Common Core          What does it mean in the everyday classroom?By Mandel Holland,  M.F.A., M.A.T.                       ...
What does it all mean?First, a little history...First, a little history...Common Core Standards were firstformed at a Conf...
What does it all mean? These institutions also found that the level of preparation varied greatly from state to state & di...
What does it all mean?To address this, 42 of the 50 UnitedStates, including New York, agreed tohave the same K-12 curricul...
What does it all mean? Simply put: Too many kids graduate from high school and are not ready for college or post-secondary...
How will we teach with the Common Core?The short answer: Not much differentthan we always have.In U.S. History, for exampl...
How will we teach with the Common Core?Sample Objective: To understand howthose opposed to New Deal Initiativesfound moral...
How will we teach with the Common Core?The Old Lesson: From the NYS SocialStudies Curriculum - Unit 5, II.B.8:“Opposition ...
How will we teach with              the Common Core?The New Standard (CCR): (Reading) #2.Determine central ideas or themes...
Sorting & Identifying           Standards•   At a glance, it looks complicated;    framing each assignment with a College ...
Sorting & Identifying           Standards•   Each Common Core Standard (CCS) is    set within its College & Career    Read...
The Anchor Standards (CCR)     The Anchor Standards (CCR)ForREADING                  12
(ForREADING)These areyour“CCR”AnchorStandardsThese areyour“CCS”Standards            13
The Anchor Standards (CCR)      The Anchor Standards (CCR)ForWRITING                  14
(AndWRITING)These areyour“CCR”AnchorStandardsThese areyour“CCS”Standards            15
Think of the Standards as    “MACRO” & “MICRO”...•   The College & Career Readiness    (CCR) Anchor Standards are the    “...
So... How do we teachwith the Common Core?THE LESSON: To understand howthose opposed to New Deal Initiativesfound moral ju...
How will we teach with the Common Core?Analysis & Evaluation of twodocuments: 1. “One Third of a Nation”:FDR’s Second Inau...
BACKGROUND INFO ON            “One Third of a Nation”:FDR                   FDR’s Second Inaugural Address                ...
FDR’S         •      True, we have come far from the days of stagnation and despair. VitalityADDRESS              has been...
Invisible Hands (except)                   By Kim Phillips-FeinHERE’S THE         By Kim Phillips-Fein     SOME OFBIG CHAN...
Invisible Hands (except)                By Kim Phillips-Fein     IN MANY, IF                                         NOT M...
How will we teach with the Common Core?summarize/synthesize the opposingviewpointsEvaluate retention with rigorousassessme...
COMPREHENSIVEASSESSMENT1. How did FDRmake the case for asocietal response tothe nationseconomic ills? Usequotes from hisin...
COMPREHENSIVEASSESSMENT2. Can hisarguments be usedto address today’seconomic issues?Explain your answerreferencing FDR’sin...
COMPREHENSIVEASSESSMENT3. How did BusinessConservatives use agrass roots campaignto make the caseagainst The New Deal?Use ...
COMPREHENSIVEASSESSMENT4. Compare &Contrast thepositions of the FDRto those of theconservatives. Whowas right? Explain ind...
Now that we’ve assessed         the lesson...•   How do we score the assessment?•   Create a Rubric using the new    stand...
Now that we’ve assessed              the lesson...    11TH/12TH GRADE SOCIAL SCIENCES WRITING RUBRIC - TEXT TYPES and PURP...
Now that we’ve assessed                            the lesson...         11TH/12TH GRADE SOCIAL SCIENCES WRITING RUBRIC - ...
So... How will we teach with the Common Core?In short... THE SAMEWAY, DOING THESAME THINGSWEVE ALWAYSDONE!            31
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Common Core lesson planning

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Mandel Holland, social studies chair, Woodlands High School, Greenburgh, NY, takes the mystery out of Common Core using a lesson from his U.S. history class.

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Common Core lesson planning

  1. 1. Common Core What does it mean in the everyday classroom?By Mandel Holland, M.F.A., M.A.T. 1
  2. 2. What does it all mean?First, a little history...First, a little history...Common Core Standards were firstformed at a Conference of Governorswhere they discussed how colleges anduniversities are finding incomingstudents ill-equipped for the rigors ofpost-secondary study. 2
  3. 3. What does it all mean? These institutions also found that the level of preparation varied greatly from state to state & district to district. Even among those who were taking “higher level” courses like Advanced Placement, college readiness was below desired levels. 3
  4. 4. What does it all mean?To address this, 42 of the 50 UnitedStates, including New York, agreed tohave the same K-12 curriculumstandards. 85% of which would beidentical. The other 15% will be decidedby each state. 4
  5. 5. What does it all mean? Simply put: Too many kids graduate from high school and are not ready for college or post-secondary work. The Common Core Standards (“CCS”) and the College & Career Readiness standards (“CCR”, also known as the “Anchor Standards”) are designed to remedy this. 5
  6. 6. How will we teach with the Common Core?The short answer: Not much differentthan we always have.In U.S. History, for example, wewould follow the same curriculum wealways have. We would simply take theold lessons and apply the newstandards. 6
  7. 7. How will we teach with the Common Core?Sample Objective: To understand howthose opposed to New Deal Initiativesfound moral justification. 7
  8. 8. How will we teach with the Common Core?The Old Lesson: From the NYS SocialStudies Curriculum - Unit 5, II.B.8:“Opposition to The New Deal” 8
  9. 9. How will we teach with the Common Core?The New Standard (CCR): (Reading) #2.Determine central ideas or themes of a text andanalyze their development; summarize the keysupporting details and ideas.The New Standard (CCS):#RH.11-12.1.(p.74). Cite specific textual evidence to supportanalysis of primary and secondary sources, connectinginsights gained from specific details to anunderstanding of the text as a whole.http://www.corestandards.org/the-standards/english-language-arts-standards/anchor-standards-hssts/college-and-career-readiness-anchor-standards-for-reading/ 9
  10. 10. Sorting & Identifying Standards• At a glance, it looks complicated; framing each assignment with a College & Career Readiness (CCR) anchor standard AND a Common Core Standard (CCS). But this is one place where the powers that be made things simple. 10
  11. 11. Sorting & Identifying Standards• Each Common Core Standard (CCS) is set within its College & Career Readiness (CCR) anchor standard counterpart. So when you base your lesson in one or more CCS, it automatically falls within its appropriate CCR anchor standard. 11
  12. 12. The Anchor Standards (CCR) The Anchor Standards (CCR)ForREADING 12
  13. 13. (ForREADING)These areyour“CCR”AnchorStandardsThese areyour“CCS”Standards 13
  14. 14. The Anchor Standards (CCR) The Anchor Standards (CCR)ForWRITING 14
  15. 15. (AndWRITING)These areyour“CCR”AnchorStandardsThese areyour“CCS”Standards 15
  16. 16. Think of the Standards as “MACRO” & “MICRO”...• The College & Career Readiness (CCR) Anchor Standards are the “MACRO” standards.• The Common Core Standard (CCS) are the “MICRO” standards. 16
  17. 17. So... How do we teachwith the Common Core?THE LESSON: To understand howthose opposed to New Deal Initiativesfound moral justification. 17
  18. 18. How will we teach with the Common Core?Analysis & Evaluation of twodocuments: 1. “One Third of a Nation”:FDR’s Second Inaugural Address;and 2. “Invisible Hands - TheBusinessmen’s Crusade Against TheNew Deal” - By KimPhillips-Fein, pages 71-73. (see packethandout) 18
  19. 19. BACKGROUND INFO ON “One Third of a Nation”:FDR FDR’s Second Inaugural Address FDR’s Second Inaugural Address • Although President Franklin Delano Roosevelt neither came from the working and lower classes nor always acted in their interests, he did, at significant moments, speak for and to the “forgotten man.” One of those key moments came in January 1937 when he was inaugurated for his second term—the first time that the presidential inauguration was held on January 20 rather than March 4 (a change brought about by the twentieth amendment). Roosevelt’s stirring words help explain why that one-third of the nation went to the polls in November 1936 and reelected him in one of the great landslides in American political history 19
  20. 20. FDR’S • True, we have come far from the days of stagnation and despair. VitalityADDRESS has been preserved. Courage and confidence have been restored. Mental “One Third of a Nation”:IN PRINT and moral horizons have been extended.(also provideaudio if possible) FDR’s Second Inaugural Address • But our present gains were won under the pressure of more than FDR’s Second Inauguralimperative under the goad of ordinary circumstances. Advance became Address fear and suffering. The times were on the side of progress. • To hold to progress today, however, is more difficult. Dulled conscience, irresponsibility, and ruthless self-interest already reappear. Such symptoms of prosperity may become portents of disaster! Prosperity already tests the persistence of our progressive purpose. • Let us ask again: Have we reached the goal of our vision of that fourth day of March 1933? Have we found our happy valley? • I see a great nation, upon a great continent, blessed with a great wealth of natural resources. Its hundred and thirty million people are at peace among themselves; they are making their country a good neighbor among the nations. I see a United States which can demonstrate that, under democratic methods of government, national wealth can be translated into a spreading volume of human comforts hitherto unknown, and the lowest standard of living can be raised far above the level of mere subsistence. 20 • But here is the challenge to our democracy: In this nation I see tens of
  21. 21. Invisible Hands (except) By Kim Phillips-FeinHERE’S THE By Kim Phillips-Fein SOME OFBIG CHANGE: THE SAMEUse ‘Trade BOOKS WEBooks’, USE FORnot Textbooks. RESEARCH AND P.D. AS PEDAGOGU ES, AND USED AS CO-EDS & GRAD STUDENTS ARE NOW TO BE USED TO TEACH SUBJECT MATTER 21 TO
  22. 22. Invisible Hands (except) By Kim Phillips-Fein IN MANY, IF NOT MOSTBUT TRADE By Kim Phillips-Fein CASES, THE ANSWER ISBOOK TEXT “YES”. HOWEVER,IS TOO HARD UNLIKE COLLEGE STUDENTS,FOR H.S. THESE BOOKSKIDS, ISN’T WILL BEIT? ‘DIGESTED’ IN SMALLER BITES. SECTIONS, NOT ENTIRE BOOKS, WILL BE EXAMINED BY H.S. STUDENTS, WITH SUBJECT TEACHERS WORKING WITH THEM TO UNDERSTAND WHAT THEY READ, BOTH LANGUAGE AND 22 CONTENT.
  23. 23. How will we teach with the Common Core?summarize/synthesize the opposingviewpointsEvaluate retention with rigorousassessment. (see packet handout) 23
  24. 24. COMPREHENSIVEASSESSMENT1. How did FDRmake the case for asocietal response tothe nationseconomic ills? Usequotes from hisinaugural addressin your response. 24
  25. 25. COMPREHENSIVEASSESSMENT2. Can hisarguments be usedto address today’seconomic issues?Explain your answerreferencing FDR’sinaugurationspeech and currentevents? 25
  26. 26. COMPREHENSIVEASSESSMENT3. How did BusinessConservatives use agrass roots campaignto make the caseagainst The New Deal?Use quotes from“Invisible Hands” andthe definition of‘Spiritual Mobilization’in your response. 26
  27. 27. COMPREHENSIVEASSESSMENT4. Compare &Contrast thepositions of the FDRto those of theconservatives. Whowas right? Explain indetail. 27
  28. 28. Now that we’ve assessed the lesson...• How do we score the assessment?• Create a Rubric using the new standards 28
  29. 29. Now that we’ve assessed the lesson... 11TH/12TH GRADE SOCIAL SCIENCES WRITING RUBRIC - TEXT TYPES and PURPOSES #1“MACRO” Standard: Text Types and Purposes“MICRO” Standard: #1. Write arguments focused ondiscipline-specific content.(p. 77 of the E.L.A./History, et. al.standards) 29
  30. 30. Now that we’ve assessed the lesson... 11TH/12TH GRADE SOCIAL SCIENCES WRITING RUBRIC - TEXT TYPES and PURPOSES #1 ADVANCED - 4 PROFICIENT - 3 BASIC - 2 BELOW BASIC - 1a. Insightfully introduce precise, knowledgeable claim(s), a. Introduce precise, knowledgeable claim(s), establish the a. Introduce precise claim(s), distinguish the a. Introduce claim(s) about a topicestablish the significance of the claim(s), distinguish the significance of the claim(s), distinguish the claim(s) from claim(s) from alternate or opposing claims, and or issue, acknowledge andclaim(s) from alternate or opposing claims, and create a alternate or opposing claims, and create create an organization that establishes clear distinguish the claim(s) fromsophisticated organization that logically sequences the an organization that logically sequences the claim(s), relationships among the claim(s), counterclaims, alternate or opposing claims, andclaim(s), counterclaims, reasons, and evidence that go counterclaims, reasons, and evidence. reasons, and evidence. organize the reasons andbeyond the reporting of facts and excepted theory. evidence logically.b. Develop claim(s) and counterclaims fairly and completely, b. Develop claim(s) and counterclaims fairly and thoroughly, b. Develop claim(s) and counterclaims fairly, b. Support claim(s) with logicalsupplying the most relevant data and evidence for each while supplying the most relevant data and evidence for each while supplying data and evidence for each while pointing reasoning and relevant, accurateevaluating the strengths and limitations of all claims and pointing out the strengths and limitations of both claim(s) and out the strengths and limitations of both claim(s) and data and evidence thatcounterclaims in a discipline-appropriate form that anticipates counterclaims in a discipline-appropriate form that anticipates counterclaims in a discipline-appropriate form and in demonstrate anthe audience’s knowledge level, concerns, values, and the audience’s knowledge level, concerns, values, and possible a manner that anticipates the audience’s knowledge understanding of the topic or text,possible biases. biases. level and concerns. using credible sources.c. Use above grade-level words, phrases, and clauses as well c. Use words, phrases, and clauses as well as varied syntax to c. Use words, phrases, and clauses to link the major c. Use words, phrases, andas varied syntax to link the major sections of the text, create link the major sections of the text, create cohesion, and clarify sections of the text, create cohesion, and clarify the clauses to create cohesion andcohesion, and clarify the relationships between claim(s) and the relationships between claim(s) and reasons, between relationships between claim(s) and reasons, clarify the relationships amongreasons, between reasons and evidence, and between reasons and evidence, and between claim(s) and between reasons and evidence, and between claim(s), counterclaims, reasons,claim(s) and counterclaims. counterclaims. claim(s) and counterclaims. and evidence.d. Establish & maintain a formal, sophisticated style and d. Establish & maintain a formal style and objective tone while d. Establish & maintain a formal style and objective d. Establish and maintain a formalobjective tone while attending to the norms and conventions of attending to the norms and conventions of the discipline in tone while attending to the norms and conventions style.the discipline in which they are writing. which they are writing. of the discipline in which they are writing.e. Provide a concluding statement or section that follows from e. Provide a concluding statement or section that follows from e. Provide a concluding statement or section that e. Provide a concluding statementor supports the argument presented. or supports the argument presented. follows from or supports the argument presented. or section that follows from and supports the argument presented. 30
  31. 31. So... How will we teach with the Common Core?In short... THE SAMEWAY, DOING THESAME THINGSWEVE ALWAYSDONE! 31

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