Digging Deeper Common Core Implications & Connections Jason Stephenson@teacherman82
Quick Write http://www.shorpy.com/node/1690Compare and contrast this classroom with your ownclassroom. What’s similar? What’s different? Why?
Tooth and NailApril 1917. “Daily inspection of teeth and fingernails. Older pupils makethe inspection under the direction of teacher who records results. Thishas been done every day this year.” School #49, Comanche County, Oklahoma (near Lawton)
Criteria Used for Development• Aligned with college and work expectations• Include rigorous content and application of knowledge through high-order skills• Build upon strengths and lessons of current state standards• Informed by top-performing countries, so that all students are prepared to succeed in our global economy and society• Evidenced and/or research-based @teacherman82
Common Core: At a Glance• Describes what, not how students should be taught• Focuses on results, rather than means• Needed because students move from state to state, some of which had poor standards• A shared responsibility for literacy across the curriculum @teacherman82
Overall Writing Informational / Argument Explanatory NarrativeThis represents writing across the curriculum, not just in English.
Assessed Writing Modes• PASS • COMMON CORE• Descriptive • Argument• Narrative • Informational /• Reflective Explanatory Writing• Expository • Narrative Writing• Persuasive • Blending of GenresThe role of descriptive writing in Common Core? @teacherman82
Modes in Your Classroom Argument Informational / Explanatory Narrative Blending Genres
Argument: Purposes• To change the reader’s point of view• To bring about some action on the reader’s part• To ask the reader to accept the writer’s explanation or evaluation of a concept, issue, or problem @teacherman82
Argument: Tasks• Students make claims about the worth or meaning of a literary work or works.• They defend their interpretations or judgments with evidence from the text(s) they are writing about. @teacherman82
Argument > PersuasionGenre Definition Common FeaturesPersuasion Appeals to the Uses techniques such as emotions of the bandwagon, plain folks, glittering audience generalities, name calling, and snob appealArgument Appeals to logic Consists of a thesis/claim, and reason evidence, concession/refutation, and a more formal style @teacherman82
Informational/Explanatory: Purposes• To increase readers’ knowledge of a subject• To help readers better understand a procedure or process• To provide readers with an enhanced comprehension of a concept @teacherman82
Informational/Explanatory: Subgenres• Types• Components• Size, function, or behavior• How things work• Why things happen• Literary analysis @teacherman82
Types• What are the different types of poetry?• What are the different types of drivers?• What are the different types of texters? @teacherman82
Components• What are the parts of a motor?• What are the parts of a plot?• What are the parts of the heart? @teacherman82
Size, Function, or Behavior• How big is the United States?• How small is DNA?• What is an X-ray used for?• How do penguins find food? @teacherman82
How Things Work• How does the legislative branch of government function? @teacherman82
Why Things Happen• Why do some authors blend genres?• What causes a cell phone call to be dropped? @teacherman82
Common Core’s 10 Anchor Standards for Writing• Place a check mark () next to the standards with which you feel comfortable.• Place a circle () next to any standards for which you need help.• Place a star () next to the most difficult standard. @teacherman82
10 Anchor Standards for Writing • 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant andText Types and Purposes sufficient evidence.
10 Anchor Standards for Writing • 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately throughText Types and Purposes the effective selection, organization, and analysis of content.
10 Anchor Standards for Writing • 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details,Text Types and Purposes and well-structured event sequences.
10 Anchor Standards for Writing • 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, andProduction & Distribution audience.of Writing
10 Anchor Standards for Writing • 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.Production & Distributionof Writing
10 Anchor Standards for Writing • 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.Production & Distributionof Writing
10 Anchor Standards for Writing • 7. Conduct short as well as more sustained research projects based onResearch to Build & Present focused questions, demonstrating understanding of the subject under investigation.Knowledge
10 Anchor Standards for Writing • 8. Gather relevant information from multiple print and digital sources, assessResearch to Build & Present the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.Knowledge
10 Anchor Standards for Writing • 9. Draw evidence from literary or informational texts to support analysis,Research to Build & Present reflection, and research.Knowledge
10 Anchor Standards for Writing • 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.Range of Writing
Sample Performance Tasks• From CCSS Appendix B: Text Exemplars and Sample Performance Tasks• Grade Ranges: 6-8, 9-10, 11-12• ELA: Stories, Drama, & Poetry• ELA: Informational Texts
6-8 ELA: Stories, Drama, & Poetry • Students analyze how the opening stanzaSample Performance Tasks of Robert Frost’s “The Road Not Taken” structures the rhythm and meter for the poem and how the themes introduced by the speaker develop over the course of the text. [RL.6.5]
6-8 ELA: Stories, Drama, & Poetry • Students cite explicit textualSample Performance Tasks evidence as well as draw inferences about the drake and the duck from Katherine Paterson’s The Tale of the Mandarin Ducks to support their analysis of the perils of vanity. [RL.6.1]
6-8 ELA: Informational Texts • Students trace the line ofSample Performance Tasks argument in Winston Churchill’s “Blood, Toil, Tears and Sweat” address to Parliament and evaluate his specific claims and opinions in the text, distinguishing which claims are supported by facts, reasons, and evidence, and which are not. [RI.6.8]
6-8 ELA: Informational Texts • Students determine theSample Performance Tasks point of view of John Adams in his “Letter on Thomas Jefferson” and analyze how he distinguishes his position from an alternative approach articulated by Thomas Jefferson. [RI.7.6]
9-10 ELA: Stories, Drama, & Poetry • Students analyze in detail the theme of relationships between mothers andSample Performance Tasks daughters and how that theme develops over the course of Amy Tan’s The Joy Luck Club. Students search the text for specific details that show how the theme emerges and how it is shaped and refined over the course of the novel. [RL.9–10.2]
9-10 ELA: Informational Texts • Students determine the purpose and pointSample Performance Tasks of view in Martin Luther King, Jr.’s, “I Have a Dream” speech and analyze how King uses rhetoric to advance his position. [RI.9–10.6]
11-12 ELA: Stories, Drama, & Poetry • Students compare two orSample Performance Tasks more recorded or live productions of Arthur Miller’s Death of a Salesman to the written text, evaluating how each version interprets the source text and debating which aspects of the enacted interpretations of the play best capture a particular character, scene, or theme. [RL.11–12.7]
11-12 ELA: Informational Texts • Students analyze ThomasSample Performance Tasks Jefferson’s Declaration of Independence, identifying its purpose and evaluating rhetorical features such as the listing of grievances. Students compare and contrast the themes and argument found there to those of other U.S. documents of historical and literary significance, such as the Olive Branch Petition. [RI.11–12.9]
Building Background Knowledge• Kelly Gallagher• Readicide• Article of the Week
Argument Skills• Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
Article of the Week• Three-Year High School Diploma• Wall Street Journal• Close reading & annotation of text• Choosing a stance and defending it with evidence
Article of the Week• “The Opportunity Gap”• Read the article and determine some tasks a student could perform based on the article.• How does AoW connect with CCSS?
Data / Chart of the Week• Explain interpretation through evidence and analysis.• Science• Math http://lilt.ilstu.edu/gmklass/COW/
AoW Resources• Middle school: http://vms.vale.k12.or.us/articles-week• High school: http://kellygallagher.org/resources/articles.htm
Quickwrite• What is an implied claim of the following infographic?• Do you support this claim? Why or why not? @teacherman82
What is an implied claim of this infographic? Do you support this claim? Why or why not? Oklahoma vs. Georgia School Districts, Student Enrollment, & Total Superintendent Salaries School Districts School Districts 527 186 Student Enrollment Student Enrollment 654,542 1,667,685 Superintendent Salaries Superintendent Salaries $51.3 million $29.2 million Works CitedAssociated Press. “Oklahoma: School superintendents collectively earn $51.3 million per year.” JoplineGlobe.com. The Joplin Globe, 25 Jan. 2010. Web. 29 Jan. 2012.Blackburn, Ryan. “Some at top make sacrifices.” Online Athens.com. Athens Banner-Herald, 15 Mar. 2010. Web. 29 Jan. 2012.“Rankings & Estimates.” NEA.org. National Education Association, December 2010. Web. 29 Jan. 2012.
From King’s Guide…My candy of choice is Junior Mints. Andwhile I dont bring bootleg food into themovies, I do bring bootleg toothpicks. Then,as I relax in my seat, I take a toothpick andpoke five or six Junior Mints onto it. It endsthe dreaded Chocolate Hand, and its alsokind of fun to eat candy off a stick. I call themMint-Kebabs.
Sentence Variety• My candy of choice is Junior Mints.• And while I dont bring bootleg food into the movies, I do bring bootleg toothpicks.• Then, as I relax in my seat, I take a toothpick and poke five or six Junior Mints onto it.• It ends the dreaded Chocolate Hand, and its also kind of fun to eat candy off a stick.• I call them Mint-Kebabs.1 short sentence + 3 long sentences + 1 short sentence
Sources• http://www.corestandards.org/• http://sde.state.ok.us/Curriculum/CommonCore/default.html• http://www.ew.com/ew/article/0,,20215177,00.html• Aubrey and Emily. “Structuring the Argument.” Where the Classroom Ends. n.p., 9 May 2012. Web. 24 May 2012.• Davis, Lauren. “5 Things Every Teacher Should be Doing to Meet the Common Core State Standards.” Eye on Education. 2012. PDF.• Gallagher, Kelly. Readicide: How Schools are Killing Reading and What You Can do about it. Portland, Maine: Stenhouse, 2009.• Kittle, Penny. Write Beside Them: Risk, Voice, and Clarity in High School Writing. Portsmouth, NH: Heinneman, 2008.• Koss, Cindy. Deer Creek Public Schools. 2012.• Images from Microsoft Office