Shelby County Schools Cordova High School District Learning Day August 5, 2015 Expectations for the High School English Classroom : Standards and Frameworks

Shelby County SchoolsCordova High School

District Learning DayAugust 5, 2015

Expectations for the High School English Classroom : Standards and

Frameworks

Norms

• Be present and engaged.• Be respectful of differences in perspective

while challenging each other productively and respectively.

• Monitor “air time.”• Make the most of the time we have.• Stay focused on students.

ObjectivesKnow

• The CCR expectations for student learning across grade levels • Student reading readiness is supported through appropriate

grade-level instruction and curricular documents

Understand • The knowledge, skills, and habits students need to meet

college and career readiness expectations

Do • Utilize District curriculum guides, pacing charts, and textbook

resources to plan instruction effectively • Utilize instructional tools that will enhance students’

instructional practices

A CLOSER LOOK INTO THE STANDARDS AND SCS CURRICULUM MAPS

How do the SCS ELA Curriculum Maps ensure that teachers will be planning instruction around the CCR standards?

Instructional Shifts

1. Building knowledge through content-rich nonfiction and informational texts.

2. Reading and writing grounded in evidence from the text, both literary and informational.

3. Regular practice with complex text and its academic vocabulary.

TNDOE Curriculum Standards

Based on the Common Core State Standards

http://www.state.tn.us/education/standards/index.shtml

http://www.state.tn.us/education/standards/index.shtml

ELA Standards and Strands

The standards for ELA are divided into five strands for high school ELA:

• Reading: Literature (RL)• Reading: Informational Text (RI)• Reading: Foundational Skills (K-5) (RF)• Writing (W)• Speaking and Listening (SL)• Language (L)• - See more at: http://www.tn.gov/education/article/english-

language-arts-standards#sthash.Jf9RJSoz.dpuf

ELA Standards and Strands

The standards for ELA are divided into five strands:• Reading: Literature (RL)• Reading: Informational Text (RI)• Reading: Foundational Skills (K-5) (RF)• Writing (W)• Speaking and Listening (SL)• Language (L)• - See more at:

http://www.tn.gov/education/article/english-language-arts-standards#sthash.Jf9RJSoz.dpuf

LaShanda Simmons

Although you're only reviewing RL in this presentation, be sure to inform participants of the commonalities between the RL and RI standards. Include a slide illustrating the alignment prior to moving to slide 9...

Reading Standards for Literature

Key Ideas and Details 9-10

1. Cite strong and thorough textual evidence to support analysis of what the text says explicit-ly as well as inferences drawn from the text


1. Cite strong and thorough textual evidence to support analysis of what the text says explicit-ly as well as inferences drawn from the text, including determining where the text leaves matters uncertain



2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.


2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

Be sure to inform participants of the commonalities between the RL and RI standards. For example, Rl.9.1 states to cite strong textual evidence to support analysis of ….This language is common between the RL.9.1 (slide 10) and RI.9.1 (slide 15) under key ideas and details . This is true for many of the RL and RI standards...LSN



3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.


3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Activity:Standards – Vertical Alignment

Handouts using TNCore.org CCR Standards1. You have seen the alignment between the Literature

Standards for Key Ideas and Details for 9-10 and 11-12.

2. See the handout showing the comparison between the Literature Standards for Craft and Structure.

3. With a partner, highlight the likenesses and the differences between these two grade levels of standards.

Briefly share out some of the responses.

READING INFORMATIONAL TEXTLet’s look at the same process for -

Reading Informational TextEnglish Standards 9-10Key Ideas and Details 1. Cite strong and thorough textual

evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.



English Standards 11-12

Key Ideas and Details 1. Cite strong and thorough textual evidence

to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.



Reading Standards - Informational Text


1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.











Activity:Standards – Vertical Alignment

Handouts using TNCore.org CCR Standards1. You have seen the alignment between the Literature

Standards for Key Ideas and Details for 9-10 and 11-12 / RL and RI.

2. See the handout showing the comparison between the Literature Standards for Craft and Structure.

3. With a partner, highlight the likenesses and the differences between these two grade levels of standards.

Briefly share out some of the responses.


Craft and Structure 9-104. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). 5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. 6. Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Craft and Structure 11-124. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) 5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. 6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

WHERE TO FIND THE SCS CURRICULUM DOCUMENTS: PACING GUIDES AND CURRICULUM MAPS

How do the SCS ELA Curriculum Maps ensure that teachers will be planning instruction around the CCR standards?

English Language Arts

Pacing Guide for High School English I – Quarter 1Weekly Tracker

Classroom Text and Tasks:

Weeks 1-3 Texts: Grade 9-10 | Steve Jobs (2013-14, Phase 3) Task | Text 1 | Text 2 | Text 3 | Scoring Guide

(TNCore.org)Week 1 – Formative AssessmentWeek 2 – Close Reading Strategy Central Idea in Nonfiction, p. 7 Reading/annotating Steve Jobs texts from www.tncore.org Summarize “Jobs” textsWeek 3 – “Ain’t I a Woman” Close Read – “Ain’t I a Woman” www.tncore.org Elements of Fiction and Nonfiction, p. 4 Comparing Point of View, p.80 Literary Analysis, p.84 Routine Writing, p.93Routine Writing Text-dependent questions Whole group/small group discussions Accountable Talk

http://tncore.org/sites/www/Uploads/ELA_Tasks/9_12/ELAG910P3Student4.pdf

http://tncore.org/sites/www/Uploads/ELA_Tasks/9_12/ELAG910P3Text1CookSpeech3.pdf

http://tncore.org/sites/www/Uploads/ELA_Tasks/9_12/ELAG910P3Text2GeniusJobs3.pdf

http://tncore.org/sites/www/Uploads/ELA_Tasks/9_12/ELAG910P3Text3JobsWay3.pdf

http://tncore.org/english_language_arts/assessment/scoring_resources/2013-14scoringresources/2013-14p3scoringmaterials.aspx#G910

http://www.tncore.org/


Week 4 Writing Workshop

Performance Tasks:1. Steve Jobs. Analytic Summary. www.tncore.org You have read “Tim Cook’s Speech at Steve Jobs Memorial.” Now determine Cook’s purpose. Write an essay that summarizes and analyzes how he uses rhetoric to advance his purpose. Be sure to cite strong and thorough evidence from the text to support your analysis. Follow the conventions of standard written English. 2. To enforce the Organization/Focus component of the TN Ready Rubric, have students write a Memoir.

Weeks 5-7 Week 5 – “Checkouts”, p. 83 Elements of Fiction and Nonfiction, p. 4 Theme in Fiction, p. 8 Comparing Point of View, p.80 Literary Analysis, p.84 Routine Writing, p.93Week 6 – “The Girl Who Can”, p. 86 Elements of Fiction and Nonfiction, p. 4


ENGLISH I – Quarter 1

Curriculum Guide, 2015-2016

Weeks 1-3; Module 1 Texts: “Tim Cook’s Speech at Steve Jobs Memorial” “The Genius of Jobs” “The Steve Jobs Way” Big Idea: How do the tasks of reading and writing help us connect to the real world?

Building knowledge through content-rich nonfiction and Reading Complex Texts

CC Literature and Informational Text(s) RI.10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RI.10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text

CC Literature and Informational Model the “how to” of an Analytic Summary The analytic summary is intended to give the student the opportunity to identify the speaker’s purpose for the given speech and how that purpose is conveyed through the use of rhetoric. Literary Analysis Central IdeaA student’s ability to identify both a viable central idea from the given text and key evidence from the text that supports that idea. ThemeA student’s ability to identify a theme or concept shared by the subject of associated texts in order to analyze how the texts address that related theme or concept. Literacy StrategyThe Writing Organizer – POW/POW-TIDE Reading SkillClose Reading

Pearson CCRS Literature, Informational Text(s), and other selections. TNCore.org at www.tncore.org Text Text 1: “Tim Cook’s Speech at Steve Jobs

Memorial” by Chloe Albanesius www.tncore.org • Text 2: “The Genius of Jobs” by Walter Isaacson www.tncore.org • Text 3: “The Steve Jobs Way” by Jon Katzenbach www.tncore.org

The Analytic Summary :To incorporate TN Ready into the lesson, the concept of an analytical summary comes from the Anchor Standards- Reading #2 Central Idea Theme Close Reading Author’s Purpose





Activity

Think about:1. Your favorite text for your grade level

2. What draws you to this text?

3. What standards can be taught with this text?

Briefly share out responses

RESOURCES AVAILABLE TO YOU

Where can I find resources to support me in developing close reading lessons?

Our Primary Resource

http://www.pearsonschool.com/index.cfm?locator=PS1364&PMDBSOLUTIONID

http://www.pearsonschool.com/index.cfm?locator=PS1364&PMDBSOLUTIONID

THE CONNECTION

How are the standards, the curriculum documents, and the resources connected?

LiteratureText Selection

Literature“The Necklace” – by Guy de Maupassant

Literature“The Necklace” – by Guy de Maupassant Literary Analysis-

Literature“The Necklace” – by Guy de Maupassant Literary Analysis- Characterization


9-10 Standard - Key Ideas and Details


9-10 Standard - Key Ideas and DetailsRL. 9-10. 3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Literature“The Necklace” – by Guy de Maupassant Literary Analysis- Cause and Effect


ACTIVITYWhat other skills can be assessed though this standard? Turn and Talk

RL. 9-10. 3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Literature“The Necklace” – by Guy de Maupassant Literary Analysis- Characterization Cause and Effect


Reflection• What resonated with you?

• What is similar to your current practice?

• What is different than your current practice?

• What are you going to change as a result?

THE CLASS-TIME PLANNER

What instructional tools will I utilize to enhance students’ instructional practices

Knowledge and Skills – Reading Literature –Writing – Speaking and Listening-Language-

Graphic Organizers / Handouts / Materials

Whole Group-”I Do”

Small Group-”We Do”

Flexible Group – “They Do”

Whole Group – “You do independently”

Assessment

Closure

Class “TIME” Planner – _________________

Knowledge and Skills –Reading Literature – Writing –Speaking and Listening- Language-






Assessment

Closure

Class “TIME” Planner –

Knowledge and Skills – Reading Literature – Writing –Speaking and Listening – Language-






Assessment

Closure

Class “TIME” Planner – English I

Knowledge and Skills – Ain’t I a Woman Reading Literature – Writing -Speaking and Listening-Language-






Assessment

Closure


Knowledge and Skills – Ain’t I a Woman Reading Literature –

Writing –Speaking and Listening- Language-






Assessment

Closure

RI 9-10. 2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.



Writing – Objective SummarySpeaking and Listening-Language-






Assessment

Closure

Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.



Writing – Objective SummarySpeaking and Listening- Classroom Accountable TalkLanguage-






Assessment

Closure

Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.


Knowledge and Skills – Ain’t I a Woman Reading Literature – Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. Writing – Objective SummarySpeaking and Listening- Classroom Accountable TalkLanguage- The students’ writing will illustrate consistent and sophisticated command of precise language, domain-specific vocabulary, and literary techniques appropriate to the task, that illustrates sophisticated command of syntactic variety for meaning and reader interest while utilizing utilizing sophisticated and varied transitional words and phrases that effectively establishes and maintains a formal style and an objective tone.






Assessment

Closure



Graphic Organizers – web for main idea/theme and supporting detail(s)

Handouts

Materials





Assessment

Closure




Handouts – Ain’t I a Woman text

Materials





Assessment

Closure




Handouts – Ain’t I a Woman text; What is Objective Summary?

Materials





Assessment

Closure





Materials – highlighters, Post-it notes,





Assessment

Closure





Materials – highlighters, Post-it notes,





Assessment

Closure


www.scsliteracy.weebly.com

Password: readandwrite

http://www.scsliteracy.weebly.com/

Resources from the TDOE• The TNCore website

http://www.tncore.org/english_language_arts.aspx – Instructional resources –units, tasks, close reading

lessons– Assessment resources—writing prompts, scored

papers, scoring rubrics– Username: tneducation– Password: fastestimproving

http://www.tncore.org/english_language_arts.aspx

http://www.tncore.org/english_language_arts.aspx

Additional Resources

• www.achievethecore.org (close reading lessons, lesson plans on hundreds of stories)

• www.readworks.org (short text selections on a variety of topics and at a variety of complexity levels)

• http://tntel.tnsos.org/ (searchable database with thousands of articles at all complexity levels)

http://www.achievethecore.org/

http://www.readworks.org/

http://tntel.tnsos.org/

Closing

• Turn to a partner and explain how you will know the student has made the connection between the standards and the text?

Revisit ObjectivesHow did we do? Do you now…

Know • The CCR expectations for student learning across grade levels • How to support student reading readiness through appropriate grade-

level instruction and curricular documents

Understand • The knowledge, skills, and habits students need to be successful with

grade level tasks

Do • Utilize District curriculum guides, pacing charts, and textbook

resources to plan instruction effectively • Utilize specific instructional strategies that will enhance students’

instructional practices

Next steps and activities for follow up

• With your school’s instructional team, plan out a module of instruction using the standards, curriculum documents, and available resources.

• Collect student work from the lesson and be prepared to share with colleagues in PLC meetings and future PD sessions.

Reflection: One minute paper on post-it

• Jot down your “Take-Aways” • Consider what you need to know and be able to

do to successfully implement what you have learned in this session.–What is still unclear?–What professional development or additional

resources do you need?

Contact

Fonda Booker – [email protected]

Visit us on our weebly:www.scsliteracy.weebly.com

Password: readandwrite

mailto:[email protected]

http://www.scsliteracy.weebly.com/

Documents

Shelby County Schools Cordova High School District Learning Day August 5, 2015 Expectations for the High School English Classroom : Standards and Frameworks