zilongwang/ReadingBank huggingface dataset:
Kindergarten—Article 1 The average school day for kindergarteners is getting longer, and it's paying off in improved reading skills. Public schoolchildren who attended kindergarten for a full day showed more improvement than those enrolled in half-day programs. This improvement will be carried on in elementary school and even high school. These children will be able to get better jobs when they are adults. Kindergarten—Article 2 The trend toward full day kindergarten programs in public schools is taking its toll on the young children of today. Recent studies showing improved reading skills may be misleading. This improvement in reading is unlikely to carry on as these children progress through elementary school. Birds—Article 1 This is the time of year when many young birds are preparing to leave the nest. If you find a young bird on the ground peeping and looking deserted, leave it alone! Birds often leave the nest before they can fly. Too often well-meaning people will interfere with nature. The sounds the bird makes are not cries for help. The calls help the parents to locate the bird when they come back with food. Birds—Article 2 I love to watch birds! It always amazes me how they can build those nests! I like to leave scraps of hair and yarn out for them to find. They'll use these things and weave them into a nest. Being a parent is a hard job, and the birds can use all the help they can get. SHOW-ME AUTHOR’S VIEWPOINT Name: ANSWER KEY Date:
How do authors effectively research, organize and present narrative writing within the mythology genre? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING GOALS (Anchor CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS ELA Grade Level DOK 1. Based on qualities and components discovered in the genre study of Greek mythology, the learner will organize and compose a narrative (original myth): establish a situation, introduce a narrator and/or characters; organize an event sequence; provide a conclusion that follows from the narrated event sequence. W.3: narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W.2.A.4.a W.2.A.4.b W.2.C.4.a 2.1 W.4.3.a W.4.3.e W.4.4 3 2 2. The learner will use a variety of transitional words and phrases to manage the sequence of events. W.3: Write narratives to develop real or imagined experiences or W.2.C.4.c 2.1 W.4.3.c 3
events using effective technique, descriptive details, and clear event sequences. 3. The learner will use dialogue to develop experiences and events. W.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.2.D.4.a W.2.D.4.b 2.1 W.4.3.b 2 The learner will use concrete words and phrases and sensory details to convey experiences and events precisely. W.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. L.3: Use knowledge of language and its conventions when W.2.D.4.a W.2.D.4.b W.3.A.4.a 2.1 W.4.3.b W.4.3.d L.4.3.a L.4.6 2 3
6. The learner will demonstrate command of the conventions of Standard English grammar and capitalization, punctuation, and spelling when writing. L.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. L.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. W.2.E.4.a W.2.E.4.e 1.2 2.2 L.4.1.f L.4.2.a L.4.2.b 1 7. The learner will use technology to produce and publish writing as well as to interact and collaborate with others in the editing and revision process. W.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a I.1.B.4 I.1.C.4.a I.1.C.4.b I.1.C.4.c W.1.A.4.a W.1.A.4.b W.1.A.4.c W.1.A.4.d W.1.A.4.e 1.2 1.8 2.1 2.2 W.4.6
Identify media techniques used to convey messages. 1.5 RL.5.7 1 Determine a theme in a poem and how a speaker reflects upon a topic. R.2.C.5.b 1.5 1.6 RL.5.2 3 Independently read and comprehend complex literary texts (poems). R.1.H.5.a R.1.H.5.b R.1.H.5.c R.1.H.5.d R.1.H.5.e R.1.H.5.f R.1.H.5.g R.1.H.5.h R.1.H.5.i RI.5.10 3 Read grade-level instructional text with fluency, accuracy and expression. Adjust reading rate to difficulty and type of text. R.1.D.5.a R.1.D.5.b 1.5 RF.5.4 1 Follow a writing process to: use a prewriting strategy; generate a draft; reread, revise for audience and purpose, ideas and content, organization and sentence structure, and word, choice (refer to W2A, W2B, W2C, W2D); edit for conventions; share writing. W.1.A.5.a W.1.A.5.b W.1.A.5.c W.1.A.5.d W.1.A.5.e 1.8 2.1 2.2 W.5.5 3
CA GLE Performance Goals CCSS ELA Grade Level CCSS ELA Anchor DOK Identify suspenseful elements in stories, and compare/contrast these elements as they appear in various texts. R.2.C.5.a R.2.C.5.b R.2.C.5.c R.2.C.5.f R.1.I.5.a 1.5 1.6 1.5 1.6 RL.5.1 RL.5.3 RL.5.9 1 3 Independently read and comprehend suspenseful texts. R.1.H.5.a R.1.H.5.b R.1.H.5.c R.1.H.5.d R.1.H.5.e R.1.H.5.f R.1.H.5.g R.1.H.5.h R.1.H.5.i RL.5.10 3 Follow the writing process to plan, and draft a suspenseful narrative. Identify W.3.A.5.a 2.1 W.5.3.a
ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING GOALS (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS DOK 1. The student will determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. R.2: Determine central or themes of a text and analyze their development; summarize the key supporting details and ideas R.2.C.6.b R.1.H.6.b R.1.H.6.i 3.5 RL.6.2 3 2. The student will describe how a particular or drama’s plot unfolds in a series of episodes, as well as how the characters respond or change as the plot moves toward a resolution. R.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text R.2.C.6.b R.2.C.6.c 1.6 3.5 RL.6.3 2 3 3. The student will analyze how a particular sentence, chapter, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. R.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole R.2.A.6.b R.2.C.6.b R.2.C.6.c R.2.C.8.b 2.4 3.5 RL.6.5 3
Statement of Organization Elaboration of Evidence Language and Vocabulary Conventions 4 The response is sustained and consistently and purposefully focused: • claim is clearly stated, focused and strongly maintained • alternate or opposing claims are clearly addressed* • claim is introduced and communicated clearly within the context The response has a clear and effective organizational structure creating unity and completeness: • effective, consistent use of a variety of transitional strategies • logical progression of ideas from beginning to end • effective introduction and conclusion for audience and purpose • strong connections among ideas, with some syntactic variety The response provides thorough and convincing support/evidence for the writer’s claim that includes the effective use of sources, facts, and details. The response achieves substantial depth that is specific and relevant: • use of evidence from sources is smoothly integrated, comprehensive, relevant, and concrete • effective use of a variety of elaborative techniques The response clearly and effectively expresses ideas, using precise language: • use of academic and domain-specific vocabulary is clearly appropriate for the audience and purpose The response demonstrates a strong command of conventions: • few, if any, errors are present in usage and sentence formation • effective and consistent use of punctuation, capitalization, and spelling 3 The response is adequately sustained and generally focused: • claim is clear and for the most part maintained, though some loosely related material may be present • context provided for the claim is adequate The response has an evident organizational structure and a sense of completeness, though there may be minor flaws and some ideas may be loosely connected: • adequate use of transitional strategies with some variety • adequate progression of ideas from beginning to end • adequate introduction and conclusion • adequate, if slightly inconsistent, connection among ideas The response provides adequate support/evidence for writer’s claim that includes the use of sources, facts, and details. The response achieves some depth and specificity but is predominantly general: • some evidence from sources is integrated, though citations may be general or imprecise • adequate use of some elaborative techniques The response adequately expresses ideas, employing a mix of precise with more general language • use of vocabulary is generally appropriate for the audience and purpose The response demonstrates an adequate command of conventions: • some errors in usage and sentence formation may be present, but no systematic pattern of errors is displayed • adequate use of punctuation, capitalization, and spelling
formats, including visually and quantitatively, as well as in words. Students will develop and answer a question the Holocaust through research. W.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. W.8: Gather relevant information from multiple print and digital sources, asses the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. W.9: Draw evidence from literary or informational to support analysis, reflection, and research. W.3.A.6.a 1.2 W.6.7 W.6.8 3 When engaging in collaborative discussions, students will use evidence to support the topic, follow rules for collegial discussions, pose and respond to specific questions with elaboration and detail, and reflect about/review key ideas. SL.1: Prepare for and participate effectively in a of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. I.1.A.6 R.1.H.6.h L.1.B.6 R.1.H.6.b R.1.H.6.f 2.1 SL.6.1.a SL.6.1.b SL.6.1.c SL.6.1.d Students will an argument to support the construction of their case for a classroom debate/trial. W.1: arguments to support claims in an analysis of substantive topics or texts using valid reasoning and W.3.A.6.a W.3.A.6.b W.2.C.6.a W.2.C.6.b W.2.B.6.a 3.5 W.6.1.a W.6.1.b W.6.1.c W.6.1.d W.6.1.e 3
Analyze an author’s organizational method and/or the structure used to present his ideas and explain how and/or why that is effective considering the message of the text R.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.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole. 3.5 RI.7.5 RL.7.5 2 Analyze an author’s word choice and explain how that convey his message R.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.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. 3.5 RI.7.4 RL.7.4 2 Use text analysis to identify an author’s tone in a text R.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. 3.5 RI.7.4 RL.7.4 2
3. Read and analyze two passages provided by the teacher about a common topic. Annotate those, particularly for main idea and supporting details, organizational pattern, tone, author’s perspective, and details and information that support those. Create/complete a graphic organizer to record your thinking about each of those two passages and to prewrite for the comparison-contrast essay. Craft an essay identifying and explaining important similarities and differences in the two passages provided/assigned, using information from the texts as support. UNIT RESOURCES: (include internet addresses for linking) See links to texts provided within the Instructional Strategies. Other texts that might be used for final activity, include but are not limited to the following: No Pretty Picture: A Child of War, by Anita Lobel (nonfiction) Wolfram: The Boy Who Went to War, by Giles Milton Upon the Head of the Goat: A Childhood in Hungary 1939-1944, by Aranka Siegal (nonfiction) Milkweed, by Jerry Spinelli (historical fiction novel) Thin Wood Walls, by David Patneaude (historical fiction novel) Baseball Saved Us, by Ken Mochizuki (historical fiction picture book) The Orphans of Normandy: A True of World War II Told through Drawings by Children, by Nancy Amis (nonfiction picture book) Hiding from the Nazis, by David A. Adler (historical fiction picture book)
4 3 2 1 Interpretation Interpretation of the character is accurate and is based on logical and insightful textual references. Interpretation of the character is accurate and based on logical textual references. Interpretation of the character is mostly accurate. Textual references may be insufficient. Interpretation of the character is inaccurate and based on random textual references. Supporting Evidence The evidence strongly and insightfully supports the interpretation. Evidence is clearly stated to support connection to the theme. The evidence accurately supports the interpretation and reference is made to the theme. The evidence somewhat supports the interpretation. Connection to the theme is not clear. The evidence does not clearly support the interpretation or theme. Organization of Ideas Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader. Details are placed in a logical order, but the way in which they are presented / introduced sometimes makes the writing less engaging. Some details are not in a logical or expected order, and this distracts the reader. Many details are not in a logical or expected order. There is little sense that the writing is organized. Character Analysis Paper Scoring Guide Notes regarding spelling, grammar, and punctuation: Comments from the teacher:
Cite textual evidence, especially as it relates to characterization. R.1.H.7.f R.1.H.7.i R.2.C.7.h 1.5 1.6 3.5 RL.7.1 3 Explain the importance of balancing historical accuracy with fictional portrayals. R.1.I.7.c R.2.C.7.d R.2.C.7.e 1.6 1.7 2.4 3.5 RL.7.6 RL.7.9 3 Explain the historical context of a story and how authors make historical fiction believable. R.1.I.7.c R.2.C.7.d R.2.C.7.e 1.6 1.7 2.4 3.5 RL.7.3 3 Compare and contrast characters and themes across stories about the Middle Ages. R.1.H.7.f R.1.I.7.a 1.4 1.5 1.6 3.5 RL.7.9 3 Use general academic and domain-specific words and phrases in writing and speaking. R.1.E.7.a R.1.E.7.b R.1.E.7.c R.1.G.7.a 1.5 1.6 L.7.4.a L.7.4.c L.7.6 2
Write a character analysis that uses effective technique, relevant descriptive details, and quotations or other examples. W.1.A.7.a W.1.A.7.b W.1.A.7.c W.1.A.7.d W.2.B.7.a W.2.B.7.b W.2.D.7.a W.2.D.7.b W.3.A.7.a W.3.A.7.b W.3.A.7.c 1.8 2.1 2.2 W.7.2.a W.7.2.b W.7.2.d W.7.9 W.7.9.a 3 Write and present a character sketch W.1.A.7.a W.1.A.7.b W.1.A.7.c W.1.A.7.d W.2.B.7.a W.2.B.7.b W.2.D.7.a W.2.D.7.b 1.8 2.1 2.2 W.7.3 W.7.3.a W.7.3.b W.7.3.d SL.7.4 3
Narrative Scoring Guide Key: 4: excellent job or advanced stages 3: proficient or acceptable job 2: progressing or getting there 1: basic, at the beginning stages The paper will include: 4 3 2 1 Engage and orient the reader by establishing a context or setting early in the paper. (Objective 8) Introduce the narrator early in the paper. (Objective 8) Use a sequence that unfolds naturally and logically based on the plot or events. (Objective 8) Use narrative techniques such as dialogue, pacing, and description to develop experiences, events or characters. Use a variety of transition words, phrases and clauses to convey sequence. (Objective 8) Signal shifts from one time frame or setting to another. (Objective 8) Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences or events. (Objective 8) Provides a conclusion that follows from the narrated experiences or events. (Objective 8) Created a plan prior to writing and used a writing process. (Objective 7) The writing is clear and coherent. (Objective 6) Is appropriate for audience and purpose. (Objective 6) Used technology to publish writing and seek from peers. (Objective 4) routinely for over extended time frames for a variety of reasons, purposes and audiences during short and lengthy time periods. (Objective 10)
4. In writing, the student will use technology to produce and publish writing and collaborate with others. W.6: Use technology, including the internet, to produce and publish writing and to interact and collaborate with others. I.1.B.7.c W.1.A.7.a W.1.A.7.b W.1.A.7.c W.1.A.7.d W.1.A.7.e 1.4 2.1 W.7.6 2 3 4 5. The student will informative/explanatory texts to examine a topic and convey ideas and concepts and information through the selection, organization, and analysis of relevant content. W.2: Write informative and explanatory texts to examine and convey complex ideas and information clearly and accurately through effective selection, organization and analysis of content. W.2.A.7.a W.2.A.7.b W.3.A.7.a W.2.B.7.a W.2.B.7.b W.2.C.7.a W.2.C.7.b W.2.C.7.e 2.1 W.7.2.a W.7.2.b W.7.2.c W.7.2.d W.7.2.e W.7.2.f 2 6. The student will produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience. W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to the task, purpose, and audience. W.2.A.7.a W.2.A.7.b 2.1 W.7.4 2 7. The student will use a writing process of planning, rough draft, editing and revising, rewriting or trying a new approach. W.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.1.A.7.a W.1.A.7.b W.1.A.7.c W.1.A.7.d W.1.A.7.e 2.1 W.7.5 2 3
8. The student will write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details and well-structured event sequences. W.3: Write narratives to develop real or imagined experiences or events using effective techniques, details and event sequences. W.2.A.7.a W.2.A.7.b W.2.C.7.a W.2.C.7.b W.2.C.7.e W.2.D.7.a W.2.D.7.b W.3.A.7.a 2.1 W.7.3.a W.7.3.b W.7.3.c W.7.3.d W.7.3.e 2 3 9. In writing, the student will draw evidence from literary or informational texts to support analysis, reflection, and research. W.9: Draw evidence from literary or informational to support analysis, reflection, and research. W.3.A.7.a 2.1 W.7.9.b 2 3 10. The student will write routinely over extended time frames for a variety of reasons, purposes and audiences during short and lengthy time periods. W.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or day or two) for a range of tasks, purposes and audiences. W.1.A.7.a W.1.A.7.b W.1.A.7.c W.1.A.7.d W.1.A.7.e W.2.A.7.a W.2.A.7.b W.3.A.7.a W.3.A.7.b W.3.A.7.c 2.1 W.7.10 3 structured
In the face of disaster, do we, as individuals demonstrate or best or worst character traits? ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING GOALS (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS OTHER DOK 1. Take comprehensible notes on important content, ideas, and details in text (e.g. about character traits of people real and fictitious). R.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.1.H.7.f R.1.H.7.g R.2.C.7.h 1.5 1.6 3.5 RL.7.1 3 2. Conduct research on various types of disasters and their impact on the human character and present finding to class in multimedia format. W.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 1.1 1.2 1.4 3.5 W.7.7 3 3. Utilize the writing process to write an argumentative essay about essential character traits of the human spirit W.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.3.A.7.a W.2.B.7.a W.2.B.7.b W.2.C.7.a W.2.C.7.b W.2.C.7.e W.2.D.7.a W.2.D.7.b 2.1 1.8 W.7.1.a W.7.1.b W.7.1.c W.7.1.d W.7.1.e W.7.5 4
3. Prepare for discussions by taking notes on distinguishing elements of texts read. W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research W.3.A.7.a 2.3 W.7.9.a 2 4. Analyze heroism and define what classifies someone as such in both past and present. W.1 arguments to support claims with clear reasons and relevant evidence. I.1.B.7.c 2.7 W.7.6 W.7.1.a W.7.1.b 3 5. Investigate the impact myths, legends, and folk tales had on the people and their culture. R.3 Analyze how particular elements of a story or drama interact (e.g. how setting shapes the characters of plot) R.2.C.7.c 1.6 1.8 3.5 RL.7.3 ASSESSMENT DESCRIPTIONS*: (Write a brief overview here. Identify Formative/Summative. Actual assessments will be accessed by a link to PDF file or Word doc. ) Formative Assessments Plot diagrams for a variety of myths, fables, and folk tales read during this unit Journal based on characteristics specific to each type of story Classroom blog based on the topic “Heroism”. Prewriting plot diagram, planning and rough draft Summative Assessments narrative essay cause/effect graphic organizer (cultural affects of myths) *additional suggestive activity – electronic presentation campaigning for Top Hero (based on classroom blog)
Participate in collaborative discussions of text by sharing L.2.A.7.b 2.1 2.3 SL.7.1 2 Evaluate a speaker’s of view. L.1.A.7.b 1.6 1.10 SL.7.3 3 6. Use appropriate speech in a variety of contexts. L.2.A.7.c 2.1 2.3 SL.7.6 2 7. Use conventions of standard English. W.2.E.7.a W.2.E.7.b W.2.E.7.d 2.2 L.7.2 L.7.2.a L.7.2.b 1 8. Examine how language functions in different contexts. R.2.B.7.d R.3.B.7.d W.2.D.7.a W.2.D.7.b 1.6 2.1 3.5 L.7.3 L.7.3.a 3 9. Interpret the meaning of figurative words and phrases. R.2.B.7.d R.3.B.7.d 1.6 2.4 3.5 L.7.5 L.7.5.a L.7.5.b L.7.5.c 3 ASSESSMENT DESCRIPTIONS*: (Write a brief overview here. Identify Formative/Summative. Actual assessments will be accessed by a link to PDF file or Word doc)
Advanced Proficient Progressing Needs Improvement Relevancy The student found a relevant source by using keywords and questions that were related to the main topic of study. The student found a relevant source that was related to the main topic of study. The student found a source that somewhat relates to the main topic of study. The student found a source that is not related to the main topic of study. Appropriateness The student found a source that is related to the main topic and is suitable for his/her age. The student a source that is related to the topic. The student found information that is somewhat related to the topic but may be too easy or difficult. The student did not find information that is related to the topic. Detail The source has an appropriate amount of detail to answer the main questions and is more than a basic overview of the topic The source has enough details to answer the main questions. The source may be too specific or broad to be useful. The source is too brief to be useful. Currency The source is current and/or recently updated. The source is a bit dated for the topic at hand. The source does not have a publication date. The source is grossly outdated. Authority & Bias The source‘s author is identified and credible. Author bias is noted and explained The source’s author is identified and may be credible. Author bias is noted The source’s author is not identified but information seems credible. Author bias is not noted The source’s author is not identified and the information does not seem credible.
The student will use details from text, both written and audio, to analyze the author’s perspective or purpose and evaluate the adequacy of the evidence provided by the author. R.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.6: Assess how point of view or purpose shapes the content and style of a text. R.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. R.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. R.1.H.8.f R.1.H.8.i R.1.I.8.a R.3.C.8.a R.3.C.8.c R.3.C.8.e 1.5 1.6 1.7 3.5 RI.8.1 RI.8.6 RI.8.8 3
Can you easily support an argument from them? What could that argument be? Collect evidence from groups in addition to their answers to the above questions. Use these to evaluate the extent to which students are able to make connections among their pieces of evidence, and to the validity of their argument given these connections. (Formative Assessment - “Selecting Evidence to Support an Argument”) **Lesson ideas excerpted from Selecting Evidence to Support an Argument by Caroline Sain Obj. # 1 2 INSTRUCTIONAL ACTIVITIES: (What Students Do) Students will identify multiple pieces of evidence that help to support an argument. Students will evaluate whether or not their chosen evidence is interconnected and will easily support an identifiable argument. UNIT RESOURCES: (include internet addresses for linking) Websites readwritethink.org (Narrative of Frederick Douglass a Slave, Written By Himself – CCSS Exemplar Text) (Churchill, Winston: “Blood, Toil, Tears and Sweat: Address to Parliament on May 13th, 1940.” – CCSS Exemplar Text) *Includes both audio and written forms
8. Utilize the writing process to write a literary analysis paper on the use of dramatic license in the adapted versions of The Diary of Anne Frank. W.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.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.3.A.8.3 W.2.B.8.a W.2.A.8.a W.2.A.8.b W.2.C.8.a W.2.C.8.b W.2.B.8.b W.2.C.8.e W.2.D.8.a W.2.D.b W.2.A.8.a W.2.A.8.b W.2.A.8.a W.2.A.8.b W.1.A.8.a W.1.A.8.b W.1.A.8.c W.1.A.8.d W.1.A.8.e 2.1 W.8.2.a W.8.2.b W.8.2.c W.8.2.d W.8.2.e W.8.2.f W.8.4 W.8.5 3 9. Cite evidence from text to support classifying an individual as a victim, perpetrator, by-stander or rescuer. R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence R.1.H.8.a R.1.H.8.b R.1.H.8.c R.1.H.8.f R.1.H.8.g 3.5 RL.8.1 2 3
when writing or speaking to support conclusions drawn from the text. R.1.H.8.h R.1.H.8.i 10. Use evidence to support their thinking while reading a Holocaust themed novel/memoir. R.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.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. R.1.H.8.a R.1.H.8.b R.1.H.8.c R.1.H.8.f R.1.H.8.g R.1.H.8.h R.1.H.8.i 3.5 RL.8.1 RL.8.2 3 11. Participate in collaborative discussions of a Holocaust themed novel/memoir in a literature circle. SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. L.1.B.8 2.1 SL.8.1.a SL.8.1.b SL.8.1.c SL.8.1.d 2 3 12. Use the writing process and evidence from two texts to write a response paper to one of the unit essential questions. W.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.3.A.8.3 W.2.B.8.a W.2.A.8.a W.2.A.8.b W.2.C.8.a W.2.C.8.b W.2.B.8.b W.2.C.8.e W.2.D.8.a W.2.D.b 2.1 W.8.2.a W.8.2.b W.8.2.c W.8.2.d W.8.2.e W.8.2.f W.8.4 3 4
Setting When does the take place? _________________________________________ How do you know? Give examples from the text: Where does the story take place? If there are multiple settings, please list the major places the story takes place. Describe the setting or settings. Try to also include what the mood is like. How does it make you feel?
READING WORKSHOP Evaluating the impact of events (RI.5.3) Investigating traits of key historical figures (RI.5.3) Investigating traits of key historical figures (RI.5.3) Evaluating the impact of events on key historical figures (RI.5.3) Evaluating the impact of events on the community (RI.5.3) WRITING WORKSHOP Editing, publishing, and practicing presentations (W.5.5, SL.5.4) Practicing presentations (W5.4, SL.5.4) Presentation day (W5.4, SL.5.4) Presentation day (W5.4, SL.5.4a) Presentation day (W5.4, SL.5.4) DAY TEXT The Montgomery Bus Boycott INTERACTIVE READ-ALOUD Evaluating the impact of events on key historical figures (RI.5.3, RI.5.9) READING WORKSHOP Evaluating the impact of key historical figures (RI.5.3, RI.5.9) WRITING WORKSHOP Presentation day (W5.4, SL.5.4)
4. “I was twelve. I believed profoundly. During the day I studied that Talmud, and at night I ran to the synagogue to weep over the destruction of the .” Based on the way it is used in this sentence, what does profoundly mean? A. hindered B. absolutely C. restricted D. written discussion 5. “The train full of deportees had crossed the Hungarian frontier and on Polish territory had been taken in charge by the Gestapo. on the way it is used in this sentence, what does a deportee mean? A. written discussion B. last name C. people expelled D. story 6. “At that time, it was still possible to obtain emigration permits for .” Based on the way it is used in this sentence, what does emigration mean? A. leaving an area B. people expelled C. written discussion D. unimportant
38. “The days were like nights, and the nights left the dregs of their darkness in our souls. Based on how it is used in this sentence, what do dregs mean? A. sediment of liquid B. harmful influence C. sorrowful D. remove 39. “Wild beasts of prey, with animal hatred in their eyes; an extraordinary vitality had seized them, sharpening their teeth and nails. Based on how it is used in this sentence, what does vitality mean? A. secret place B. remove C. lack of emotion D. vigor, energy 40. “He was finished, at the end of his tether.” Based on how it is used in this sentence, what does tether mean? A. rope, chain B. secret place C. energy D. lack of emotion 41. “The contagion spread to the other carriages.”
Based on how it is used in this sentence, what does contagion mean? A. secret place B. disease carrying C. lack of emotion D. rope or chain 42. “A plaintive, beseeching voice caught me in the spine.” Based on how it is used in this sentence, what does plaintive mean? A. sediment of liquid B. vigor, energy C. sorrowful D. lacking emotion 43. “And, in the depths of my being, in the recesses of my weakened conscience, could I have searched it, I might perhaps have found something like—free at last!” on how it is used in this sentence, what does recesses mean? A. secret B. rope or chain C. disease carrying D. remove
develop and interact over the course of a text Students will evaluate author’s and literary techniques R.4: Interpret 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. L.5: Demonstrate understanding of word relationships and nuances in word meanings R.3.B.E1.d 1.5 3.5 RI.9-10.4 3 Students will locate, interpret and apply text elements and text features R.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole R.3.A.E1 1.6 3.5 RI.9-10.5 3 Students will use the writing process to improve writing W.5: Develop and strengthen writing as needed by planning, revising, editing, W.1.A.E1.a W.1.A.E1.b W.1.A.E1.c W.1.A.E1.d W.1.A.E1.e 2.1 2.2 3.1 3.3 W.9-10.5 W.9-10.9.b W.9-10.10 4
rewriting, or trying a new approach W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research W.10: 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. Students will develop vocabulary through text using context clues R.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 L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting R.1.E.E1.b 1.5 RI.9-10.4 L.9-10.4.a L.9-10.4.c L.9-10.4.d 2
*Attach Unit Summative Assessment, including Scoring Guides/Scoring Keys/Alignment Codes and DOK Levels for all items. Label each assessment according to the unit descriptions above ( i.e., Grade Level/Course Title/Course Code, Unit #.) Obj. # INSTRUCTIONAL STRATEGIES (research-based): (Teacher Methods) 1 2 3 4 6 7 8 Proctor the selected-response test. Obj. # INSTRUCTIONAL ACTIVITIES: (What Students Do) 1 2 3 4 6 Students will complete the selected-response text.
After reading two persuasive texts, determine how each author uses structure to build argument and how Chief Red Jacket uses the structure of Reverend Cram’s argument to build his own argument R.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole. R.3.C.E1.a 1.6 3.5 RI.9-10.5 4 Write an essay to support a claim and persuade an administrator to take action W.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.3.A.E1.a 2.1 3.1 3.3 3.4 3.7 3.8 W.9-10.1.a W.9-10.1.b W.9-10.1.c W.9-10.1.d W.9-10.1.e 4 an essay with clear purpose while paying attention to audience W.4: Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose, and audience. W.2.A.E1.b 2.1 W.9-10.4 3 Write an essay using the writing process W.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach. W.1.A.E1.a W.1.A.E1.b W.1.A.E1.c W.1.A.E1.d 2.1 2.2 W.9-10.5 4 Conduct research to support one’s stance W.7: Conduct short as well as more sustained research I.1.A.9-12 1.1 W.9-10.7 3
revising, editing, rewriting, or trying a new approach. W.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. W.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. SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. SL.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, W.2.C.E1.a W.2.C.E1.b W.2.C.E1.c W.2.C.E1.d W.2.C.E1.e W.2.D.E1.a W.2.D.E1.b W.2.E.E1.a W.2.E.E1.b W.2.E.E1.c W.3.A.E1.a W.3.A.E1.b W.3.A.E1.c W.3.A.E1.d W.3.A.E1.e R.1.E.E1.a R.1.E.E1.b R.1.E.E1.c R.1.G.E1.a 2.6 3.5 4.6 4.8 W.9-10.10 SL.9-10.1.a SL.9-10.1.b SL.9-10.1.c SL.9-10.1.d SL.9-10.4 L.9-10.1.a L.9-10.1.b L.9-10.2.a L.9-10.2.b L.9-10.2.c L.9-10.3.a L.9-10.5.a L.9-10.5.b L.9-10.6
ESSENTIAL MEASURABLE LEARNING OBJECTIVES CROSSWALK TO STANDARDS CA CLE Goals CCSS ELA Grade Level DOK Analyze literary texts, citing support for conclusions R.1.H.E1.a R.1.I.E1.a R.2.A.E1 R.3.A.E1 W.3.A.E1.a W.3.A.E1.b 1.5 1.6 4.1 RL.9-10.1 RL.9-10.3 RI.9-10.1 RI.9-10.3 4 Evaluate the structure of texts R.2.A.E1 R.2.B.E1.b R.2.B.E1.c R.2.B.E1.d 1.6 1.8 4.1 RL.9-10.5 3 Evaluate the point of view and perspective R.2.A.E1 R.2.C.E1.b W.3.A.E1.a W.3.A.E1.b 1.6 4.1 RL.9-10.6 3 Develop strategies to build vocabulary. R.1.E.E1.c W.2.D.E1.a 1.6 4.1 L.9-10.4.a L.9-10.4.b L.9-10.4.c L.9-10.4.d 2 Create a narrative that develops an imagined experience W.1.A.E1.a W.1.A.E1.b W.1.A.E1.c W.1.A.E1.d W.1.A.E1.e W.2.C.E1.d W.2.C.E1.e W.3.A.E1.a W.3.A.E1.b 2.1 2.5 4.4 W.9-10.3.a W.9-10.3.b W.9-10.3.d 4
Lydia Davis’ “The Sock” “Lady with the Little Dog” “Hills Like White Elephants” http://www.has.vcu.edu/eng/webtext/hills/hills.htm “Here We Are” www.fultonschools.org/teacher/cooney/__multi/here%20we%20are.pdf “Doctor Jack-o-Lantern” “For Esme—with Love and Squalor” www.dibache.com/text.asp?id=173 Reading Like a Writer by Francine Prose
2. Integrate and evaluate ideas and information from several related texts with your own experience to determine how a societal concept or value has changed over time (civil disobedience). R.1.H.E2.d R.1.I.E2.a R.2.C.E2.d R.3.B.e2.e R.3.C.E2.g 1.5 1.9 2.1 2.4 RL.9-10.1 RL.9-10.2 RI.9-10.1 RI.9-10.2 RI.9-10.3 RI.9-10.5 RI.9-10.6 RI.9-10.7 4 3. Compose an argument supporting a claim with sufficient, relevant evidence. W.1.A.E2 W.2.B.E2.a W.2.B.E2.b W.2.B.E2.c W.2.B.E2.d W.2.C.E2.a W.2.C.E2.b W.2.C.E2.c 2.1 2.4 W.9-10.1 W.9-10.4 W.9-10.5 W.9-10.6 W.9-10.7 4
W.2.C.E2.d W.2.C.E2.e W.2.C.E2.f W.2.C.E2.g W.2.D.E2.a W.2.D.E2.b W.2.E.E2.a W.2.E.E2.b W.2.E.E2.c 4.Demonstrate an understanding of how viewpoint, structure, characterization, setting, conflict, metaphors, and symbols work together to reveal and develop a theme in fiction, poetry, and nonfiction texts. R.2.B.E2.e R.2.C.E2.d R.3.B.E2.e R.3.C.E2.g 1.5 1.6 RL.9-10.4 RL.9-10.5 RI.9-10.4 RI.9-10.5 RI.9-10.6 RI.9-10.8 RI.9-10.9 4 5. Demonstrate the ability to participate effectively in discussions about central ideas in print and other media texts and to use ideas W.2.B.E2.a W.2.B.E2.b W.2.B.E2.c W.2.B.E2.d 2.3 2.4 W.9-10.2 W.9-10.4 4
stanza) relate to each other and the whole. R.7: Integrate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 3. Students will use basic strategies of inquiry to clarify and develop solutions to the problem they choose to write about. W.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. W.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. W.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 W.3.A.E2.d 1.1 1.2 1.3 1.4 1.5 1.6 1.7 3.1 3.5 3.7 3.8 W.9-10.7 W.9-10.8 W.9-10.9.b W.9-10.10 4
ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS DOK Use the writing process to create a cohesive essay (persuasive or informative) about a topic chosen by the student. W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.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. R.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. W.1.A.E2 W.2.A.E2.a W.2.A.E2.b W.2.B.E2.a W.2.B.E2.b W.2.B.E2.c W.2.B.E2.d W.2.C.E2.a W.2.C.E2.b W.2.C.E2.c W.2.C.E2.d W.2.D.E2.a W.3.A.E2.a W.3.A.E2.b W.3.A.E2.c W.3.A.E2.d W.9-10.2.a W.9-10.2.b W.9-10.2.c W.9-10.2.d W.9-10.2.e W.9-10.2.f W.9-10.4 W.9-10.5 W.9-10.7 W.9-10.10 L.9-10.1.a L.9-10.1.b L.9-10.2.a L.9-10.2.b L.9-10.2.c 4
W.3.A.E2.e W.2.E.E2.a W.2.E.E2.b L.9-10.3.a Evaluate how words in different contexts persuade and bring emotions. R.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.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. R.1.H.E2.d R.1.H.E2.e R.3.C.E2.a R.3.C.E2.b R.3.C.E2.c R.3.C.E2.d R.3.C.E2.e R.3.C.E2.f R.3.C.E2.g R.3.C.E2.h R.1.H.E2.a R.1.H.E2.f R.1.E.E2.a R.1.E.E2.b R.1.E.E2.c R.3.B.E2.d RI.9-10.1 RI.9-10.2 RI.9-10.3 RI.9-10.4 4
R.3.B.E2.e Evaluate word choice in a variety of texts including their own, describing how the phrases persuade, affirm or impact a person and why. R.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.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. R.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. R.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.5 Analyze the structure of texts, including how specific sentences, R.1.E.E2.a R.1.E.E2.b R.1.E.E2.c R.3.A.E2 R.3.B.E2.d R.3.B.E2.e R.3.C.E2.a R.3.C.E2.b R.3.C.E2.d R.3.C.E2.e R.1.I.E2.a R.1.I.E2.b W.2.C.E2.e W.2.E.E2.a W.2.E.E2.b L.9-10.1 L.9-10.2 L.9-10.3 RI.9-10.4 RL.9-10.5 RL.9-10.6 RI.9-10.8 RI.9-10.9 4
Historical Comparison Formative Assessment Teachers, you will need to procure an American history textbook for this activity. The idea is to have students compare the fictional accounts or memoirs with the history that they study in their textbooks. Choose appropriate small sections about racial tensions, the Great Depression, the Harlem Renaissance, or any other section deemed appropriate for students to read in conjunction with their novels. After reading selected sections of your school’s history textbook about segregation, racial tensions, the Great Depression or any other sections chosen by your instructor, complete this Venn diagram for that historical account. Venn Diagram-Comparison of History in Textbooks and in Fiction/Memoirs
9/10 ELA English II Fiction Unit Summative Assessment Scoring Community Project Project demonstrates an understanding of audience in its presentation using both visual and auditory media. It is visually appealing. 20 All media have a cohesive purpose to inform the audience about the community 30 Primary sources rather than secondary sources are used and cited in the script 30 Describes an aspect of the community such as churches, ghost stories, graveyards, or famous/infamous people 30 Project’s script is written with a demonstration of appropriate grammar and punctuation structures 20 Introduction and conclusion are obvious and serve as a great beginning and ending for the project 20 Total 150
CCSS LEARNING GOALS (Anchor Standards/Clusters) GLEs/CLEs PS CCSS OTHER DOK Students will be able to make inferences from a set of given facts gleaned from newspaper articles and other historical documents or descriptions in a given in a literary text. R.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.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. R.10 Read and comprehend complex literary and informational texts independently and proficiently. R.1.H.E2.a R.1.H.E2.d R.1.H.E2.e R.1.H.E2.f R.2.C.E2.a R.2.C.E2.b R.2.C.E2.c R.2.C.E2.d R.1.D.E2.a R.1.D.E2.b RL.9-10.1 RL.9-10.2 RL.9-10.3 RL.9-10.6 RL.9-10.10 RI.9-10.7 3 Students will be able to analyze the effect of setting on characters. R.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. R.2.C.E2.b R.2.C.E2.d RL.9-10.5 3 Students will be able to evaluate the impact of historical events on their own R.3 Analyze how and why individuals, events, and R.1.H.E2.d R.1.H.E2.e RI.9-10.1 RI.9-10.2 4
communities as well as the effect on characters and ideas in a novel. ideas develop and interact over the course of a text. R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. R.3.C.E1.a R.3.C.E1.b R.3.C.E1.c R.3.C.E1.d R.3.C.E1.e R.3.C.E1.f R.3.C.E1.g R.1.H.E2.a R.1.H.E2.f RI.9-10.7 Students will compose a variety of writings including an effective, reflective essay about the bond between the individual and community for them personally and for a character from their books, several blog posts about literature and a script for a community research project. W.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.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.5 Develop and strengthen writing as needed by planning, revising, W.2.C.E2.a W.2.A.E2.a W.2.A.E2.b W.2.B.E2.a W.2.B.E2.b W.2.B.E2.c W.2.B.E2.d W.2.C.E2.b W.2.C.E2.c W.2.C.E2.d W.9-10.1 W.9-10.2 W.9-10.4 W.9-10.5 W.9-10.7 W.9-10.9 W.9-10.10 L.9-10.1.a L.9-10.1.b L.9-10.2.a L.9-10.2.b L.9-10.2.c 4
ESSENTIAL MEASURABLE LEARNING OBJECTIVES CCSS LEARNING GOALS (Anchor Standards/Clusters) CROSSWALK TO STANDARDS GLEs/CLEs PS CCSS OTHER DOK Students will apply pre-reading, during reading, and post-reading strategies to make inferences, draw conclusions, and aid in comprehension of nonfiction texts, assessed through various formative assessments. R.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. SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. R.1.F.E2.c R.1.H.E2.a R.1.H.E2.d R.1.H.E2.e R.1.H.E2.f L.2.A.9-12.b 1.6 RI.9-10.1 SL.9-10.1 3 Students will show mastery (85% or higher) on their summative assessment by explaining, analyzing, and evaluating the author’s use of word choice to clarify meaning. R.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.2.B.E2.d R.2.C.E2.d 1.6 RI.9-10.4 3 Students will show mastery (85% or higher) on their summative assessment by R.5: Analyze the structure of texts, including how R.2.C.E2.b 1.6 RI.9-10.3 3