UNDERSTANDING AMERICAN CITIZENSHIPA partnership between Orange County Department of Education and University of California, Irvine History Project

Agenda Compare and contrast writing and the

Common Core Independent work time

When do you explicitly teach students about comparing and contrasting?

What strategies, activities, and/or topics do you currently

implement to teach this concept?

Writing Standards for the Common Core

Anchor Standards for Writing

TEXT TYPE AND PURPOSES

PRODUCTION AND DISTRIBITION OF WRITING

RESEARCH TO BUILD AND PRESENT KNOWLEDGE

RANGE OF WRITING

Text Types for History1. 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.

b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in adiscipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or sectionthat follows from or supports the argumentpresented.

2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to theexpertise of likely readers.e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Common Core Writing: Text Types

Read Appendix A: Text Types What are the components of

argumentative and informational/explanatory writing?

How they similar and different? What types of skills are students

required to have to be successful at Common Core writing?

Informative/Explanatory Writing Explains why or how things occurred Provides an account of the process

(summarizing, cause and effect, compare and contrast)

Conveys information based on primary and secondary source evidence

Describes and clarifies the relationship between ideas

Explanations…start with the assumption of truthfulness and answer questions about why or how.

Argumentative Writing Presents a claim Employs evidence from a variety of

sources to support the claim Author addresses both the claim and

counterclaim to develop his/her argument

For CCSS, uses logical reasons (no longer emphasis on persuasion using emotional appeals) Although we may be reading texts that use

this type of rhetoric!

Read p. 5-6 of the Bunch, Kibler, Pimental, articleDoes this article offer ideas for your own classroom implementation?

How can we support ELs to be successful writers?

Organizational structures for history writing

Summary/ description Cause and effect Compare and contrast Change over time Document-based writing Research reports

Question frames for history (WB 14-17)

Explaining a Historical Event-Argumentative & Informative/Explanatory

Cause & Effect-Argumentative & Informative/Explanatory

Comparative-Argumentative & Informative/Explanatory

Change Over Time-Argumentative & Informative/Explanatory

Comparison as a methodology for research (54)

“Differences alone cannot create comparability. Without standards for comparison, effective generalization is limited.” ~ R. Bin Wong Subjects for comparison must be relevant for

the field under study In triads, each person should review one of

the 3 sections (individuals, places, and time periods) and consider the “rules” for comparison for each category

Share out

Practicing comparisonsGiven what we know about comparisons of individuals, who might we compare Nixon to and what categories would you use?

In small groups, develop an outline for comparison and contrast of Richard Nixon and another person and three categories

of analysis.

Sometimes we can let the standards guide us:

11.11 Students analyze the major social problems and domestic policy issues in contemporary American society.

Discuss the significant domestic policy speeches of Truman, Eisenhower, Kennedy, Johnson, Nixon, Carter, Reagan, Bush, and Clinton (e.g., with regard to education, civil rights, economic policy, environmental policy).

Independent lesson development

Each teacher will develop 3 lessons that: Align to the UAC lesson plan template Address reading or writing in the Common Core Implement ideas, content, or sources from the

UAC program

To receive the stipend, please send all materials (lesson plan, sources, handouts, and student work) to Casey and/or upload to Dropbox by our June meeting

Thank you for sharing the week with us! We will see you October 16 here at ACCESS.

Closing