This document provides an overview of a professional development session on writing for high school educators. It outlines the session's learning targets which include reviewing Common Core writing standards, distinguishing between argument and persuasive writing, practicing reading strategies, calibrating performance task scoring, and scoring sample essays. The document then provides examples of sources and guidance that could be used for a writing performance task on the topic of daylight saving time, including a video, timeline, graph, and written texts. Strategies for annotating texts and incorporating evidence are demonstrated. Finally, the document discusses collaborating to analyze evidence and reviewing a rubric and sample essays.
Integrating technology into the course curriculum can foster digital literacy, increase students’ level of engagement, and allow students to create and share more dynamic forms of personal expression. In a collaborative effort between MVCC English instructor Caroline Johnson and librarian Marie Martino, COM 102 students utilized podcasting and audio production tools to transform a personal writing project into a multi-dimensional, digital audio recording.
This document summarizes key points from a presentation on new literacies. It defines new literacies as socially recognized ways of communicating and making meaning through encoded texts. Literacy now involves skills like critically evaluating online information from multiple sources and communicating through new media. Effective teaching approaches engage students in inquiry-based learning using tools like multimedia, help children develop lifelong learning skills, and leverage students' existing new literacy skills in a collaborative classroom.
An anti racist West Point is a comprehensive strategy document that address necessary steps for creating an anti-racist institution at West Point.
Those who wish to express their support are encouraged to contact leadership at West Point, the US Army Chief of Staff, and Secretary of the Army.
This document provides a summary of upcoming events and services at the Woodinville Community United Methodist Church (WCUMC) for the week of January 4th, 2015. It announces a sermon series on the book of Ruth focusing on themes of trusting in God's providence. It also advertises Bible study groups for men and women meeting that week. Upcoming youth events and a dinner for seniors are announced. The financial report and prayer requests are also included.
We conducted research online and interviewed local professionals to learn about different careers for dogs and general facts about their history. Each member researched different topics related to police dogs, dog facts, and dog history to include essential information in our documentary. Microsoft Office programs helped document our findings and conduct audience research through surveys to determine what our target viewers wanted to see.
Una anciana vivía sola con su gato. Un día, su hada madrina le concedió tres deseos por haber sido buena toda su vida. La anciana deseó tener el cuerpo de una joven de 25 años y una cama con dossel, los cuales se hicieron realidad. Para su tercer deseo, transformó a su gato en un príncipe, pero este se enojó porque lo habían castrado cuando era gato.
The document discusses feedback received from an audience on a trailer, magazine, and poster for a film project. The feedback was gathered through questionnaires and social media. For the trailer, audience feedback noted that some sound effects were comical and the introduction was too quiet. These elements were changed. Feedback on sizing and positioning of images on the poster was addressed by re-photographing contestants. As feedback on the magazine was all positive, no changes were made to it. In total, the feedback informed some useful changes to the trailer and poster.
Integrating technology into the course curriculum can foster digital literacy, increase students’ level of engagement, and allow students to create and share more dynamic forms of personal expression. In a collaborative effort between MVCC English instructor Caroline Johnson and librarian Marie Martino, COM 102 students utilized podcasting and audio production tools to transform a personal writing project into a multi-dimensional, digital audio recording.
This document summarizes key points from a presentation on new literacies. It defines new literacies as socially recognized ways of communicating and making meaning through encoded texts. Literacy now involves skills like critically evaluating online information from multiple sources and communicating through new media. Effective teaching approaches engage students in inquiry-based learning using tools like multimedia, help children develop lifelong learning skills, and leverage students' existing new literacy skills in a collaborative classroom.
An anti racist West Point is a comprehensive strategy document that address necessary steps for creating an anti-racist institution at West Point.
Those who wish to express their support are encouraged to contact leadership at West Point, the US Army Chief of Staff, and Secretary of the Army.
This document provides a summary of upcoming events and services at the Woodinville Community United Methodist Church (WCUMC) for the week of January 4th, 2015. It announces a sermon series on the book of Ruth focusing on themes of trusting in God's providence. It also advertises Bible study groups for men and women meeting that week. Upcoming youth events and a dinner for seniors are announced. The financial report and prayer requests are also included.
We conducted research online and interviewed local professionals to learn about different careers for dogs and general facts about their history. Each member researched different topics related to police dogs, dog facts, and dog history to include essential information in our documentary. Microsoft Office programs helped document our findings and conduct audience research through surveys to determine what our target viewers wanted to see.
Una anciana vivía sola con su gato. Un día, su hada madrina le concedió tres deseos por haber sido buena toda su vida. La anciana deseó tener el cuerpo de una joven de 25 años y una cama con dossel, los cuales se hicieron realidad. Para su tercer deseo, transformó a su gato en un príncipe, pero este se enojó porque lo habían castrado cuando era gato.
The document discusses feedback received from an audience on a trailer, magazine, and poster for a film project. The feedback was gathered through questionnaires and social media. For the trailer, audience feedback noted that some sound effects were comical and the introduction was too quiet. These elements were changed. Feedback on sizing and positioning of images on the poster was addressed by re-photographing contestants. As feedback on the magazine was all positive, no changes were made to it. In total, the feedback informed some useful changes to the trailer and poster.
Santa Rita de Cascia is the patron saint of Brandsen, Argentina. Each year on May 22nd, there is a large procession around the main square to celebrate her day, drawing over 8,000 people from different places. In addition, old carriages over 200 years old parade down Rivadavia street the second weekend of May, and the regional potential production is displayed at the Expo Brandsen event held each October.
Rome is a beautiful city with many historic attractions. The Pantheon was built in 27 BC and rebuilt in the 2nd century AD, featuring a domed structure dedicated to all gods. The Colosseum is the most famous monument in Italy, originally called the Flavian Amphitheater, whose construction began under Vespasian in 72 AD and was added onto by his son Titus, opening in 80 AD with 100 days of celebrations. The Spanish Steps were built from 1721 to 1725 to connect two streets and get their name from a nearby Spanish Embassy, designed by architect Francesco de Sanctis.
This document defines key terms related to media representation and analysis including dramatic television programming, stereotypes, ideology, semiotics, signifiers, and conventions. It discusses how media can mediate and alter information through representation and describes concepts such as hegemonic norms, connotation, binary opposites, mode of address, and anchoring text. The terms provide concepts for analyzing how media portray people and issues in particular ways.
Darren Aronofsky's 2010 drama thriller Black Swan follows a ballerina, Nina, who lands the lead role in Swan Lake but finds her grasp on reality slipping as she gets increasingly immersed in the role. The film explores Nina's descent into paranoia and madness as she struggles between her own good girl persona and the dark seductress of the Black Swan. While containing sexually explicit and disturbing scenes, the film's aversive portrayal of self-harm and drug use aims to discourage such behaviors rather than encourage them. One masturbation scene in particular pushes the boundaries of a 15 rating. Ultimately, the BBFC passed the film at 15 for theaters and for its DVD release.
The document discusses a magazine layout with images and articles, using 3 main colors - blue, red, and green - to keep the design formal while reflecting the magazine's personality. Extra information is provided next to the main articles to inform readers about the content. Numbers are clearly shown next to each article.
The document outlines several conventions of horror films, including common settings, technical elements, symbols, themes, and character archetypes. It notes that horror films often use isolated, dark settings like abandoned buildings, forests, or small towns. Technically, they employ unsteady camerawork, close-ups, and point-of-view shots to increase tension. Common symbols include dark colors, shadows, and identifying props for villains. Typical themes involve good vs. evil, the supernatural, childhood trauma, and science gone wrong. Character archetypes usually include a protagonist hero, a villainous killer, immoral teens as victims, and creepy children.
El príncipe Guillermo y la duquesa Catalina salieron al balcón del palacio de Buckingham tras su boda para saludar a la multitud que los vitoreaba. Se besaron dos veces en respuesta a los pedidos de la multitud de presenciar un beso. Luego compartieron un segundo beso más prolongado. Miles de personas abarrotaron las calles de Londres con la esperanza de ver a la nueva pareja casada aunque sea por un segundo.
Este documento discute estratégias para melhorar a qualidade do atendimento ao cliente. Ele explica que o atendimento envolve a relação entre a empresa e o cliente e inclui a prestação do serviço esperado. O documento também define qualidade do atendimento como a capacidade de satisfazer plenamente as expectativas do cliente. Ele então discute vários fatores que influenciam as expectativas dos clientes, como experiências anteriores, comunicação da empresa, propaganda boca-a-boca, necessidades individuais e disponibilidade de serviços alternativos. Finalmente,
Media 1.0 focused on experts and key texts from mainstream Western media, treating audiences as passive receivers. Media 2.0 emphasizes everyday meanings produced by diverse audiences, the long tail of independent digital media projects, and sees audiences as active interpreters thanks to greater media literacy fostered by popular media coverage of techniques.
The document discusses how the media product takes conventions from real children's TV dramas like Tracy Beaker and The Sarah Jane Adventures. It focuses on title sequences and uses from these shows to make its own title sequence appealing to its target demographic. Specifically, it aims to connect with audiences and make the story relatable, like Tracy Beaker, while also engaging imaginations like The Sarah Jane Adventures.
This document describes the city of Maracaibo in Venezuela. It notes that Maracaibo is a beautiful, warm, clean and small city located on a lake, but that it can also be stressful and dangerous at times. The document recommends visiting the palafitos monument on the lake, crossing the bridge, and enjoying the local food as top tourist attractions in Maracaibo.
The document provides monthly temperature ranges for an unknown location from January through December, showing that temperatures are highest from May through August and lowest from November through February. It also includes brief descriptions of a Senegal gum acacia tree, golden eagle, and vervet monkey, including details about their physical characteristics, habitats, and behaviors. The final pages provide some facts about grasslands and credits for images used.
This document provides information about the 15th Perinatal Dilemmas conference to be held July 15-18, 2012 in Jackson Hole, Wyoming. The conference will address challenges in caring for high-risk pregnant women and their infants, and will feature nationally recognized experts in obstetrics and neonatology. Attendees can earn up to 18 continuing education hours through presentations and case study sessions exploring topics such as prenatal drug exposure, human milk, maternal depression, and more.
The document provides direction for filming a music video depicting a playful, passionate relationship between two people (Emma and Ryan) through their interactions and dancing to the lyrics of the song. The filming will include close-up shots of Emma dancing silly and smiling in a plain white room, a shot of her opening her hands from her eyes during the chorus, and a scene of Emma and Ryan playfully challenging each other during an activity like rollerblading before they both fall to the ground laughing at the end.
The document discusses reasons for various design elements in movie posters, including: having half of the character's face hidden to make them look vulnerable; including a shadow on the face to suggest a dark side or twist; using a specific font to make the text look old and torn; adding a glow on the face to leave questions about the film's content; putting the actor's name and release date to promote the film; showing scenes from the film instead of fitting all characters; and using red text and slogans to emphasize danger or fear. It also discusses why including social media links could help access a new target audience.
Tesol 2010: Reimagining Differentiated Instruction for Language Objectiveskristenlindahl
This document discusses strategies for differentiated instruction for English language learners. It describes techniques like cubing, tiered activities, and RAFT that engage students in higher-order thinking about content while meeting language objectives. Cubing involves students rolling dice with directions to complete tasks related to content. Tiered activities provide multiple levels of complexity while addressing the same concepts. RAFT assigns students roles to write from different perspectives on a topic. The document emphasizes addressing both content and language objectives to support ELL students' learning.
This document outlines a WebQuest activity where students take on the roles of British or American representatives trying to persuade the Continental Congress on whether to go to war or seek peace during the American Revolutionary War. Students will research grievances from both sides, then give a persuasive speech and draft a joint paper on possible peace agreements or reasons for continuing war. The activity aims to deepen student understanding of the causes and viewpoints in the conflict.
Santa Rita de Cascia is the patron saint of Brandsen, Argentina. Each year on May 22nd, there is a large procession around the main square to celebrate her day, drawing over 8,000 people from different places. In addition, old carriages over 200 years old parade down Rivadavia street the second weekend of May, and the regional potential production is displayed at the Expo Brandsen event held each October.
Rome is a beautiful city with many historic attractions. The Pantheon was built in 27 BC and rebuilt in the 2nd century AD, featuring a domed structure dedicated to all gods. The Colosseum is the most famous monument in Italy, originally called the Flavian Amphitheater, whose construction began under Vespasian in 72 AD and was added onto by his son Titus, opening in 80 AD with 100 days of celebrations. The Spanish Steps were built from 1721 to 1725 to connect two streets and get their name from a nearby Spanish Embassy, designed by architect Francesco de Sanctis.
This document defines key terms related to media representation and analysis including dramatic television programming, stereotypes, ideology, semiotics, signifiers, and conventions. It discusses how media can mediate and alter information through representation and describes concepts such as hegemonic norms, connotation, binary opposites, mode of address, and anchoring text. The terms provide concepts for analyzing how media portray people and issues in particular ways.
Darren Aronofsky's 2010 drama thriller Black Swan follows a ballerina, Nina, who lands the lead role in Swan Lake but finds her grasp on reality slipping as she gets increasingly immersed in the role. The film explores Nina's descent into paranoia and madness as she struggles between her own good girl persona and the dark seductress of the Black Swan. While containing sexually explicit and disturbing scenes, the film's aversive portrayal of self-harm and drug use aims to discourage such behaviors rather than encourage them. One masturbation scene in particular pushes the boundaries of a 15 rating. Ultimately, the BBFC passed the film at 15 for theaters and for its DVD release.
The document discusses a magazine layout with images and articles, using 3 main colors - blue, red, and green - to keep the design formal while reflecting the magazine's personality. Extra information is provided next to the main articles to inform readers about the content. Numbers are clearly shown next to each article.
The document outlines several conventions of horror films, including common settings, technical elements, symbols, themes, and character archetypes. It notes that horror films often use isolated, dark settings like abandoned buildings, forests, or small towns. Technically, they employ unsteady camerawork, close-ups, and point-of-view shots to increase tension. Common symbols include dark colors, shadows, and identifying props for villains. Typical themes involve good vs. evil, the supernatural, childhood trauma, and science gone wrong. Character archetypes usually include a protagonist hero, a villainous killer, immoral teens as victims, and creepy children.
El príncipe Guillermo y la duquesa Catalina salieron al balcón del palacio de Buckingham tras su boda para saludar a la multitud que los vitoreaba. Se besaron dos veces en respuesta a los pedidos de la multitud de presenciar un beso. Luego compartieron un segundo beso más prolongado. Miles de personas abarrotaron las calles de Londres con la esperanza de ver a la nueva pareja casada aunque sea por un segundo.
Este documento discute estratégias para melhorar a qualidade do atendimento ao cliente. Ele explica que o atendimento envolve a relação entre a empresa e o cliente e inclui a prestação do serviço esperado. O documento também define qualidade do atendimento como a capacidade de satisfazer plenamente as expectativas do cliente. Ele então discute vários fatores que influenciam as expectativas dos clientes, como experiências anteriores, comunicação da empresa, propaganda boca-a-boca, necessidades individuais e disponibilidade de serviços alternativos. Finalmente,
Media 1.0 focused on experts and key texts from mainstream Western media, treating audiences as passive receivers. Media 2.0 emphasizes everyday meanings produced by diverse audiences, the long tail of independent digital media projects, and sees audiences as active interpreters thanks to greater media literacy fostered by popular media coverage of techniques.
The document discusses how the media product takes conventions from real children's TV dramas like Tracy Beaker and The Sarah Jane Adventures. It focuses on title sequences and uses from these shows to make its own title sequence appealing to its target demographic. Specifically, it aims to connect with audiences and make the story relatable, like Tracy Beaker, while also engaging imaginations like The Sarah Jane Adventures.
This document describes the city of Maracaibo in Venezuela. It notes that Maracaibo is a beautiful, warm, clean and small city located on a lake, but that it can also be stressful and dangerous at times. The document recommends visiting the palafitos monument on the lake, crossing the bridge, and enjoying the local food as top tourist attractions in Maracaibo.
The document provides monthly temperature ranges for an unknown location from January through December, showing that temperatures are highest from May through August and lowest from November through February. It also includes brief descriptions of a Senegal gum acacia tree, golden eagle, and vervet monkey, including details about their physical characteristics, habitats, and behaviors. The final pages provide some facts about grasslands and credits for images used.
This document provides information about the 15th Perinatal Dilemmas conference to be held July 15-18, 2012 in Jackson Hole, Wyoming. The conference will address challenges in caring for high-risk pregnant women and their infants, and will feature nationally recognized experts in obstetrics and neonatology. Attendees can earn up to 18 continuing education hours through presentations and case study sessions exploring topics such as prenatal drug exposure, human milk, maternal depression, and more.
The document provides direction for filming a music video depicting a playful, passionate relationship between two people (Emma and Ryan) through their interactions and dancing to the lyrics of the song. The filming will include close-up shots of Emma dancing silly and smiling in a plain white room, a shot of her opening her hands from her eyes during the chorus, and a scene of Emma and Ryan playfully challenging each other during an activity like rollerblading before they both fall to the ground laughing at the end.
The document discusses reasons for various design elements in movie posters, including: having half of the character's face hidden to make them look vulnerable; including a shadow on the face to suggest a dark side or twist; using a specific font to make the text look old and torn; adding a glow on the face to leave questions about the film's content; putting the actor's name and release date to promote the film; showing scenes from the film instead of fitting all characters; and using red text and slogans to emphasize danger or fear. It also discusses why including social media links could help access a new target audience.
Tesol 2010: Reimagining Differentiated Instruction for Language Objectiveskristenlindahl
This document discusses strategies for differentiated instruction for English language learners. It describes techniques like cubing, tiered activities, and RAFT that engage students in higher-order thinking about content while meeting language objectives. Cubing involves students rolling dice with directions to complete tasks related to content. Tiered activities provide multiple levels of complexity while addressing the same concepts. RAFT assigns students roles to write from different perspectives on a topic. The document emphasizes addressing both content and language objectives to support ELL students' learning.
This document outlines a WebQuest activity where students take on the roles of British or American representatives trying to persuade the Continental Congress on whether to go to war or seek peace during the American Revolutionary War. Students will research grievances from both sides, then give a persuasive speech and draft a joint paper on possible peace agreements or reasons for continuing war. The activity aims to deepen student understanding of the causes and viewpoints in the conflict.
This document outlines a WebQuest activity where students take on the roles of British or American representatives trying to persuade the Continental Congress on whether or not to go to war. Students research grievances, key events, and figures. They then give a speech to the class arguing their side and try to negotiate a peace agreement with their partner. The activity aims to help students understand the causes of the Revolutionary War and different perspectives through role-playing and debate.
Fantasy Presidential Campaign ActivityIn this activity you areChereCheek752
Fantasy Presidential Campaign Activity
In this activity you are going to apply what you have learned this week about policy as well as apply what you have learned in this course so far to create a basic presidential campaign plan.
Imagine that you have been serving the past few years as the governor of your home state or a U.S. Senator representing your home state. You have done great work and face no challenge in winning the nomination of your party to run in the General Election. In your campaign plan, please address the following:
Part 1: Campaign Details
What is your home state?
What is your political party?
What is your campaign tagline or slogan? Almost all recent presidential campaigns have had a theme song. For example, in 1992, Bill Clinton used the song,” Don't Stop,” by Fleetwood Mac. In 2012, Republican nominee Mitt Romney used the song, “Born Free,” by Kid Rock. What is your campaign theme song? Why did you select that song.
Select someone to be your Vice Presidential Running Mate. You can pick anyone that would eligible, per the Constitution, to serve as President. Why did you select this person to be your vice presidential running mate? How do they help improve your chances on winning the General Election?
Part 2: Your Issues
Select and describe two (2) domestic policy issues your campaign is advocating.
Why did you select these domestic policy issues to focus on? Use polling data from a reputable polling source such as pew research to support your decision.
For each domestic policy issue write a simple one sentence “elevator pitch” that you would use to easily communicate your position to the masses.
Select and describe two (2) economic policy issues your campaign is advocating.
Why did you select these economic policy issues to focus on? Use polling data from a reputable polling source such as pew research to support your decision.
For each economic policy issue write a simple one sentence “elevator pitch” that you would use to easily communicate your position to the masses.
Select and describe two (2) foreign policy issues your campaign is advocating.
Why did you select these foreign issues to focus on? Use polling data from a reputable polling source such as pew research to support your decision.
For each foreign policy issue write a simple one sentence “elevator pitch” that you would use to easily communicate your position to the masses.
Part 3: Your Strategy
Considering the Electoral College vote, which specific states would you campaign in? Keep in mind you have limited resources and that you can’t campaign in every state. Think about what states you would need to win in order to win the general election. Based on historical data, do you actually have a chance to win? Would you be able secure enough electoral votes to win the general election by these states.
The Norton F ...
This document provides guidance and sample materials for teaching the documents-based question component of the Leaving Certificate History exam in Ireland. It outlines key concepts like source, evidence, fact and opinion. It describes the format and styles of documents-based questions, which involve comprehension, comparison, criticism and contextualization of source materials. Sample documents and questions are provided as examples related to topics on the GAA and Dublin labour conflicts. The document aims to illustrate the critical thinking skills developed through documents-based study.
Running head: HISTORY 1
HISTORY 2
HISTORICAL EVENTS
A)
1 The secondary schools movement describes a term used in educational history literature describing era from 1910 to 1940 during which secondary schools started sprouting across the United States.
2 The Kalamazoo school case. Sought to support high school education, it occurred in 1874.
3 In 1876, the Meharry Medical College was founded in Nashville, Tennessee. The college became the first medical school in the South for African Americans.
4 In 1876, a system was published by Melvil Dewey called Dewey Decimal System. Developed in 1873, DDC is recognized as world’s most widely used library.
5 In 1879, the first Indian boarding school was opened in Carlisle.
B.) I have chosen the secondary school movement and the Kalamazoo school case as case studies to analyze my similarities and differences.
Unique elements of historical secondary school movement are as follows;
i) The period witnessed a rapid growth in high schools graduation rates and national economy at large.
ii) The increase in secondary education for first half of the twentieth century made it possible for high college graduation rates after World War II.
iii) Led to a marked upsurge in some women in the U.S. labor force.
Unique elements of Kalamazoo school case.
i) In Michigan State, the number of high schools increased from 107 in early 1870's to 278 by 1890.
ii) This event was a court case that sought to halt funding of the public school using tax money.
iii) Kalamazoo established its first high school in 1658.
Similarities between the two historical events.
i) The growing credential value brought about by the two past events gave residents in the cities an authoritative incentive to push for more accessibility to high school.
ii) Through the “Secondary School Movement” high schools started gaining more recognition, the Kalamazoo case further entrenched high schools political legitimacy.
iii) Both historical events encouraged public support for the concept of universal education and the belief that schools were to serve poor and wealthy persons in society.
These events are still significant today because through them public schools have been defined, and more, the funding of schools by tax money is now legitimized.
The most important result of the "Secondary school Movement" is the increased enrollment in high schools across the U.S. The increased education opportunities had far reaching advantages to the economy. The most important and significant result of the Kalamazoo case is that it provided a legal basis for the funding of public schools using tax money.
Reference
Sass, E. (n.d.). American educational history: A hypertext timeline. Retrieved from http://www.eds-reso ...
Essay 2 Enter the ConversationPercentage of Final Grade 15 or.docxgreg1eden90113
Essay 2: Enter the Conversation
Percentage of Final Grade: 15% or 150 points
Learning Objectives:
·
Students will understand academic writing as a conversation about topics of consequence.
· Students will understand their responsibilities as writers – to accurately cite the work of other writers, to provide their audience with reliable information, and to consider multiple points of view.
· Students will understand academic writing as governed by the conventions of specific discourse communities.
· Students will become more critical readers, learning strategies for previewing, annotating, summarizing analyzing, and critiquing texts.
· Students will acquire informational literacy – the ability to locate and evaluate source material.
· Students will improve their ability to write clear and compelling thesis statements.
· Students will develop the skill of constructive critique, focusing on higher order concerns during peer workshops.
· Students will understand the distinction between revising and editing.
Assignment:
For Essay 2, you will summarize and then respond to
one of the readings from this unit (or the video,
College Inc.). In your essay, you will summarize the reading/video and then respond to it by discussing how your own experiences and knowledge have led you to either agree, disagree, or both agree and disagree with the author
and by including the opinions of third parties (i.e., by incorporating secondary sources), which is discussed in more detail below.
Most of the readings can be found in your textbook. However, I also assigned a couple of outside readings and the video,
College, Inc.,
which are posted under Course Content.
In addition to the assigned readings (or the video), you may choose any of the other readings from Chapter 17 in
They Say / I Say. Choose the one that you best understand. Carefully read the example essays that I have posted under Course Content, as they will help you to understand the expectations for the assignment.
Essay 2 is similar to the previous essay, with two additions:
1. Rather than responding to the selected reading/video with your own opinion only, you will add other people’s voices to the conversation by including two secondary sources (i.e., in addition to the selected reading/video). You will use quotes both from the selected reading/video and from your secondary sources to support your assertions.
Your secondary sources can be another reading from this unit. For example, in “Two Years Are Better Than Four,” Liz Addison is responding to Rick Perlstein’s argument in “What’s the Matter with College?” Therefore, you might choose to discuss their opposing views. Instead, you might choose articles you find through one of the library databases, an article in another textbook, a radio show, a podcast, or a video. You are not required to use scholarly sourc.
What is a ThesisPersuades your reader to your point of vi.docxphilipnelson29183
What is a Thesis?Persuades your reader to your point of view It is a road map for the paper: a summary of what your paper is aboutA thesis is an answer to a question Has opposing sides; is not a fact.Is usually located in the beginning of your paper
How do I know if my thesis is strong?Check with your teacher.
Think about the following questions:Did I answer a question?Have I taken a position that others might challenge or oppose?Is my thesis statement specific enough?Does my essay support my thesis specifically and without wandering? Does my thesis pass the "So what?" test?
So What? Are you teaching me something new?
I hope to show why medieval teenagers lacked personal freedom.
The lifestyle of a teenager in the Middle Ages was very different from the lifestyle of most modern American teenagers.
Young people in the Middle Ages, who were considered young but responsible adults by the age of sixteen, had fewer social choices when compared to modern American teenagers and lived without personal privacy or freedom.
Another ExampleThe North and South fought the Civil War for many reasons, some of which were the same and some different.
A weak thesis. "What reasons? How are they the same? How are they different?" Interpret it—why did one side think slavery was right and the other side think it was wrong?
While both sides fought the Civil War over the issue of slavery, the North fought for moral reasons while the South fought to preserve its own institutions.
Now you have a working thesis! But it’s still a little vague and your thesis probably wouldn’t be disputed among academics.
While both Northerners and Southerners believed they fought against tyranny and oppression, Northerners focused on the oppression of slaves while Southerners defended their own right to self-government.
Thesis Statements
What NOT to do
1. Neutral Statement: no hint of the writer’s position
There are unspoken standards of beauty in the workplace.
Revised: Beautiful people get an unfair advantage in the workplace.
2. Too broad: only an announcement
This paper is about violence on TV.
Revised: TV violence has to take its share of blame for the violence in our society.
3. A fact that is not arguable
Plessy v. Ferguson, a Supreme Court case that supported racial segregation, was overturned in 1954 by Brown v. Board of Education.
Revised: The overturning of Plessy v. Ferguson by Brown v. Board of Education has still not led to equality in education.
4. A truism: obviously true
Bilingual education had advantages and disadvantages.
Revised: Bilingual program is more effective than an immersion program at helping students grasp the basics of science and math.
5. A religious conviction
Christianity is the only real religion.
Revised: The rise of Christianity during the 1980’s has negatively influenced politics in our country.
6. Opinion based only on feeling
Waterskiing is a dumb sport.
Revised: Water-skiing should be banned from p.
How To Write A College Paper Step By Step GuidMelanie Smith
The Fulbright Program aims to promote international educational exchange and cultural understanding between the U.S. and other countries. It provides grants for students, scholars, teachers, professionals, scientists and artists to undertake international graduate study, advanced research, university teaching and teaching in elementary and secondary schools abroad. Since its inception in 1946, the program has awarded over 4,500 grants annually and has become one of the most prestigious international exchange programs in higher education.
The Civic Mission of Schools: Measuring Civic LearningBecky Michelson
Justin Reich speaks on education research evaluation at Boston Civic Media's April 2016 event on Civic Media Impact and Assessment at the MIT Media Lab.
Tulsa: Exciting Strategies for Low Level LearnersMeagen Farrell
This document summarizes a presentation for instructors on preparing low-level adult learners for the changes to the 2014 GED test. The presentation covers the key changes to expect in the new test related to common core standards, depth of knowledge, computer-based format, pricing and intertwined subject areas. It provides implications for instruction and curricula. The agenda includes a facilitated lesson on analyzing different viewpoints about the Second Amendment. Attendees then break into groups to create their own interdisciplinary lesson plans.
Argumentative Essay Papers. 2 Argumentative Essay Examples Help You To Start ...Cristina Araujo
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The Literacy Design Collaborative (LDC) supports the Common Core State Standards (CCSS) in the following ways:
1. LDC was built upon the CCSS literacy standards and merges them with important subject/content areas.
2. LDC work is centered around best practices in reading and writing instruction to ensure all students are prepared for career or college.
3. A CCSS/LDC classroom is learner-centered, collaborative, uses literacy as a tool for learning, values process over product, encourages shared decision making and opportunities for innovation.
This document provides an overview of an English class for week 2. It includes announcements about upcoming events, the agenda for class discussions and activities, potential topics for social action projects, and guidance on developing research questions. The class will discuss readings on social diversity and privilege. Students will work in groups to brainstorm questions about images and individually refine topics for their social action projects. The document offers tips for making research questions focused yet challenging and outlines strategies for developing a working knowledge base through various sources and search engines. Assignments include identifying working research questions for social action projects.
The document describes an in-class activity where students will engage in argumentation. The class will be divided into groups to discuss topics presented by the teacher. Students will write whether they agree, disagree, or are unsure about each topic. They will then move to stations based on their responses. One student at a time will speak to defend their chosen side, and students may change sides after hearing arguments.
Teaching Civil Rights in the Common Core ClassroomMary Hendra
This document summarizes a workshop on teaching civil rights in a Common Core classroom held by Facing History and Ourselves. The workshop included icebreaker activities to engage participants and discuss their connections to the history and goals as educators. Participants learned literacy strategies for teaching civil rights primary sources, how to craft effective writing prompts, and techniques for analyzing evidence and facilitating discussions. The document provided examples of analyzing choices students made during desegregation and evaluating evidence related to prompts. Contact information was included for the Facing History organization and upcoming workshops in the area.
This document discusses the importance of definitions and how they can be arguments that define concepts. It notes that definitions have the power to include or exclude things and shape understanding. The document outlines different types of definitions, such as formal definitions that classify things and operational definitions that describe what something does. It advises developing definitional arguments by formulating a claim, finding reasons to support it using a general definition, and considering alternative views. Definitional arguments should also include evidence and address implications. For academic writing, it recommends including a narrative introduction and considering audience and challenges to the argument.
ver the past four weeks you’ve had the opportunity to create a cla.docxdickonsondorris
ver the past four weeks you’ve had the opportunity to create a classroom environment that supports the foundations of differentiated instruction (DI), brainstorm differentiated strategies that align with the Common Core State Standards, and create the foundation for a unit plan based that incorporates instructional technology while adhering to UDL and DI principles.
This week you will use what you’ve learned to create a summative assessment for the unit plan you created, using one of the strategies from your PLC blog, and with the classroom environment you’ve outlined in Week Two.
This summative assessment must include:
1. Common Core State Standard being assessed for mastery (it can be the same one you used in Week Four’s assignment).
2. A unit goal that aligns with the Common Core State Standard:
The students will (Measurable Verb) by (A specific outcome with a specific tool) with ___% accuracy.
· Measurable – How will mastery be measured? (e.g.: Classify, discriminate, create, construct, defend, predict, evaluate, etc…). Be sure to avoid subjective words such as know, understand, learn, or appreciate.
· A specific outcome – what will students do to demonstrate mastery? (e.g.: skill or knowledge that has been gained to as a result of this unit).
· Measurable progress – What tool will be used to measure mastery (e.g.: project, journal, test, etc.)
· Proficiency Level – What is an acceptable level of achievement to demonstrate mastery?
3. Three Formative Assessments – Using the three day lesson plan outline from the unit plan, create a formative assessment for each day that:
· A unique differentiated teaching strategy for each day’s lesson.
· Addresses multiple intelligences.
· Considers student’s different learning styles.
· Explains how the assessment results will be used to drive instruction.
4. Summative Assessment: Using the summative assessment outline from the unit plan, create a summative assessment that appraises mastery of the Common Core State Standard and the Unit Objective. It must include:
· Directions to complete the assessment written using vocabulary and terms geared towards your identified student population.
· A rubric that clearly details how each part of the assignment will be graded.
· Addresses multiple intelligences and various learning styles.
The assignment should be a minimum of five pages in length and must include reference to the course text and one additional research (scholarly article or online resource) in creating the formative/summative assessment. The assignment must be cited in proper APA format. A title and reference page must be included.
US History
Problem 1:
Explain how events such as the Vietnam War and Watergate affected the American public’s opinion of the U.S. government.
You must complete all three parts of the assignment.
Part 1:
Read the question above and write down what you think the question is asking in your own words.(250-300 words)
Part 2:
Use an Internet ...
Touchstone 1 Case Study Close ReadingASSIGNMENT For this Tou.docxlillie234567
Touchstone 1: Case Study Close Reading
ASSIGNMENT: For this Touchstone, you will select a case study of a topic in U.S. history source to read like a historian. As you learned, doing a close reading means reading the text multiple times, with a different set of questions in mind each time. You will then write and submit answers to a set of close reading questions:
Origin and context: Who wrote this text? When did they write it? What do I know about the events being discussed?
Meaning: What is the author’s main idea? What is the text generally about?
Argument: What is the author’s point of view? Are they trying to convince the reader of something? What evidence do they use to support their argument?
Skills: Is there evidence in the text of agility or problem solving skills being used? In what way(s)?
This Touchstone provides an opportunity for you to delve more deeply into a topic in U.S. history and practice thinking like a historian. It will also prepare you for later Touchstones, which ask you to research a historical question and create a presentation to help others understand how historical events can be applied to current issues. Lastly, it will develop your problem solving skills, because being a critical reader helps you to obtain and evaluate the information you need to solve problems.
Use the Touchstone template below to write answers to the close reading questions as you read. When you have finished, you will submit this template to move onto the next unit.
Touchstone 1 Template
A. Directions
Select a case study from the list below:
Topic
Case Study Article
Agriculture and Social Change
Commercialization and Discontent on the American Farm: The Farmer's Movements of the Late-19th and Early-20th Centuries
Civil Rights and WWII
The Double Victory Campaign and the Black Press: A Conservative Approach to 'Victory' at Home and Abroad
Civil Rights and Women
Title IX and the Gender Binary: Trajectories of Equality
Media and Communications
The American Military and the Press: From Vietnam to Iraq
Read the case study in its entirety. To enhance your understanding, be sure to look up any terms or events in the text that you may be unfamiliar with. Re-read the text as you answer the close reading questions in the Touchstone template.
Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.
1. Origin and context
❒ Have you identified who wrote the text and when? Is he or she qualified to speak on the topic?
❒ Have you identified the events being discussed?
2. Meaning
❒ Have you identified the author’s main idea?
❒ Have you described what the text is generally about?
3. Argument
❒ Have you identified the author’s point of view? Are they trying to convince the reader of something?
❒ Have you identified the evidence used to support the argument?
4. Skills
❒ Have you explained ways in which agility or problem solving skills are being used?
To Prepare.
The document discusses the value of a liberal arts education. It defines a liberal arts education as focusing on general intellectual abilities rather than technical or professional skills. It notes that liberal arts degrees teach critical thinking and transferable skills that can apply to many careers. The purpose of a liberal arts education is to create a well-rounded individual who is broadly informed, able to think critically, and empowered to act in their own best interest. Employers value the skills learned through a liberal arts education like critical thinking, problem solving, and communication. To maximize the value of a liberal arts degree, students should gain work or internship experience, participate in extracurricular activities, and network.
Reading and writing_across_the_curriculum_hstyson_ostroski
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against developing mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
Reading and writing_across_the_curriculum_hstyson_ostroski
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document provides contact information for 4 references: Scott Roberts, the Head Principal of Blue Valley Southwest High School; Dr. Tonya Merrigan, the Executive Director of Curriculum and Instruction for Blue Valley School District; Lisa Wilson, the Associate Principal of Curriculum and Instruction at Blue Valley Southwest High School; and Shelli Dupree, a member of the Education Services Support Team for Secondary Literacy at Blue Valley School District. It lists their names, titles, phone numbers and email addresses.
The document provides a correlation between the 2010 Common Core State Standards and the Kansas Curricular Standards for Reading and Writing for grades K-1. It lists the Common Core standards, followed by any major differences from the Kansas standards. For 1st grade literature, major differences include identifying words/phrases that suggest feelings, explaining differences between story and information books, and identifying the storyteller. For informational text, differences are using text features to locate information and identifying an author's reasons to support points. Foundational skills differences include knowing long/short vowel conventions and decoding multisyllabic words.
This document outlines the agenda for a staff development day focused on writing assessment and scoring. The day is divided into three parts: an introduction to writing across content areas in the morning, reviewing and practicing with the school's writing assessment from 9-11am, and calibrating scoring and assessing student essays from 12:30-3pm. The morning section covers Close Reading, writing standards for different subjects, and distinguishing between argument and persuasive text. Teachers will review the school's writing assessment and practice scoring sample essays in the mid-morning section.
The document outlines the schedule and activities for a staff professional development day focused on analyzing student writing across content areas using a common writing assessment rubric. The day will be divided into three parts: discussing writing expectations in different subjects, introducing the writing assessment, and calibrating scores by evaluating student essays. Teachers will learn strategies for close reading standards, analyzing sources, and using evidence from texts to support arguments. They will practice scoring sample essays using the rubric before scoring blind student essays in mixed grade levels to analyze writing skills and needs.
Tyson Curtis Ostroski is seeking an administrator position with the Blue Valley School District. He has over 15 years of teaching experience, most recently as the English/Language Arts Department Chair at Blue Valley Southwest High School where he led professional development. Ostroski has a Doctorate in Educational Leadership from Baker University and is National Board Certified. He has taught a variety of English courses and also coached cross country and swimming.
This document outlines the agenda for a staff development day focused on writing assessment and scoring. The day is divided into three parts: an introduction to writing across content areas in the morning, reviewing and practicing with the district writing assessment from 9-11am, and calibrating scoring and assessing student essays from 12:30-3pm. The morning section covers Common Core writing standards, close reading strategies, standards for writing in different subjects, and distinguishing between argument and persuasive text.
The document provides a correlation between the 2010 Common Core State Standards and the Kansas Curricular Standards for Reading and Writing for grades K-1. It lists the Common Core standards, followed by any major differences from the Kansas standards. For 1st grade literature, major differences include identifying words/phrases that suggest feelings, explaining differences between story and information books, and identifying the storyteller. For informational text, differences are using text features to locate information and identifying an author's reasons to support points. Foundational skills differences include knowing long/short vowel conventions and decoding multisyllabic words.
The dissertation abstract examines the effectiveness of the Study Island program, an online formative assessment tool, on secondary students' reading and math skills. The study used a quantitative, quasi-experimental design to analyze whether academically at-risk students who used Study Island performed better on state assessments than at-risk students who did not. Statistical tests found no significant relationship between using Study Island and higher test scores. The findings could help schools determine if this online formative assessment tool impacts student learning and performance.
AVID is a college readiness program that helps motivate students for success through organization, self-advocacy, collaboration, and building confidence and skills like note-taking, reading and writing. It is not a remedial class but rather challenges students to do their best and take rigorous courses while gaining support from teachers and peers. For students to be successful in AVID, they must personally choose to join and understand it is a multi-year process to acquire and refine important skills to help them through high school and apply to colleges.
Reading and writing_across_the_curriculum_hstyson_ostroski
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document provides information about English Language Arts course options for freshmen at BVSW High School. Students can choose between English Language Arts I or Honors English Language Arts I. Both classes focus on developing critical reading, writing, and literacy skills. The honors class requires more advanced reading material, longer writing assignments, and a summer reading assignment that includes two books instead of one. The document also provides teacher contact information for parents to ask questions and learn more about which ELA class is the best fit for their student.
This bio document provides information about the author's experience in education, passion for helping students, and involvement in professional development. It includes a resume, list of professional references from the Blue Valley School District, and samples of work related to leading professional development sessions on Common Core standards and analyzing student writing.
2. Education Services
Today’s Learning Targets
• Review Common Core Writing Standards
• Look at argument vs. persuasive writing
• Practice a few reading strategies
• Calibrate scoring for performance tasks
• Score building performance essays
4. Education Services
What are we doing in writing?
Math: Blue
ELA: Purple
Science: Red
Social Studies: Green
Foreign Language: Orange
Performing/Fine Arts: Black
Technical Studies: Brown
5. Education Services
Writing
Anchor
Standards
Close Reading
• First Read: Get the gist
of the standards
• Second Read: Annotate
the text. Highlight/
circle/underline
important information or
the main idea in each
anchor standard.
• Same for all grade
levels K-12
• For ELA, each grade
has a set of standards
that dig deeper into
the writing skill for
that level
• In SS/SCI/TECH, the
writing grade level
standards are grouped
by grade bands 9-10
and 11-12
6. Education Services
Third
Read Specifically think about
an assignment you
already do or could do
in your content area
that incorporates each
Anchor Standard
(listed at left).
CCR 1
CCR 6
CCR 7
7. Education Services
WHST Writing Standards
CC Writing Standards for History, Science and
Technical Subjects 6-12
Cluster: Text Types and Purposes
Grade 6-8 Grade 9-10 Grade 11-12
8. Education Services
What is the difference?
Cluster: Text Types and Purpose
Grade 6-8 students
(WHST .6-8.1) Write
arguments focused on
discipline-specific content.
a. Introduce claim(s) about
a topic or issue,
acknowledge and
distinguish the claims,
and organize the reasons
and evidence logically.
Grade 9-10 students
• (WHST .9-10.1) Write
arguments focused on
discipline-specific content.
a. 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, reas
ons, and evidence.
9. Education Services
What is the difference?
Cluster: Text Types and Purpose
Grade 9-10 students
• (WHST .9-10.1) Write
arguments focused on
discipline-specific content.
a. 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.
Grade 11-12 students
• (WHST .11-12.1) Write
arguments focused on
discipline-specific content.
a. Introduce precise
knowledgeable claim(s),
establish the significance of
the claim(s), distinguish the
claim(s) from alternate or
opposing claims, and create
an organization that
logically sequences the
claim(s), counterclaims,
reasons, and evidence.
11. Education Services
What is a DBQ?
• Designed to have students work like
historians, analyzing and synthesizing
information from a variety of sources and
media.
• Students are evaluated on their ability to
interpret factors such as:
• Purpose, source, bias, date and place of
origin, tone
• Student may include background or
supporting information in writing their essay
or use just the data provided.
12. Education Services
DBQ Question Example
Assess the effectiveness
of government efforts to
rally the US home front
during World War II.
13. Education Services
Don't let that shadow touch them. Buy war
bonds. Lawrence Beall Smith, artist. U.S.
Department of Treasury, 1942. 20 x 14.
Document One
14. Education Services
Document Two
“On the contrary, if we go to war to preserve democracy abroad,
we are likely to end by losing it at home. There are already signs
of danger around us. We have been shouting against intolerance
in Europe, but it has been rising in America. We deplore the fact
that the German people cannot vote on the policies of their
government – that Hitler led his nation into war without asking
their consent. But, have we been given the op- opportunity to
vote on the policy our government has followed? No, we have
been led toward war against the opposition of four-fifths of our
people. We had no more chance to vote on the issue of peace and
war last November than if we had been in a totalitarian state
ourselves. We in America were given just about as much chance
to express our beliefs at the election last Fall, as the Germans
would have been given if Hitler had run against Goering.”
“Election Promises Should Be Kept: We Lack Leadership That Places America First” by
Charles A. Lindbergh. Delivered at Madison Square Garden, New York Rally under
the auspices of the America First Committee on May 23, 1941.
16. Education Services
Document Four
Roosevelt, Franklin D. “Fireside Chat on the Cost of Living and the
Progress of the War.” Radio address delivered on September 7,
1942.
“If the vicious spiral of inflation ever gets under way, the whole
economic system will stagger. Prices and wages will go up so rapidly
that the entire production program will be endangered. The cost of
the war, paid by taxpayers, will jump beyond all present
calculations. It will mean an uncontrollable rise in prices and in
wages, which can result in raising the over-all cost of living as high
as another 20 percent soon. That would mean that the purchasing
power of every dollar that you have in your pay envelope, or in the
bank, or included in your insurance policy or your pension, would
be reduced to about eighty cents’ worth. I need not tell you that this
would have a demoralizing effect on our people, soldiers and
civilians alike.”
Reprinted in The Public Papers and Addresses of Franklin D. Roosevelt, 1942 Humanity
on the Defensive. New York: Harper & Brothers Publishers, 1950, 368–72, 374,
376–77.
19. Education Services
What is the difference?
Persuasive Text
• “In a persuasive
essay, you can select the
most favorable
evidence, appeal to
emotions, and use style to
persuade your readers.
Your single purpose is to
be convincing.”
Kinneavy and Warriner
Argumentative Text
• Argument is mainly about
logical appeals and
involves claims, evidence,
backing, and
counterclaim. Your
purpose is to convince an
audience of the rightness
of the claim being made.
24. Education Services
Annotating
The Text
• Note the citation
• Number the paragraphs
• Note key terms, names of
people, places, and/or dates
• Note an author’s claims
• Note relevant information
What is it?
How do I use it?
When should I
use it?
Why should I use
it?
How should I
annotate?
27. Education Services
Guiding
Questions for
Visual
Sources
• Read the title of the
graph
• Identify key points of
graph
• Look at axis titles, labels,
etc.
• Look for asterisk points
What is it?
How do I use it?
When should I
use it?
Why should I use
it?
28. Education Services
Strategy Example:
Textual Evidence Box
Analyze the graph. Add to your Textual Evidence Box
using the graph as evidence.
Daylight Saving
Time is useful in
modern society
and should
continue to be
used.
29. Education Services
Collaboration
• Table talk around the texts and what
evidence seems to support the idea of a
Daylight Saving Time.
• Table talk around the texts and what
evidence seems to refute the idea of a
Daylight Saving Time.
Welcome – today is not just about scoring writing, it is a professional development day around the college and career readiness anchor standards in writing and the skills found in the reading standards asking students to make a claim, pull evidence from various texts in order to then synthesize those multiple pieces of evidence into a written argumentative essay. Today, we will look at the multiple pieces of text students were asked to read and take notes about as well as learn several strategies you all can use in your classrooms tomorrow. These are strategies being shared and used across multiple content areas. We will also review the argumentative rubric and get a feel for these new common core expectations when it comes to argument and not persuasion.
These come in with each click.
(6minutes)Chalk talk – on the piece of construction paper at your table, record your content area and what writing looks like in your classroom. Each person can write in a space on the paper, but there should be no talking. This gives all students a chance to comment or respond to another student but keeps the noise level down and makes them process a little on paper. After you give tables about 3 minutes to “talk” (write) have them share out with just their table any ideas or take away. Expand on something someone wrote, ask a question about a comment, etc. Process the activity.
The left side of slide stays put, you talk below, then click and other side starts coming in for activity of reading the standards.Let’s take a look at writing anchor standards. Keep in mind these same 10 standards are for all students, K-12. This is what the college and career ready student should be able to do. Now what it looks like in your grade level is where the grade level detailed standards come in. ELA has a set of standards for each grade level, K-8 and then it goes to grade bands, 9-10 and 11-12.SS/SCI/TECH had grade level standards only in a grade band, 6-8, 9-10, and 11-12 so these content areas will need to work vertically to talk about what this looks like in each content area. DCT’s will work with you next year to help with this process.Today we are going to practice close reading, which is reading the text more than one time each for a different purpose. Our first read is to just get an idea of the anchor standards. For some of you this is the 5th time or more you have read these, for others this might be your first time really looking at them. Second read start marking the text where what you have students write in your classroom fits a skill in the standard or supports the skill they need to demonstrate. The third time you read through, highlight the evidence or written pieces students must create or write in support of the writing standards.After reading through these 3 times, how much more do you understand about the standards? Students feel the same way when we let them read the text more than once and look for something different each time. Critical for complex text or students will leave the text and not read. A huge issue when we look at our assignments and students not completing. Many times it is due to the level of text and their lack of processing through the text. They need support in this reading, prior to any writing about the text for sure.
The left side of slide stays put, you talk below, then click and other side starts coming in for activity of reading the standards.Let’s take a look at writing anchor standards. Keep in mind these same 10 standards are for all students, K-12. This is what the college and career ready student should be able to do. Now what it looks like in your grade level is where the grade level detailed standards come in. ELA has a set of standards for each grade level, K-8 and then it goes to grade bands, 9-10 and 11-12.SS/SCI/TECH had grade level standards only in a grade band, 6-8, 9-10, and 11-12 so these content areas will need to work vertically to talk about what this looks like in each content area. DCT’s will work with you next year to help with this process.Today we are going to practice close reading, which is reading the text more than one time each for a different purpose. Our first read is to just get an idea of the anchor standards. For some of you this is the 5th time or more you have read these, for others this might be your first time really looking at them. Second read start marking the text where what you have students write in your classroom fits a skill in the standard or supports the skill they need to demonstrate. The third time you read through, highlight the evidence or written pieces students must create or write in support of the writing standards.After reading through these 3 times, how much more do you understand about the standards? Students feel the same way when we let them read the text more than once and look for something different each time. Critical for complex text or students will leave the text and not read. A huge issue when we look at our assignments and students not completing. Many times it is due to the level of text and their lack of processing through the text. They need support in this reading, prior to any writing about the text for sure.
Next page in writing standards handoutRead through and discuss as a table the standards from history, science, and technical subjects. Highlight vocab that is new to you or you are not that familiar with – on own firstTalk through these terms your table as you work through the standardsSince the language of these standards is the same as the language in ELA, it is important to all be on the same page with the language we use with students in their expectations and the language we use with teachers and across grade levels. That is why there is key vocabulary terminology identified in the unpacked documents each committee has worked on in the past year or so.
Next page in writing standards handoutRead through and discuss as a table the standards from history, science, and technical subjects. Highlight vocab that is new to you or you are not that familiar with – on own firstTalk through these terms your table as you work through the standardsSince the language of these standards is the same as the language in ELA, it is important to all be on the same page with the language we use with students in their expectations and the language we use with teachers and across grade levels. That is why there is key vocabulary terminology identified in the unpacked documents each committee has worked on in the past year or so.
Next page in writing standards handoutRead through and discuss as a table the standards from history, science, and technical subjects. Highlight vocab that is new to you or you are not that familiar with – on own firstTalk through these terms your table as you work through the standardsSince the language of these standards is the same as the language in ELA, it is important to all be on the same page with the language we use with students in their expectations and the language we use with teachers and across grade levels. That is why there is key vocabulary terminology identified in the unpacked documents each committee has worked on in the past year or so.
SS person – share what writing you have students do when they are working on a DBQ – document based questionWhat is the process they take? What types of materials are they looking at? What evidence do they have to gather to complete the work?Here you can include a sample set at each table or just talk them through the types of documents typically used for a DBQ – give the audience ideas of texts that could be used, not just words as text, but other options.
These come in with each click -You could share a sample DBQ here or share how you have used them in your classroom. The point here is to share what students have been doing in SS that is so aligned with common core, even before common core came about. The next slide shares a DBQ question – maybe talk them through what sources you might pull to have students use in order to respond to this question.
These come in with each click -You could share a sample DBQ here or share how you have used them in your classroom. The point here is to share what students have been doing in SS that is so aligned with common core, even before common core came about. The next slide shares a DBQ question – maybe talk them through what sources you might pull to have students use in order to respond to this question.
SS person – share what writing you have students do when they are working on a DBQ – document based questionWhat is the process they take? What types of materials are they looking at? What evidence do they have to gather to complete the work?Here you can include a sample set at each table or just talk them through the types of documents typically used for a DBQ – give the audience ideas of texts that could be used, not just words as text, but other options.
Have to click to get words to appear – make them think first!!What is the difference between persuasive text and an argumentative text? Turn to your neighbor and share.How close were you? How often are we asking students to share their opinion or even better to state a claim and then support the claim with valid and sufficient evidence? We have had lots of work around persuasion in the past. We have spent time on propaganda techniques used to persuade our readers or viewers, but with common core we are stepping it up a notch, making them think beyond just persuasion. Finding the logical support and backing up your argument is a much richer type of writing task.
Handout alert – you have a new packet with the top page titled Reading for Meaning – CC essential strategy oneWalk through key pieces of the strategy – finding a piece of text and how this can be used first to help guide students in gathering evidence from the text, then could be used with a statement where multiple pieces of text will be used to find evidence for and evidence against. Reading for Meaning is a new strategy for some, but many have seen it already this year. It is a strategy that supports students in finding evidence within one piece of text or even a way to bring several texts together and synthesize the reading.The idea with this strategy is that students are in the texts finding evidence to support or refute a statement or claim made about the content in the text. It can take the place of answering questions after reading a story, article, text, etc. It forces students to find the evidence in the text that helps them explain support or evidence against the statement. A good first step prior to writing – forces close reading. We are going to use an article that shows us the difference between argument and persuasive to model using this strategy. Then we will use it again as we look at student texts for the assessment.In your packet you have a page with the graphic organizer for this activity – one to write on and one to keep clean – thanks Shelli You also have a page with the title: Persuasive Essay Animal Testing and Argumentative EssayWe are going to practice our close reading skills and quickly read the persuasive text once through. Give 2 minutesNow – read the argumentative essay quickly – give 2 minutesNow – write this statement in the center box of one of the organizers. Animal testing is necessary.Now, read through both texts again, looking for evidence in the text that might show how animal testing is necessary and how animal testing is not necessary or the way to go. Just bullet your evidence. Work alone first, key to getting real thinking going on. Once they have had about 5 minutes – have them share with partner - decide which one goes first – orange or apple, oldest to youngest, closest birthday, etc. – another 5 minutes
Begin walking teachers through the actual directions students were given. Share with them the steps for day 1 and watch the video clip. The video is linked to the high school level words in the slide.Give a few minutes for tables to talk about any evidence for or against daylight savings time that they saw in the video. The student discussion questions included: **How beneficial does daylight saving time seem to most countries around the world? How does it depend on where in the world you are living?Students were to take notes from the video and / or class discussion, working in those speaking and listening skills and how one of the standards talks about students knowing how to take information from a discussion and use it in their essay.
Have teachers pull out the handout on Reading for Meaning and the half sheet graphic organizer.The strategy side of the slide shows, click to bring up the 3 sources they will be using. Help them locate in packet.Reading for MeaningGive teachers about 6 minutes to review the three sources.
Left side stays still, the right side will come in as you click.Marking the text is an AVID strategy –You can walk through the handout and answer the questions on the left side first.Having the teachers looking at Source D – walk them through the process and give them a chance to follow. Then read the text.
After they have read, have them write in the following statement in the center box. Daylight Savings Time should continue in the US. Have them read again and find evidence from the texts for each side of the statement. Once they all fill out evidence, have them share with partner what evidence they found and identify what source it came from. This will help in looking at citations later.Quick partner share on what types of evidence they found in the 3 sources – were they similar or was your evidence different than what your partner found? Based on what the student decided to focus on, they too could have different support material in their essay.
Give the staff about 3 minutes to quickly read Source A in their student packet. Because it is a timeline, there is not much to discuss, but they may want to mark places or facts they think students might include in their essay.
Left side stays still, the right side will come in as you click.Marking the text is an AVID strategy –You can walk through the handout and answer the questions on the left side first.Having the teachers looking at Source D – walk them through the process and give them a chance to follow. Then read the text.
After they have read, have them write in the following statement in the center box. Daylight Savings Time should continue in the US. Have them read again and find evidence from the texts for each side of the statement. Once they all fill out evidence, have them share with partner what evidence they found and identify what source it came from. This will help in looking at citations later.Quick partner share on what types of evidence they found in the 3 sources – were they similar or was your evidence different than what your partner found? Based on what the student decided to focus on, they too could have different support material in their essay.
Take about 5-7 minutes or so and talk through the evidence both for and against daylight savings time continuing. Think about the evidence students could use in their essay.
Let’s get all of our materials from training put aside and start digging into the writing our students have produced using the texts we just read together.You should have 2 green pages, a rubric, and a practice score sheet.Grab your highlighter – let’s look at what is expected in the writing of an argumentative essay according to common core.
Let’s take a look at the rubric from smarter balance for argumentative performance writing task. We are going to walk through what key words to highlight to help us all focus in on what we are looking for in student essays. Remember this type of writing was new to all of our students for this assessment. Even the rubric is new to all of us, as we have never scored this type of essay to this level before either.To make it easier, we are going to all highlight the same key words. We are going to take a box at a time and walk through what we are looking for and what it takes to score in each category.You can start the audience with the 1 or the 4 – either way. – switch slides if you need to.
Almost finished.Any questions before we start practicing with example papers?
You will be using the sample essay packet with sample A, B, and CTo run calibration you have teachers read the essay, score quietly, and then you go through the possible scores aloud. For ex. For essay #1, how many gave it a 1? a 2? a 3? Etc. Based on responses, even if they all agree within one point, have the teachers share the wording they used to score it in that box on the rubric. If they gave it a 2 in Statement of purpose, have them share why. All teachers can then look at the rubric and find those words that offer evidence to support their number. If teachers talk it through and agree, great. You want all scoring to be close and for them to use the rubric carefully since this is the first time for using this rubric with this language. All papers only get one score – so you need to be accurate as possible.
Each table will start with a packet of papers. You each have out your green rubric and a stack of score sheets.