGUAGE ARTS 2016 17 K 12 SUBJECT BOOKLET Gwinnett s curriculum for grades K 12 is called the Academic Knowledge and Skills (AKS). The AKS for each grade level spell out the essential things students

More information

Montgomery County Public Schools English 9B Exam Review

Montgomery County Public Schools English 9B Exam Review 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

More information

Grade 4 Writing Curriculum Map

Grade 4 Writing Curriculum Map 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

More information

6th Grade LA Trimester 1 Cycle 1 Benchmark Assessment Writing Booklet

6th Grade LA Trimester 1 Cycle 1 Benchmark Assessment Writing Booklet 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.

More information

Teaching Literacy and Meeting Common Core in CTE Classes

Teaching Literacy and Meeting Common Core in CTE Classes Teaching Literacy and Meeting Common Core in CTE Classes Statewide CTE Institute The College of New Jersey May 20, 2014 George Johnson george.johnson@sreb.org And NJ CTE teachers from LDC Cohort 2 Teaching

More information

3rd Grade - ELA Writing

3rd Grade - ELA Writing 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

More information

The Literacy Design Collaborative. Definition Module. Sailing for Adventure: is it a Pirate s Life for You? Tim Hayes, Greg Cunningham

The Literacy Design Collaborative. Definition Module. Sailing for Adventure: is it a Pirate s Life for You? Tim Hayes, Greg Cunningham 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

More information

Activity 1: Piecing the Pyramid

Activity 1: Piecing the Pyramid 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

More information

Module 4 - The Once and Future King

Module 4 - The Once and Future King 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

More information

Improving Research Note Taking Skills

Improving Research Note Taking Skills Notebook Exercises Improving Research Note Taking Skills SUBJECT: All subjects LIBRARY MEDIA: Grade: 6 12 TIMEFRAME: 60 minutes INTRODUCTION: The Common Core Standards for English Language Arts state that

More information

3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1)

3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1) 3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1) based on the Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences

More information

Grades 9-10 Learning Targets and I Can Statements. Quarter 1. Provide an objective summary of the text.

Grades 9-10 Learning Targets and I Can Statements. Quarter 1. Provide an objective summary of the text. 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

More information

Career Planning Basics

Career Planning Basics 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:

More information

English Language Arts Reading, Writing, and Communicating

English Language Arts Reading, Writing, and Communicating 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

More information

Students will understand that good readers always ask and answer questions about a text. that certain words signal a question.

Students will understand that good readers always ask and answer questions about a text. that certain words signal a question. Kindergarten Reading Standards for Literature: Key Ideas and Details 1. Why do readers read? 2. How do readers construct meaning? Essential detail, text, questions, who, what, where, when, why, how, retell,

More information

English 7 Essential Curriculum

English 7 Essential Curriculum English 7 Essential Curriculum Genre Autobiography Realistic Fiction Speculative Fiction Theme Facing Injustice Perseverance Thrills and Chills OVERVIEW English 7 students learn how to make purposeful

More information

(informational texts) on (content), write an (essay or substitute) that

(informational texts) on (content), write an (essay or substitute) that Task 3 TEMPLATE (Argumentative/Comparison L1): After researching (informational texts) on (content), write an (essay or substitute) that compares (content) and argues (content). Be sure to support your

More information

FSD Grade 2 READING. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

FSD Grade 2 READING. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. College and Career Readiness Anchor Standards for Reading Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or

More information

Academic Standards for Writing in History and Social Studies*

Academic Standards for Writing in History and Social Studies* 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

More information

Common Core State Standards for Literacy in History/Social Studies

Common Core State Standards for Literacy in History/Social Studies 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

More information

E/LA Common Core Standards for Reading Grade 4

E/LA Common Core Standards for Reading Grade 4 Key Ideas and Details Anchor Standards 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

More information

Language Arts Literacy Areas of Focus: Grade 5

Language Arts Literacy Areas of Focus: Grade 5 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

More information

Units of Study 9th Grade

Units of Study 9th Grade Units of Study 9th Grade First Semester Theme: The Journey Second Semester Theme: Choices The Big Ideas in English Language Arts that drive instruction: Independent thinkers construct meaning through language.

More information

Reading for Success : A Novel Study for Stuart Little by E.B. White. Common Core Standards Grades 5, 6, 7

Reading for Success : A Novel Study for Stuart Little by E.B. White. Common Core Standards Grades 5, 6, 7 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:

More information

8th Grade English Language Arts Georgia Standards of Excellence (ELA GSE)

8th Grade English Language Arts Georgia Standards of Excellence (ELA GSE) READING LITERARY (RL) Key Ideas and Details ELAGSE8RL1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE8RL2:

More information

RESOURCES FOR ON-DEMAND WRITING

RESOURCES FOR ON-DEMAND WRITING 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

More information

Date Re-Assessed. Indicator. CCSS.ELA-Literacy.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.

Date Re-Assessed. Indicator. CCSS.ELA-Literacy.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words. 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

More information

Disposition: Transformation Big Ideas: Setting goals Anchor Text: ACT binder Possible Linking Texts:

Disposition: Transformation Big Ideas: Setting goals Anchor Text: ACT binder Possible Linking Texts: Disposition: Transformation Big Ideas: Setting goals Anchor Text: ACT binder Possible Linking Texts: 11 th Grade Possible Media Resources: Assorted YouTube videos that support the informational articles

More information

AK + ASD Writing Grade Level Expectations For Grades 3-6

AK + ASD Writing Grade Level Expectations For Grades 3-6 Revised ASD June 2004 AK + ASD Writing For Grades 3-6 The first row of each table includes a heading that summarizes the performance standards, and the second row includes the complete performance standards.

More information

Virginia English Standards of Learning Grade 8

Virginia English Standards of Learning Grade 8 A Correlation of Prentice Hall Writing Coach 2012 To the Virginia English Standards of Learning A Correlation of, 2012, Introduction This document demonstrates how, 2012, meets the objectives of the. Correlation

More information

Sample Project: How to Write an Informational/ Explanatory Text An Informational Wiki

Sample Project: How to Write an Informational/ Explanatory Text An Informational Wiki Sample Project: How to Write an Informational/ Explanatory Text An Informational Wiki Contents Selecting a Topic Aligning with Common Core State Standards Establishing Learning Objectives Teacher Preparation

More information

ELA I-II English Language Arts Performance Level Descriptors

ELA I-II English Language Arts Performance Level Descriptors Limited ELA I-II English Language Arts Performance Level Descriptors A student performing at the Limited Level demonstrates a minimal command of Ohio s Learning Standards for ELA I-II English Language

More information

Science & Literacy Activity GRADES 3-5

Science & Literacy Activity GRADES 3-5 Science & Literacy Activity GRADES 3-5 OVERVIEW This activity, which is aligned to the Common Core State Standards (CCSS) for English Language Arts, introduces students to scientific knowledge and language

More information

Common Core Standards Addressed by Lessons

Common Core Standards Addressed by Lessons Common Core Standards Addressed by Lessons Unit 1: Reading Literary Texts (Romeo and Juliet) ELA.9.RL.01.02 - Determine a theme or central idea of a text and analyze in detail its development over the

More information

Research Paper Rubric

Research Paper Rubric Research Paper Rubric Category Title Page Thesis Statement Introduction Body Organization- Structural Development of the Idea Conclusion Mechanics Usage Citation Bibliography Exceeds Standard Meets Standard

More information

Language Arts Literacy Areas of Focus: Grade 6

Language Arts Literacy Areas of Focus: Grade 6 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

More information

Grade 6 Third Prompt

Grade 6 Third Prompt Grade 6 Third Prompt Response to Literature Writing a Character Analysis English/Language Arts Content Standards: 1.0 Writing Strategies 2.0 Writing Applications (Genres and Their Characteristics) 2.4

More information

Grade 3 Q 1 Writing Curriculum

Grade 3 Q 1 Writing Curriculum Grade 3 Q 1 Writing Curriculum W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. Students will be assessed using the 3 rd Grade Persuasive Writing Rubric. W.3.1c Use

More information

The Alignment of Common Core and ACT s College and Career Readiness System. June 2010

The Alignment of Common Core and ACT s College and Career Readiness System. June 2010 The Alignment of Common Core and ACT s College and Career Readiness System June 2010 ACT is an independent, not-for-profit organization that provides assessment, research, information, and program management

More information

Journey Across Time The Early Ages 2008

Journey Across Time The Early Ages 2008 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»

More information

Common Core State Standards Grades 9-10 ELA/History/Social Studies

Common Core State Standards Grades 9-10 ELA/History/Social Studies Common Core State Standards Grades 9-10 ELA/History/Social Studies ELA 9-10 1 Responsibility Requires Action. Responsibility is the active side of morality: doing what I should do, what I said I would

More information

ReadyGEN Grade 4, 2016

ReadyGEN Grade 4, 2016 A Correlation of Grade 4, To the Introduction This document demonstrates how, meets the College and Career Ready. Correlation page references are to the Unit Module Teacher s Guides and are cited by grade,

More information

Grade 4. Expository Writing Rubric

Grade 4. Expository Writing Rubric 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

More information

English 2 - Journalism Mitch Martin: mmartin@naperville203.org

English 2 - Journalism Mitch Martin: mmartin@naperville203.org Mission English 2 - Journalism Mitch Martin: mmartin@naperville203.org To educate students to be self-directed learners, collaborative workers, complex thinkers, quality producers, and community contributors

More information

TEKS: 8.14A, 8.14B, 8.14C, 8.14D, 8.14E, 8.18A, 8.18B, 8.18C

TEKS: 8.14A, 8.14B, 8.14C, 8.14D, 8.14E, 8.18A, 8.18B, 8.18C 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

More information

Students will know Vocabulary: opinion preference title topic word sentence

Students will know Vocabulary: opinion preference title topic word sentence Kindergarten Grade Writing : Text Types and Purposes Essential opinion/preference, title, topic, word, sentence, title, topic, word, facts, nonfiction, fiction, sequence (order), event, reaction (feelings)

More information

What s the Big Idea?

What s the Big Idea? What s the Big Idea? Understanding Media Messages An Arts-Integrated Performance Task using Understanding by Design by Kim Chronister 2011 What s the Big Idea? Seminars are supported through grants from

More information

Course Description. Standards

Course Description. Standards City of Angels School Independent Study Los Angeles Unified School District Expository Reading and Writing Course B (ERWC B) Instructional Pacing Guide This an instructional pacing guide for the second

More information

Reading Standards for Literature

Reading Standards for Literature Reading for Literature ELACC3RL1 Key Ideas and Details: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 11/5/2012 1 Reading

More information

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Craft and Structure RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when

More information

Grade Level: 2 nd Grade

Grade Level: 2 nd Grade 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. RL.2.1.

More information

WRITING A CRITICAL ARTICLE REVIEW

WRITING A CRITICAL ARTICLE REVIEW 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

More information

PBS TeacherLine New York RDLA 165: Teaching Phonics and Spelling for Beginning and Transitional Readers (Grades 1-3)

PBS TeacherLine New York RDLA 165: Teaching Phonics and Spelling for Beginning and Transitional Readers (Grades 1-3) New York Learning Standards: English Language Arts Standard 1 Students will read, write, listen, and speak for information and understanding. Listening & reading to acquire information and understanding

More information

Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008

Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008 Implementing the Common Core State StandArds Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008 Table of Contents Grade 5 Introduction................................................

More information

Teacher s Guide. Alignment with the Common Core State Standards for Reading... 3. Alignment with the Common Core State Standards for Writing...

Teacher s Guide. Alignment with the Common Core State Standards for Reading... 3. Alignment with the Common Core State Standards for Writing... My Insurance Teacher s Guide Introduction to the Unit... 2 What are the activities? What is the assessment? What are the activity descriptions? How does this unit align with the Common Core State Standards?

More information

Alignment to the Common Core State Standards

Alignment to the Common Core State Standards Alignment to the Common Core State Standards Grades: 9-12 Language Arts Introduction Scientific Learning Reading Assistant software combines advanced speech recognition technology with scientifically-based

More information

COMMON CORE STATE STANDARDS FOR

COMMON CORE STATE STANDARDS FOR COMMON CORE STATE STANDARDS FOR English Language Arts Grade 6 Introduction to the Common Core State Standards for English Language Arts Grade-level version (See ODE subject-area web pages for grade-band,

More information

Competencies for Teachers of Physical Education/Health, Grades K-12

Competencies for Teachers of Physical Education/Health, Grades K-12 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

More information

COMMON CORE STATE STANDARDS FOR

COMMON CORE STATE STANDARDS FOR COMMON CORE STATE STANDARDS FOR English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Kindergarten Introduction to the Common Core State Standards for English Language

More information

Short Story. Writing Workshop 2. Activity 1: Exploring the Elements of a Short Story. 14 SpringBoard English Textual Power Level 6

Short Story. Writing Workshop 2. Activity 1: Exploring the Elements of a Short Story. 14 SpringBoard English Textual Power Level 6 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

More information

Common Core Writing Standards

Common Core Writing Standards Correlation to the Series, Grades K 2 Common Core State Standards, 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. College

More information

English II Writing. Persuasive Writing Rubric

English II Writing. Persuasive Writing Rubric 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

More information

Smarter Balanced Assessment Consortium: English/Language Arts Practice Test Scoring Guide Grade 11 Performance Task

Smarter Balanced Assessment Consortium: English/Language Arts Practice Test Scoring Guide Grade 11 Performance Task Smarter Balanced Assessment Consortium: English/Language Arts Practice Test Scoring Guide Performance Task 5/16/2014 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Item # Grade Claim Target DOK Item

More information

Grade 5 Second Prompt

Grade 5 Second Prompt Grade 5 Second Prompt Expository Writing an Essay Answer English/Language Arts Content Standards: 1.0 Writing Strategies 2.0 Writing Applications (Genres and Their Characteristics) 2.3 Write research reports

More information