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Administrator Kick Off

Dive into the debate of whether injured athletes should compete with evidence-based arguments in this engaging performance task. Explore various sources and write a persuasive Letter to the Editor.

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Administrator Kick Off

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  1. Administrator Kick Off Tuesday, August 13, 2013 8:00 – 12:00 Seascape Golf Club

  2. Description of Practice Performance Tasks: They can best be described as collections of questions and activities that are coherently connected to a single theme or scenario. These activities are meant to measure capacities such as depth of understanding, research skills, and complex analysis, which cannot be adequately assessed with selected- or constructed-response items. http://www.smarterbalanced.org/resources-events/faqs/

  3. Performance Task: ArgumentShould Athletes Play While Injured?

  4. Links to Common Core Instructional Shifts Building knowledge through content-rich nonfiction and informational texts. Print “Dazzle and Danger” Scope Magazine “The Pain Game” SJ Mercury News “Statistics on Sports Related Injuries” (Teacher Created)

  5. Links to Common Core Instructional Shifts Video “Kerri Strug: Conquering Hero of the Olympic Ideal” “The20 Biggest Injury Comebacks in Sports: Emmitt Smith” “Deadly Hits: Concussion Dangers Youth Football” “Concussion Crisis Growing in Girls’ Soccer”

  6. Links to Common Core Instructional Shifts 2. Reading and writing grounded in evidence from the text. Writing Prompt Do you think athletes should be allowed to play while injured? Why, or why not? After analyzing the sources, write a Letter to the Editor of the Lakeview Eagle Eye that addresses the question. Support your position with evidence from the texts and videos. If you have personal experiences or knowledge of the subject, you may include it in your essay as well. Be sure to address the opposing claims and show why your argument is more reasonable.

  7. Links to Common Core Instructional Shifts Regular practice with complex text and its academic vocabulary.

  8. Impact on Students Students are challenged to: Read texts differently. They must analyze for claim, bias, evidence. Research what have others said on important issues or topics, think critically to develop their own claims, consider how new learning might shape their actions. Participate effectively in collaborative discussions with a variety of peers, backing up opinions with evidence based arguments.

  9. Tips on Implementation(Lessons Learned) Weekly time for planning curriculum in collaborative groups is essential. Allow ample time (weeks) for teaching of performance tasks. Reconsider district pacing guides. Incorporate time for looking at student work. What can the student do, and what are next steps? How can the lessons be refined? Select engaging, real-world, current topics. Teaches will need access to more resources than state curriculum currently provides.

  10. Tips on Implementation Have a collaborative team!

  11. Resources & Tools for getting started Teachers College Reading and Writing Project readingandwritingproject.com Scope Magazine Scholastic magazine for middle school Upfront Magazine New York Times magazine for High School Stanford History Education Group sheg.org Historical Thinking Matters historicalthinkingmatters.org Brokers of Expertise The California Department of Education’s site for model curriculum! myboe.org Contact Information Theresa_Rainey@pvusd.net Judith_Woods@pvusd.net

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