2. “It’s In the Bag”
Review
Distribute the definitions for CCSS
terms that are in the bag at your
table.
Read your definition
Discuss and match the definition
to the correct term on the chart…
3. Objectives
O Develop a deeper understanding of CCSS
performance assessment demands.
O Connect the relationship between CCSS
instructional practice and performance
tasks as integral parts of learning.
4. Reading Anchor Standard 1:
In order to be college and career ready
students will be able to:
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
• What does this standard expect students to know
and be able to do?
• What specific skills or proficiencies are stated or
implied in the standard?
5. 7th Grade:
Cite several pieces of textual evidence to
support analysis of what the text says
explicitly, as well as inferences drawn from the
text.
9th & 10th Grade: Cite strong and thorough
textual evidence to support analysis of what
the text says explicitly, as well as inferences
drawn from the text.
If this standard is being assessed in December, how
will I get my students to grade level proficiency?
6. New process of learning…
New process of assessing.
Complex Text
Close Reading
Text Dependent Questions
Culminating in a writing Task that reflects proficiency
of the standards assessed
8. Little Miss Muffet
Little Miss Muffet
Sat on a tuffet
Eating her curds and whey;
Along came a spider
That sat down beside her
And frightened Miss Muffet away.
9. Vocabulary:
Do you see any words that are
barriers to understanding?
Categories of vocabulary words:
C
O
N
T
E
X
T
N
E
E
D
S
M
E
A
N
I
N
G
Words that need less time to
learn:
tuffet
curds
whey
These words require more time
to learn :
10. Little Miss Muffet
1. Analyze the author’s choice of characters.
What is his purpose?
Miss Muffet
Spider
11. Little Miss Muffet
2. What is implied about Miss Muffet from the first
two lines of the poem? Explain your answer citing
evidence from the text.
3. What can you infer from the line:
“Along came a spider and sat down beside
her”
4. Why was Miss Muffet frightened away?
12. Writing Task:
O Essential Question: How does fear
impact our decisions?
What is this poem about? Use
evidence from the text, explicit or
inferred, to support your
interpretation.
14. Reflection
O How often did we reread the
text?
O Did each question require the
answers came from the text?
O Can you think of other TDQ’s?
15. Connections
The text of Malala Yousafzai’s speech at the
United Nations
In the name of God, The Most Beneficent, The Most Merciful.
Honourable UN Secretary General Mr Ban Ki-moon,
Respected President General Assembly Vuk Jeremic
Honourable UN envoy for Global education Mr Gordon Brown,
Respected elders and my dear brothers and sisters;
Today, it is an honour for me to be speaking again after a long time.
Being here with such honourable people is a great moment in my life.
I don't know where to begin my speech. I don't know what
people would be expecting me to say…
16. Extensions
O Now that you know some background
information of the poem, return again to
the idea of author’s purpose. Can a
nursery rhyme influence thinking? Can a
political cartoon? Song?
O Rewrite the text from the first person pov
of one of the characters.
O Select an historical figure that stood up to
intimidation…
17. As we look at student work…
O Did students cite
several pieces of textual evidence (7th)
strong and through textual evidence (9th)
to support analysis of what the text says explicitly,
as well as inferences drawn from the text?
If not, what are the implications for instructional
revision and reteaching?
Talk about this standard. What are the skills…what are the tasks. Reciprocal writing and reading/speakingDetermine – ApplicationMake inferences – AnalysisSupport conclusions - EvaluationCite - Comprehension
Analyze and talk through the rigor level of this standard…the skills? The task?
