Common Core State Standards Follow-up Webinar Grades 6-8 November 13, 2012

1. Common Core State Standards Follow-up Webinar Grades 6-8 November 13, 2012 Mississippi Department of Education Office of Curriculum and Instruction Vincent Segalini Office Director of English/Language Arts Leigh Pourciau Germantown Middle School

2. Zeitoun Learning Objective Learning Objective: Upon completion of this three-day unit, students will have made claims based on textual evidence, which in turn will drive narrative description writing. Through close readings of a passage from Zeitoun and analysis of multimedia pieces, students will work together and individually to make claims and develop the ability to infer meaning from text. The students will have multiple opportunities to interact with various multimedia pieces and the text to gain deep understanding of the meaning of each.

3. Common Core State Standards

4. Essential Questions • When using pictures, how can I infer information from the details? What conclusions can I draw? • By close reading the passage, what inferences and claims can be drawn from the text? • What tools are most effective for making claims? How do I use these tools? • Why should a reader make claims based on a text? • How do I describe an event, person, or idea based on evidence from the text? • How can I combine two different text types to make claims?

5. Key Verbs • cite • determine • analyze • trace • evaluate • assess • write • support • introduce • clarify • gather • draw • engage • discuss • delineate

6. KeyTerminology • relevant • sufficient • logically • credible • sources • reasoning • cohesion • accurate • clear • coherent • credibility • accuracy • refer • elaboration • multimedia • emphasize • salient • textual • evidence • explicit • inference • objective • summary • interactions • figurative • connotative • technical • specific • claims

7. Zeitoun Reading Task • Complete a pre-reading activity making inferences from visual texts. • Read text independently and as whole group. • Read text closely with whole group and answer text-dependent questions. • Form evidence-based claims using the text.

8. Zeitoun Vocabulary Task While this lesson has no specific vocabulary lesson, it is imperative that the teacher use, define, and explain the key terms and key verbs listed above. The students will need a deep understanding of term, such as claim, evidence, etc., to be successful on the following lessons.

9. Zeitoun Writing Task • Write a narrative description, using evidence-based claims, about the characters rescuing victims. • Complete a pre-write about experiencing natural disasters.

10. Zeitoun Language Task • Utilize grade appropriate, standard writing conventions in all writing tasks.

11. Zeitoun Speaking and Listening Task • Respond to various text dependent questions. • Refer to text to answer text- dependent questions. • Report on evidence-based claims.

12. Zeitoun A few doors down, Zeitoun and Frank came upon a house with a large white cloth billowing from the second-floor window. When they got closer, they saw a couple, a husband and wife in their seventies, leaning out of the window. “You surrender?” Frank asked. The man smiled. “You want to get out?” Zeitoun asked. “Yes, we do,” the man said. They couldn’t safely fit anyone else in the canoe, so Zeitoun and Frank promised to send someone back to the house as soon as they got to Claiborne. They assumed there would be activity there, that if anywhere would have a police or military presence, it would be Claiborne, the main thoroughfare nearby. “We’ll be right back,” Zeitoun said. As they were paddling away from the couple’s house, they heard a faint female voice. It was a kind of moan, weak and tremulous. “You hear that?” Zeitoun asked. Frank nodded. “It’s coming from that direction.” They paddled toward the sound and heard the voice again. “Help.” It was coming from a one-story house on Nashville. They coasted toward the front door and heard the voice again: “Help me.”

13. Zeitoun Zeitoun dropped his paddle and jumped into the water. He held his breath and swam to the porch. The steps came quicker than he thought. He jammed his knee against the masonry and let out a gasp. When he stood, the water was up to his neck. “You okay?” Frank asked. Zeitoun nodded and made his way up the steps. “Hello?” the voice said, now hopeful. He tried the front door. It was stuck. Zeitoun kicked the door. It wouldn’t move. He kicked again. No movement. With the water now to his chest, he ran his body against the door. He did it again. And again. Finally it gave. Inside he found a woman hovering above him. She was in her seventies, a large woman, over two hundred pounds. Her patterned dress was spread out on the surface of the water like a great floating flower. Her legs dangled below. She was holding on to a bookshelf. “Help me,” she said.

14. Day 1: Initial Reading and Forming Claims • Students will view a video of Hurricane Katrina victims. • Students will view visual texts and make inferences based on these texts. • Students will read Zeitoun independently and as a whole group. • Students will review the passage, with the teacher, and answer text-dependent questions orally with proof from the text. • Students will form evidence-based claims based on the text.

16. Skill Introduction The teacher will show a piece of children’s artwork from a Katrina victim. He/she will then lead the class in a discussion identifying details from the artwork and making inferences, using a t-chart, about the child and his or her experience during the hurricane. Once completed, the students will work in small groups to replicate this process with a different piece of art. The class will then discuss their t-charts as a group.

17. Children’s Artwork

18. Make Inferences

19. Independent Reading Independent reading: (5 Minutes) Briefly introduce the passage by explaining to students they will be reading a passage about hurricane victims. Students are to read the passage independently. Inform them, even if they are stuck, to do their best. This begins to develop the reading independence required by the CCSS.

20. Whole Group Reading Whole-group reading: (5 minutes) The teacher or a skillful student will read the entire passage aloud. As the passage is read aloud, students should note (underline, highlight, etc.) unfamiliar vocabulary.

21. Text Dependent Questions Text Dependent Questions: (20 minutes) After the passage has been read aloud, in its entirety, begin re-reading the text Zeitoun closely, stopping to answer the following text-dependent questions. Students should be able to answer these questions orally.

22. Question 1 What inferences can you make about what happened prior to the beginning of this passage? This question allows students to think about making inferences by allowing them to use imagination, while relying on facts. The discussion that will follow the questions will lead to forming claims.

23. Question 2 After the initial interaction between the old couple and Zeitoun and Frank, what do you think the author is illustrating by using a casual tone about the nature of the subjects in the passage? Tone is a topic that relies on inferences and using evidence to come to a conclusion. This question will not only help develop the ability to make claims, but will lead the students towards their final writing assignment.

24. Question 3 When Frank and Zeitoun hear the cries of a woman, the author gives a sense of urgency to the sequence of events. What evidence does the author give the reader to support this tone? This asks students to use textual evidence to answer the question. This will help to scaffold the lesson for students.

25. Forming Evidence-Based Claims The teacher will use handouts #2 and #3, using handout #2 as a model and guide, to model forming evidence-based claims. The teacher will identify details, connect the details, and make a claim, using evidence from the passage. Students will then replicate the process in small groups, using the same form. They will then share their claims with the class. Making claims based on textual evidence is a direct skill called for in the CCSS. By teaching the skill and a method of mastering the skill, students will work towards proficiency.

26. Model Claims Form

27. Claims Form

28. Day 2 Pre-Write Write about a personal experience that you have had with severe weather. Did your family prepare? If so, what precautions did you take?

29. Multi-media Analysis

30. Photo Analysis

31. Claims Form

32. Informative Writing Assignment: Directions for Teachers and Students Writing Assignment: Directions for Teachers and Students You have just read a passage about victims of Hurricane Katrina and viewed images from the natural disaster. Using both sources, write a narrative description from the point of view of Frank or Zeitoun that describes plausible methods the two men may have taken to rescue one of the subjects in the photographs from the photo analysis activities. Use information from the text and your practice forming evidence-based claims to construct your response. Your audience is made up of middle school students who have never experienced a hurricane.

33. Common Core State Standards and PARCC Update for English/Language Arts

34. PARCC Model Content Framework New interactive version can be found at: http://www.parcconline.org/parcc-model-content-frameworks

35. Three Innovative Item Types • Evidence-Based Selected Response (EBSR)—Combines a traditional selected-response question with a second selected-response question that asks students to show evidence from the text. • Technology-Enhanced Constructed Response (TECR)—Uses technology (e.g., drag and drop, cut and paste, shade text, move items to show relationships). • Range of Prose Constructed Responses (PCR)—Elicits evidence that students have understood a text or texts they have read. Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint

36. PARCC Summative Assessmentwith EBSR, TECR, and PCR Items Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint

37. PARCC Sample Item and Task Prototypes for ELA • Sample Item and Task Prototypes for English Language Arts are available at: http://www.parcconline.org/samples/item-task-prototypes • To-date, sample items and prototypes are available for Grade 3, 4, 6, 7 and HS (total:13).

38. Research Simulation Task (Grade 7): Amelia Earhart’s Disappearance

39. Understanding the Research Simulation Task Session 1: • Students begin by reading an anchor text that introduces the topic. EBSR and TECR items ask students to gather key details about the passage to support their understanding. • Then, they write a summary or short analysis of the piece. Session 2: • Students read two additional sources (may include a multimedia text) and answer a few questions about each text to learn more about the topic so they are ready to write the final essay and to show their reading comprehension. • Finally, students mirror the research process by synthesizing their understandings into an analytic essay using textual evidence from several of the sources. Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint

40. Final Grade 7 Prose Constructed-Response Item #2 You have read three texts describing Amelia Earhart. All three include the claim that Earhart was a brave, courageous person. The three texts are: • “Biography of Amelia Earhart” • “Earhart's Final Resting Place Believed Found” • “Amelia Earhart’s Life and Disappearance” Consider the argument each author uses to demonstrate Earhart’s bravery. Write an essay that analyzes the strength of the arguments about Earhart’s bravery in at least two of the texts. Remember to use textual evidence to support your ideas. Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint

41. Aligns to the Standards and Reflects Good Practice • Specific CCSS alignment to: • RI.7.1 (use of evidence); RI.7.8 (evaluate claims in a text); RI.7.9 (comparison of authors’ presentation); RI.7.10 (complex texts) • W.7.2 (writing to inform and explain); W.7.4 (writing coherently); W.7.7 (conduct short research projects); W.7.8 (gather relevant information from multiple sources); W.7.9 (drawing evidence from texts) • L.7.1-3 (grammar and conventions) • How one text transforms ideas from another text • Write to sources • Citing evidence • Knowledge of language and conventions Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint

42. MCT2 Analysis Question Which statement below is a correct evaluation of the cause of the situation described in the sentence above? • Because many lawmakers wanted the nation’s capital to be located in their state, a compromise was made to create a capital city that belonged to none of the states. • Because one hundred square miles of land was needed for the capital city, Maryland and Virginia offered George Washington a section of land along the Potomac River. • Because the country had not established a capital city, Congress met in several different cities such as Philadelphia, Baltimore, and New York. • Because the District residents were not allowed to vote for President, Congress passed an amendment to the Constitution. Taken from practice MCT2

43. Questions and Feedback Please email all questions and feedback to commoncore@mde.k12.ms.us

44. Resources Common Core Website www.corestandards.org MDE Curriculum Page http://www.mde.k12.ms.us/curriculum-and-instruction MDE Assessment Page http://www.mde.k12.ms.us/student-assessment MDE Website – Hot Topics www.mde.k12.ms.us PARCC Website www.parcconline.org

45. Contact Information Office of Curriculum and Instruction 601.359.2586 commoncore@mde.k12.ms.us Nathan Oakley – Director of Curriculum noakley@mde.k12.ms.us Vincent Segalini – English/Language Arts vsegalini@mde.k12.ms.us Marla Davis - Mathematics mdavis@mde.k12.ms.us Chauncey Spears - AP/Gifted/SocialStudies cspears@mde.k12.ms.us