PARCC% CCSS# CED - Boulder Valley School Districthad&come&upon&two&sleeps&ago.&They&were&wagging&their&tails&as&they&awoke&and& saw ... people&by&merely&looking&at ... Daedalus and

PARCC • CCSS • CED

TRANSITIONING TO A NEW FRAMEWORK

FOR INSTRUCTION AND ASSESSMENT

Jonathan Wright • ELA Teacher Manhattan Middle School • BVSD Secondary ELA TOSA

Presentation Handouts

JULIE OF THE WOLVES JEAN CRAIGHEAD GEORGE

MIYAX PUSHED BACK THE HOOD AFTER HER SEALSKIN parka and looked at

the Arctic sun. It was a yellow disc in a lime-‐green sky, the colors of six O'clock in the

evening and the time when the wolves awoke. Quietly she put down her cooking pot

and crept to the top of a dome shaped frost heave, one of the many earth buckles

that rise and fall in the crackling cold of the Arctic winter. Lying on her stomach, she

looked across a vast lawn of grass and moss and focused her attention on the wolves

she had come upon two sleeps ago. They were wagging their tails as they awoke and

saw each other.

Her hands trembled and her heartbeat quickened, for she was frightened, not

so much of the wolves, who were shy and many harpoon-‐shots away, but became of

bet desperate predicament. Miyax was lost. She had been lost without food for many

sleeps on the North Slope of Alaska. The barren slope stretches for three hundred

miles from the Brooks Range to the Arctic Ocean, and for more than eight hundred

miles from the Chukchi to the-‐ Beaufort Sea. No roads cross it; ponds and laces

freckle its immensity. Winds scream across it, and the view in every direction is

exactly the same. Somewhere in this cosmos was Miyax; and the very life in her

body, its spark and warmth, depended upon these wolves for survival. And she was

not so sure they would help.

Miyax stared hard at the regal black wolf, hoping to catch his eye. She must

somehow tell him that she was starving and ask him for food. This could be done she

knew, for her father, an Eskimo hunter, had done so. One year he had camped near a

wolf den while on a hunt. When a month had passed and her father had seen no

game, he told the leader of the wolves that he was hungry and needed food. The next

night the wolf called him from far away and her father went to him and found a

freshly killed caribou.

Unfortunately, Miyax's father never explained to her how he had told the

wolf of his needs. And not long afterward he paddled his kayak into the Bering Sea

to hunt for seal, and he never returned. She had been watching the wolves for two

days trying to discern which of their sounds and movements expressed goodwill

and friendship. Most animals had such signals. The little Arctic ground squirrels

flicked their tails sideways to notify others of their kind that they were friendly. By

imitating this signal with her forefinger, Miyax had lured many a squirrel to her

hand.

If she could discover such a gesture for the wolves she would be able to make

friends with them and share their food, like a bird or a fox. Propped on her elbows

with her chin in her fists, she stared at the black wolf, trying to catch his eye. She had

chosen him because he was much larger than the others, and because he walked like

her father, Kapugen, with his head high and his chest out. The black wolf also

possessed wisdom, she had observed. The pack looked to him when the wind

carried strange scents or the birds cried nervously. If he was alarmed, they were

alarmed. If he was calm, they were calm.

Long minutes passed, and the black wolf did not look at her. He had ignored

her since she first came upon them, two sleeps ago. True, she moved slowly and

quietly, so as not to alarm him; yet she did wish he would see the kindness in her

eyes. Many animals could tell the difference between hostile hunters and friendly

people by merely looking at them. But the big black wolf would not even glance her

way.

A bird stretched in the grass. The wolf looked at it. A flower twisted in the

wind, He glanced at that. Then the breeze rippled the wolverine ruff on Miyax's

parka and it glistened in the light. He did not look at that. She waited. Patience with

the ways of nature had been instilled in her by her father. And so she knew better

than to move or shout. Yet she must get food or die. Her hands shook slightly and

she swallowed hard to keep calm.

Ovid's Metamorphoses : Daedalus and Icarus

But Daedalus abhorred the Isle of Crete-- 290 and his long exile on that sea-girt shore, increased the love of his own native place. "Though Minos blocks escape by sea and land." He said, "The unconfined skies remain though Minos may be lord of all the world 295 his sceptre is not regnant of the air, and by that untried way is our escape." This said, he turned his mind to arts unknown and nature unrevealed. He fashioned quills and feathers in due order -- deftly formed 300 from small to large, as any rustic pipe prom straws unequal slants. He bound with thread the middle feathers, and the lower fixed with pliant wax; till so, in gentle curves arranged, he bent them to the shape of birds. 305 While he was working, his son Icarus, with smiling countenance and unaware of danger to himself, perchance would chase the feathers, ruffled by the shifting breeze, or soften with his thumb the yellow wax, 310 and by his playfulness retard the work his anxious father planned. But when at last the father finished it, he poised himself, and lightly floating in the winnowed air 315 waved his great feathered wings with bird-like ease. And, likewise he had fashioned for his son such wings; before they ventured in the air he said, "My son, I caution you to keep the middle way, for if your pinions dip 320 too low the waters may impede your flight; and if they soar too high the sun may scorch them. Fly midway. Gaze not at the boundless sky, far Ursa Major and Bootes next. Nor on Orion with his flashing brand, 325 but follow my safe guidance." As he spoke he fitted on his son the plumed wings with trembling hands, while down his withered cheeks the tears were falling. Then he gave his son 330 a last kiss, and upon his gliding wings assumed a careful lead solicitous. As when the bird leads forth her tender young, from high-swung nest to try the yielding air; so he prevailed on willing Icarus; 335 encouraged and instructed him in a]l the fatal art; and as he waved his wings looked backward on his son. Beneath their flight, the fisherman while casting his long rod, 340 or the tired shepherd leaning on his crook, or the rough plowman as he raised his eyes, astonished might observe them on the wing,

and worship them as Gods. Upon the left 345 they passed by Samos, Juno's sacred isle; Delos and Paros too, were left behind; and on the right Lebinthus and Calymne, fruitful in honey. Proud of his success, the foolish Icarus forsook his guide, 350 and, bold in vanity, began to soar, rising upon his wings to touch the skies; but as he neared the scorching sun, its heat softened the fragrant wax that held his plumes; and heat increasing melted the soft wax-- 355 he waved his naked arms instead of wings, with no more feathers to sustain his flight. And as he called upon his father's name his voice was smothered in the dark blue sea, now called Icarian from the dead boy's name. 360 The unlucky father, not a father, called, "Where are you, Icarus?" and "Where are you? In what place shall I seek you, Icarus?" He called again; and then he saw the wings of his dear Icarus, floating on the waves; 365 and he began to rail and curse his art. He found the body on an island shore, now called Icaria, and at once prepared to bury the unfortunate remains; but while he labored a pert partridge near, 370 observed him from the covert of an oak, and whistled his unnatural delight. Know you the cause? 'Twas then a single bird, the first one of its kind. 'Twas never seen before the sister of Daedalus had brought 375 him Perdix, her dear son, to be his pupil. And as the years went by the gifted youth began to rival his instructor's art. He took the jagged backbone of a fish, and with it as a model made a saw, 380 with sharp teeth fashioned from a strip of iron. And he was first to make two arms of iron, smooth hinged upon the center, so that one would make a pivot while the other, turned, described a circle. Wherefore Daedalus 385 enraged and envious, sought to slay the youth and cast him headlong from Minerva's fane,-- then spread the rumor of an accident. But Pallas, goddess of ingenious men, saving the pupil changed him to a bird, 390 and in the middle of the air he flew on feathered wings; and so his active mind-- and vigor of his genius were absorbed into his wings and feet; although the name of Perdix was retained. 395 The Partridge hides in shaded places by the leafy trees its nested eggs among the bush's twigs; nor does it seek to rise in lofty flight, for it is mindful of its former fall.

"To a Friend Whose Work Has Come to Triumph"

by Anne Sexton

Consider Icarus, pasting those sticky wings on,

testing that strange little tug at his shoulder blade,

and think of that first flawless moment over the lawn

of the labyrinth. Think of the difference it made!

There below are the trees, as awkward as camels;

and here are the shocked starlings pumping past

and think of innocent Icarus who is doing quite well.

Larger than a sail, over the fog and the blast

of the plushy ocean, he goes. Admire his wings!

Feel the fire at his neck and see how casually

he glances up and is caught, wondrously tunneling

into that hot eye. Who cares that he fell back to the sea?

See him acclaiming the sun and come plunging down

while his sensible daddy goes straight into town.

GRADES 6 -11 EXPANDED SCORING RUBRIC FOR ANALYTIC AND NARRATIVE WRITING

Construct Measured Score Point 4 Score Point 3 Score Point 2 Score Point 1 Score Point 0

Reading

Comprehension of Key Ideas and

Details

*Notes The type of textual evidence required is grade and prompt specific and included in the scoring guide.

The student response provides an accurate analysis of what the text says explicitly and inferentially and cites convincing textual evidence to support the analysis, showing full comprehension of complex ideas expressed in the text(s).

The student response provides an accurate analysis of what the text says explicitly and inferentially and cites textual evidence to support the analysis, showing extensive comprehension of ideas expressed in the text(s).

The student response provides a mostly accurate analysis of what the text says explicitly or inferentially and cited textual evidence, shows a basic comprehension of ideas expressed in the text(s).

The student response provides a minimally accurate analysis of what the text says and cited textual evidence, shows limited comprehension of ideas expressed in the text(s).

The student response provides an inaccurate analysis or no analysis of the text, showing little to no comprehension of ideas expressed in the text(s).

Writing

Written Expression

Development of Ideas

The student response addresses the prompt and provides effective and comprehensive development of the claim, topic and/or narrative elements1 by using clear and convincing reasoning, details, text-based evidence, and/or description; the development is consistently appropriate to the task, purpose, and audience.

The student response addresses the prompt and provides effective development of the claim, topic and/or narrative elements1 by using clear reasoning, details, text-based evidence, and/or description; the development is largely appropriate to the task, purpose, and audience.

The student response addresses the prompt and provides some development of the claim, topic and/or narrative elements1 by using some reasoning, details, text-based evidence, and/or description; the development is somewhat appropriate to the task, purpose, and audience.

The student response addresses the prompt and develops the claim, topic and/or narrative elements1 minimally by using limited reasoning, details, text-based evidence and/or description; the development is limited in its appropriateness to the task, purpose, and/or audience.

The student response is underdeveloped and therefore inappropriate to the task, purpose, and/or audience.

1 Per the CCSS, narrative elements in grades 3-‐5 may include: establishing a situation, organizing a logical event sequence, describing scenes, objects or people, developing characters personalities, and using dialogue as appropriate. In grades 6-‐8, narrative elements may include, in addition to the grades 3-‐5 elements, establishing a context, situating events in a time and place, developing a point of view, developing characters’ motives. In grades 9-‐11, narrative elements may include, in addition to the grades 3-‐8 elements, outlining step-‐by-‐step procedures, creating one or more points of view, and constructing event models of what happened. The elements to be assessed are expressed in grade-‐level standards 3 for writing and elucidated in the scoring guide for each PCR.

2 The elements of coherence, clarity, and cohesion to be assessed are expressed in the grade-‐level standards 1-‐4 for writing and elucidated in the scoring guide for each PCR. 3 Tone is not assessed in grade 6.

Writing

Written Expression

Organization

The student response demonstrates purposeful coherence, clarity, and cohesion2 and includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.

The student response demonstrates a great deal of coherence, clarity, and cohesion2, and includes an introduction, conclusion, and a logical progression of ideas, making it fairly easy to follow the writer’s progression of ideas.

The student response demonstrates some coherence, clarity, and/or cohesion2, and includes an introduction, conclusion, and logically grouped ideas, making the writer’s progression of ideas usually discernible but not obvious.

The student response demonstrates limited coherence, clarity, and/or cohesion2, making the writer’s progression of ideas somewhat unclear.

The student response demonstrates a lack of coherence, clarity and cohesion.2

Writing

Written Expression

Clarity of Language

The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone3, and/or domain-specific vocabulary.

The student response establishes and maintains an effective style, while attending to the norms and conventions of the discipline. The response uses mostly precise language, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone3, and/or domain-specific vocabulary.

The student response establishes and maintains a mostly effective style, while attending to the norms and conventions of the discipline. The response uses some precise language, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone3 and/or domain-specific vocabulary.

The student response has a style that has limited effectiveness, with limited awareness of the norms of the discipline. The response includes limited descriptions, sensory details, linking or transitional words, words to indicate tone3, or domain-specific vocabulary.

The student response has an inappropriate style. The student writing shows little to no awareness of the norms of the discipline. The response includes little to no precise language.

Writing

Knowledge of Language and Conventions

The student response demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.

The student response demonstrates command of the conventions of standard English consistent with edited writing. There may be a few distracting errors in grammar and usage, but meaning is clear.

The student response demonstrates inconsistent command of the conventions of standard English. There are a few patterns of errors in grammar and usage that may occasionally impede understanding.

The student response demonstrates limited command of the conventions of standard English. There are multiple errors in grammar and usage demonstrating minimal control over language. There are multiple distracting errors in grammar and usage that sometimes impede understanding.

The student response demonstrates little to no command of the conventions of standard English. There are frequent and varied errors in grammar and usage, demonstrating little or no control over language. There are frequent distracting errors in grammar and usage that often impede understanding.

Tem

plate Task C

ollection 1 | © Literacy D

esign Collaborative, N

ovember 2011

3

Quick

Referen

ce Task

Ch

art

“A

fter Researching”

“Essential Q

uestion”

Argum

entation Tem

plate Tasks

Analysis

Task 1: A

fter researching ________ (informational texts) on

________ (content), write a/an ________ (essay or substitute)

that argues your position on ________ (content). Support your position w

ith evidence from your research. L2 Be sure to

acknowledge com

peting views. L3 G

ive examples from

past or current events or issues to illustrate and clarify your position. (A

rgumentation/A

nalysis)

Task 2: [Insert question] A

fter reading ________ (literature or inform

ational texts), write a/an ________ (essay or substitute)

that addresses the question and support your position with

evidence from the text(s). L2 Be sure to acknow

ledge competing

views. L3 G

ive examples from


rgumentation/A

nalysis)

Com

parison T

ask 3: After researching ________ (inform

ational texts) on ________ (content), w

rite a/an ________ (essay or substitute) that com

pares ________ (content) and argues ________ (content). Be sure to support your position w

ith evidence from

the texts. (Argum

entation/Com

parison)




that compares ________ (content) and argues ________

(content). Be sure to support your position with evidence from

the texts. (A

rgumentation/C

omparison)

Evaluation

Task 5: A



that discusses ________ (content) and evaluates ________ (content). Be sure to support your position w

ith evidence from

your research. (Argum

entation/Evaluation)




that discusses ________ (content) and evaluates ________ (content). Be sure to support your position w

ith evidence from

the texts. (Argum

entation/Evaluation)

Problem

-Solution

Task 7: A



that identifies a problem ________ (content) and argues for a

solution. Support your position with evidence from

your research. L2 Be sure to exam

ine competing view

s. L3 Give exam

ples from


rgumentation/P

roblem-Solution)



ational texts) on ________ (content), write a/an

________ (essay or substitute) that identifies a problem

________ (content) and argues for a solution ________ (content). Support your position w

ith evidence from the text(s).

L2 Be sure to examine com

peting views. L3 G

ive examples from


rgumentation/P

roblem-Solution)

Cause-E

ffect T

ask 9: After researching ________ (inform

ational texts) on ________ (content), w

rite a/an ________ (essay or substitute) that argues the causes of ________ (content) and explains the effects ________ (content). W

hat ________ (conclusions or im

plications) can you draw? Support your discussion w

ith evidence from

the texts. (Argum

entation/Cause-E

ffect)



ational texts) on ________ (content), write a/an

________ (essay or substitute) that argues the causes of ________ (content) and explains the effects ________ (content). W

hat ________ (conclusions or implications) can you

draw? Support your discussion w

ith evidence from the texts.

(Argum

entation/Cause-E

ffect)

Common Core and PARCC Web Resources: Commoncore.org/maps/

A large collection of unit plans that are aligned to common core and that are arranged by grade level – includes lots of recommended “text” resources for each unit

user name: [email protected] password: angel1

Literacydesigncollaborative.org/

A great resource for transfer task design – has incredibly thorough template packet for creating tasks

Achievethecore.org

A non-‐profit organization that provides lots of teacher tools for how to instruct and assess using the Common Core State Standards

PARCConline.org The Website for examining the new assessment prototypes and the grade level frameworks that will be used to design the assessment systems – very useful for thinking about unit design – includes suggested framework for unit design

CoreStandards.org The official site for the Common Core State Standards – includes that standards and invaluable resources for evaluating texts, tasks, and student writing

BVSD.org/curriculum The district site that has plenty of templates, vertical articulation charts, and links to Common Core resources

Documents

PARCC% CCSS# CED - Boulder Valley School Districthad&come&upon&two&sleeps&ago.&They&were&wagging&their&tails&as&they&awoke&and& saw ... people&by&merely&looking&at ... Daedalus and