Overview of Catholic Identity Elements - CICI-Online · Overview of Catholic Identity Elements...

7/12/2012

Overview of Catholic Identity

Elements

Developed by Carole Eipers and Leanne Welch, PBVM for the Common Core Catholic Identity Initiative (CCCII).

June 2012

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Include when possible

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Values

Practices

Beliefs

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Critically Evaluate

Resources

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Catholic World View

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Consider including in:

Overview

Essential Questions

Key Objectives

Summative Assessment

Additional Texts

Vocabulary

Instructional Activities and Resources

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Natural Connections /

Relationships

Developed by Carole Eipers and Leanne Welch, PBVM for the Common Core Catholic Identity Initiative

(CCCII). June 2012

7/12/2012

Educationally Sound

Incorporate Catholic

Identity

June 2012

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Students Interact with Value

June 2012

Susan Abelein, Ph.D.

Senior Consultant

20-23 June 2012

Developed by Susan Abelein, Ph.D. Catapult Learning, LLC, for the Common Core Catholic Identity Initiative (CCCII) June 2012.

“If you fail to plan,

then you plan to fail.”

-Harvey MacKay

Unit Timeframes: 3 week – 9 week units = (approximately) 6 units per year Planning Decisions: Depth (does not negate breadth)

and Differentiation Infusion of the Catholic faith College and career prep Fidelity to six shifts Vertical alignment; i.e. one grade

informs the prior and the next year

Organization

Groupings

Content

Common Core Shifts Influence Unit Planning: 1. Balancing Informational and Literary Texts

2. 6-12 Knowledge in the Disciplines

3. Staircase of Complexity

4. Text-based Answers

5. Writing from Sources

6. Academic Vocabulary

Do what you love,

love what you do

and deliver more

than you promise.

-Harvey MacKay

Unit Template

• Theme• Description• Overview• Timeframe• Selection of Texts• Common Core State

StandardsLaura EganProduct ManagementWilliam H. Sadlier, Inc.CCCII, June 2012

• Choosing the “right” theme– Age Appropriate– Integrate the CCSS Standards – Infuse the Catholic Identity elements– Should be expanded and developed in subsequent

grades to deepen understanding of theme and content– Studied for a sustained amount of time

• Use a variety of resources for students to use during the theme

• Themes from Basal Reading, Religion, CCSSLaura Egan for CCCII, June 2012

Laura Egan for CCCII, June 2012

Timeframe

• Age and Grade appropriate• Three to nine weeks-matching depth of theme

and tasks• Adequate length to make connections within and

across the curriculum • Themes/Topics should include standards and

Catholic Identity elements, but not be too short or too long

• Ample time to include assessment in unit

Timeframe

• Be flexible with sections of your timeframe to incorporate student mastery or need for reteaching and reinforcement

• Be careful not to “stretch” a unit out

• Students should be engaged in theme throughout development.

Description

• One sentence about the content of the unit• Be brief and broad, but capture focus of Unit

and theme• Skills should be mentioned along with broad

stroke of resources (“through informational text” or “literature”)

• Make connections to reading, understanding, and writing that will be throughout the unit

Overview

• One paragraph about the learning students will do in the unit

• Explain the structure, progress, and components of the unit in a clear, focused way

• Make connections between the skills in the standards and the content of the text

• Explain tasks students will encounter

• Provide types of reading texts and resources

• List the Catholic Identity element to be infusedLaura Egan for CCCII, June 2012

Choosing the Right Texts

• Fiction and non-fiction (NAEP)

– 50%/50% (K-2)– 40%-60% (3-5)– 30%-70% (6-12)

• Incorporate nonfiction genres such as persuasive essays, narrative, biographical, informational, How-To, etc.

• Provide a range of leveled texts on the same topic• Offer a wide range of text types including stories,

dramas, poetry, primary sources, etc.

Text Complexity

• Texts chosen should add to the learning of CCSS goals

• Scaffolding is necessary and desirable according to CCSS, but instruction must move generally toward decreasing scaffolding and increasing independence

• Text difficulty should increase through the year

Three Factors to Measure Text Complexity

• Quantitative (different measures available)• Qualitative (structure of text, language demands,

knowledge demands, Levels of meaning)• When I saw the bug, I screamed for help.• When I saw the Bug, I remembered my first car.• When I saw the bug, I wondered who was spying on me

• Reader and Task Consideration (cognitive capabilities, motivation, knowledge)(teacher-led tasks, peer tasks, individual tasks)

Common Core State Standards

• Identify each English Language Arts standards for each unit

• What are students expected to know and be able to do, not how teachers should teach

• Complemented by a well-developed, content-rich curriculum that is consistent with CCSS

• Select standards that appropriately meets the grade level and anchor standards

• Integrate the ELA standards• Integrate the ELA standards with the Science

and Social Studies standards• Consider all students and their needs

adjusting expectations such as, number of standards, timeframe, and task difficulty

An integrated model of literacyAlthough the Standards are divided into Reading, Writing, Speaking and Listening, and Language strands for conceptual clarity, the processes of communication are closely connected, as reflected throughout this document.

CCSS require that literacy be embedded in science, social studies, and technical subjects

Common Core State Standards for ENGLISH LANGUAGE ART S & Literacy in History/Social Studies, Science, and Technical Subjects

Essential Questions

1 Developed by Mary Jane Krebbs, Ph.D. St. John's University, School of Education for the Common Core Catholic Identity Initiative (CCCII). June 2012

Essence root: definition: the permanent, not accidental, element of being : being, soul, substance Merriam-Webster Online Dictionary and Thesaurus

Synonyms for: Knowledge Skills Understanding

In a nutshell: To acquire KNOWLEDGE (facts) we use SKILLS to gain

UNDERSTANDING (applicability) which enables us to apply and to transfer the knowledge.

When we truly understand and transfer our learning, we -knowledge. Wiggins and McTighe

The Understanding by Design Guide to Creating High-Quality Units 2011

If transfer is the key to teaching or understanding, good questions are both the cause of and the means by which greater understanding happens.

Wiggins and McTighe Understanding by Design 2005

The best questions serve as doorways through which learners explore the key concepts, themes, issues, and problems that reside within the content, perhaps as yet

the content through provocative questions that deepen understanding.

Wiggins and McTighe Understanding by Design 2005

Essential Questions:

encounter them;

adapted: Wiggins and McTighe 2005

Moreover, essential questions Paul Beaudin, Ph.D. Iona College 2012

Overarching: What lessons have we learned or not learned from US military

involvement in foreign regional conflicts? Topical: What lessons should we learn from the Vietnam War? Wiggins and McTighe Understanding by Design 2005

Overarching: What causes war? Topical: How do the causes of the Civil War compare to one other war

Nonessential (but important to the teacher) What caused the Civil War?

Practice Grades 4-5 Text Exemplars Poetry: Thayer, Ernest Lawrence, Casey at the Bat Common Core Standards

ELA and Literacy in History/ Social Studies, Science and Technical Subjects Appendix B

Susan Abelein, Ph.D. Senior Consultant

20-23 June 2012

Unit Objectives….

Broad, Overarching

Interprets the Standards

Not the day-to-day lesson objectives

Contain the Audience, Behavior, and may contain the Condition, does not contain the Degree

Example:

Citing textual evidence, students will compare and contrast plots, characters, settings, themes, and literary devices used in the poetry and novels read in this unit.

1. Appreciate tone

2. Students will be able to appreciate tone

3. Students will be able to compare and contrast tone

4. Given The Road Not Taken and My Song of To-Day, students will be able to compare and contrast word choice and the use of tone to evoke a myriad of feelings in the reader

5. Given The Road Not Taken and My Song of To-Day, students will be able to compare and contrast word choice and the use of tone to evoke a myriad of feelings in the reader by providing textural evidence to ensure 100% accuracy in their evaluation of the poems.

Referred to at the beginning, during, and at the end

of each lesson;

Directly and indirectly linked to the standards;

Describes the skills, knowledge, and/or attitudes that

students will be able to demonstrate;

Written from the student’s perspective using Bloom’s

taxonomy of verbs and preferably using the ABCD

approach to writing objectives;

The format is SWBAT (Students Will Be Able To).

Students will be able to alphabetize a list of 30 words

beginning with the letter T with 90% or better

accuracy.

Write from the student’s perspective

Use measurable verbs, e.g. “alphabetize, diagram,

pronounce”

Consider formative assessment to ensure objective(s)

is met

Write clear and concise statements

The teacher will demonstrate and students will

learn how to alphabetize a list of words

Don’t

Write from the teacher’s perspective

Use verbs that are not measureable, e.g.

“understand, learn, appreciate”

Write general or vague statements

A - Audience

B-Behavior

C - Condition

D – Degree

The audience is learner(s)

that the objective is written

for. This is usually written

"the learner" or "the

student" however it could be

written as specific as "The

third grade science

student". I suggest that "less

is more". Make it simple so

that the objective does not

get too wordy. Students will

be able to or SWBAT.

A - Audience

C-Condition

D - Degree

B-Behavior

The behavior is the verb

that describes what the

learner (audience) will

be able to do after the

instruction. This is the

heart of the objective

and MUST be

measurable AND

observable. In addition,

these verbs MUST be

specific. Verbs such as

know, understand,

comprehend, and

appreciate are difficult

to measure and are

therefore not good

choices for objectives.

Conditions are the

circumstances under which

the objectives must be

completed. What will the

instructor allow the student

to use in order to complete

the instruction? What

equipment or tools can the

student have access to such

as a calculator, map, the

book, class notes, etc.?

Obviously it would be much

more difficult to make

calculations without a

calculator than with one.

A - Audience

C-Condition

D - Degree

B-Behavior

The degree identifies the

standard that the learner

must meet to reach

acceptable performance. In

other words, what degree of

accuracy does the learner

have to achieve in order that

his/her performance be

judged proficient? The degree

of accuracy should be related

to real-world expectations.

Degree of accuracy can be

related as a time limit (in 20

minutes), or a number of

correct answers (7 out of 10),

or a range of accuracy (90%)

or qualitative standard.

A - Audience

C-Condition

D - Degree

B-Behavior

Citing textual evidence, students will compare and contrast plots, characters, settings, themes, and literary devices used in the poetry and novels read in this unit. Unit Planning Objectives Broad, Overarching Interprets the Standards A – at the beginning of the column only, no need to repeat B – behavior – use Bloom’s C – may include D – not necessary

Given The Road Not Taken and My Song of To-Day, students will be able to compare and contrast word choice and the use of tone to evoke a myriad of feelings in the reader by providing textural evidence to ensure 100% accuracy in their evaluation of the poems. Lesson Planning Objectives Specific to the daily lesson Interprets the Unit Objectives Includes all parts: A – audience/students (SWBAT) B – behavior – Bloom’s C – condition D – degree to which students will achieve the objective

K.RL.6: With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. 1.RL.6. Identify who is telling the story at various points in a text. 2.RL.6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. 3.RL.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. 4.RL3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). 5.RL.3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). 6.RL.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. 7.RL.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. 8.RL.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.t).

Guidelines

Evaluating

Behavioral

Objectives:

Sources: The University of Tennessee at Knoxville; link:

http://edtech.tennessee.edu/~bobannon/writing_objectives.html

http://www.wisha.org/CE/Writing%20Learning%20Outcomes%20and%20Assessment%20of.pdf

Bloom, Benjamin S. Taxonomy of Educational Objectives Book 1: Cognitive (1956, 1984)

Marzano, Robert. Designing and assessing educational objectives: Applying the new taxonomy (2008)

Identify Vocabulary

Laura EganProduct ManagementWilliam H. Sadlier, Inc.CCCII, June 2012

Vocabulary Acquisition and Use

• Determine or clarify meaning of words by using multiple strategies (Look “inside” and “outside” the word)

• Demonstrate understanding of figurative language, word relationships, and nuances of meaning (denotation and connotation)

• Acquire range of three word lists to be used in all ELA standards

Criteria for Selection of Words

Three Research-based word lists standards(Isabel Beck’s Tier 1, 2, and 3)

• Academic Word List (Coxhead, 2000)

e.g., area, maintenance, triggered

• Basic Word List (Marzano, Kendall, Paynter, 2005)

e.g., confer, haphazard, superlative

• Background Knowledge Word List (Marzano, 2004)

e.g., hypothesis, molecule, photosynthesis

Introduce Words in Context

Multiple-meaning Words

• Two-Four Multiple-meaning words per lesson

• Variety of activities such as oral language development and collaborative learning

• Writing opportunities for understanding

Denotation/Connotation

Figurative Language

• Adages• Idioms• Proverbs

Activities

• Vocabulary instruction should be consistent and daily.• Grade appropriate activities: Completing the sentence

with the correct word is appropriate for all grades.• Activities such as categorizing: What jobs include

labor? Draw a picture of a kingdom. • Sentence syntax and grammar: Incorporate the word

segregation in the 4th position in a sentence. (In the South, segregation …)

• KEY: Multiple exposure to words: reading, writing, speaking, close reading, and text based questions.

Sources

• Reading Basal• Science or Social Studies Basal• Catholic Social Teachings Guidelines• Religion Basal

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7/12/2012

Instructional Activities

Developed by Leanne Welch, PBVM for the Common Core Catholic Identity Initiative (CCCII). June 2012

7/12/2012

Engaging and Effective

7/12/2012

Promote Achievement

Objectives based on Standards

Summative Assessment &

Application to Life

7/12/2012

Deepen Understanding of

Catholic Identity Element

Deepen Insight / Interest

7/12/2012

Varied and Balanced

7/12/2012

Prepare for the Summative

Assessment

7/12/2012

Support Differentiation

7/12/2012

Marzano’s “Essential Nine”

1. Identifying

similarities and

differences

2. Summarizing and

note taking

3. Reinforcing effort

and providing

recognition

4. Homework and

practice

5. Nonlinguistic

representations

6. Cooperative

learning

7. Setting objectives

and providing

feedback

8. Generating and

testing hypotheses

9. Cues, questions and

advance organizers Developed by Leanne Welch, PBVM for the Common Core Catholic Identity Initiative (CCCII). June 2012

7/12/2012

Content Process Product

Novel -- Cricket in

Times Square

Novel – Bunnicula

Use a Venn diagram

to compare 2

characters in the

story. Write a

paragraph to

describe one

character.

Write a comparison

/ contrast essay

describing

characteristics of

two main

characters from the

core book.

Novel – Charlotte’s

Web Developed by Leanne Welch, PBVM for the Common Core Catholic Identity Initiative (CCCII). June 2012

7/12/2012

Using a comparison

rubric, compare 3-5

character traits of 2 main

characters. Use

information to assign and

describe each character’s

occupation and how their

traits help them.

Novel -- Bunnicula

Using a Venn diagram,

make a comparison of

two main characters. Use

information to write a

paragraph telling why or

why not they would be

friends.

Write a comparison

and contrast essay

describing the

characteristics of two

main characters from

the core book.

Using a T grid, list all

characteristics for 2 main

characters. Find 2 similar

and 2 different traits

between the characters

and explain them. Developed by Leanne Welch, PBVM for

the Common Core Catholic Identity

Initiative (CCCII). June 2012

7/12/2012

Script for a short

scene to be acted

out in class – must

show traits of two

main characters.

Novel -- Bunnicula Presentation to

clearly demonstrate

character traits of

two main characters.

Diorama with

written or oral

explanation that

show traits of two

main characters.

Cartoon using traits

of two main

characters.

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