A Clear Path to the CCSS

1. A Clear Path to the CCSS Implementing the LDC Frameworks Gary McCormick gary.mccormick@kenton.kyschools.us Missy Hicks Missy.hicks@kenton.kyschools.us

2. shifts - Literacy Students . . . • Build knowledge through “close reading” of content-rich nonfiction (in ELA, Social Studies and Science) • Read, write and speak using evidence from text, both literary and informational • Get regular practice with appropriately complex text and its academic language

3. lDC(Literacy Design Collaborative) • Module of lessons around a challenging task aligned to CCSS literacy and content standards in ELA, social studies and science. • Designed to: • - Build Understanding Through Close Reading of Complex Texts • - Integrate Reading and Writing Skills • - Focus on the Effective Use of Textual Evidence • Modules serve as an anchor to begin questioning practice, considering instructional shifts, and analyzing student work

4. Template to Instructional Tasks:Fertile Ground for CCSS Literacy Instruction LDC template tasks clearly integrate common core reading and writing standards toward artifacts of student work. Task 2: [Insert question] After reading ________ (literature or informational 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 acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position. (Argumentation/Analysis) Teacher-completed LDC instructional tasks determine what texts students will read, what they will look for and learn as they read, and what they will write to demonstrate their understanding of texts and teacher selected content. Task 2: As the concerns over global warming increase, is the use of Uranium and nuclear fission the best method for producing energy for civilian use? After reading scientific sources, write a report that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views and give examples from past or current events or issues to illustrate and clarify your position. (Argumentation/Analysis)

5. Teaching Tasks: An Example Did President Franklin Roosevelt’s New Deal policies effectively address the problems of the Great Depression (eg. Unemployment, poverty, overproduction of goods, unequal distribution of wealth, lack of economic regulation, etc.)? After reading several primary and secondary sources about the Great Depression and New Deal, write an essay that addresses the question and support your position with evidence from the texts. L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.

6. NEW DEAL MODULE—What Texts? Skills cluster 2: reading process • David Kennedy & Thomas Bailey, The American Spirit, Vol. II, (Boston/New York: Houghton Mifflin Company, 2006) • A Boy in Chicago Writes to President Roosevelt (1936) • Republicans Roast Roosevelt (1940) • Assessing the New Deal (1935, 1936) • Allen Winkler, The New Deal: Accomplishments and Failures, (Oxford, Ohio: Testimony before the US Senate Committee on Banking, Housing, and Urban Affairs, 2009) • Document A: MeridelLesueur, New Masses, January 1932 • Document B: Letter to Senator Robert Wagner, March 7, 1934 • Document C: Cartoon, The Evening Star (Washington, D.C.), April 26, 1934 • Document D: William Lloyd Garrison, Jr., “The Hand of Improvidence,” The Nation, Nov. 1934 • Document E: Poster for Social Security, 1935 • Document F: Charles Evans Hughes, majority opinion, Schechter v. United States, 1935 • Document G: NBC radio broadcast, John L. Lewis, December 13, 1936 • Document H: “The New Deal in Review” editorial in The New Republic, May 20, 1940 • Document I: “The Roosevelt Record,” editorial in The Crisis, November 1940 • Document J: Chart, Unemployment of nonfarm workers by percentage and number

7. NEW DEAL MODULE---What Skills?Skills cluster 4: WRITING process Pacing:1 class period Skill and Definition: Initiation of Task: Ability to establish a controlling idea and consolidate information relevant to task. Product and prompt: Lead Paragraph: Write a formal claim in your Writer’s Notebook using your quick-writes, notes, and article information to ensure a strong controlling idea. Write a draft introduction that will set the context for your claim. Scoring (Product “meets expectations” if it…): • Writes a claim that establishes a controlling idea and identifies key points that support development. • Writes a draft introduction that sets an appropriate context for the claim. • Writes in readable prose.