This session will begin at 3:30 p.m. on Nov. 17, 2011 While you are waiting, please do the following: Enter/edit your

1. COMMON CORE Georgia Performance Standards English Language Arts and Literacy Grades 9-12 WEBINAR SERIES 3: BUILDING INSTRUCTIONAL UNITS This session will begin at 3:30 p.m. on Nov. 17, 2011 While you are waiting, please do the following: Enter/edit your profile information by going to: Tools - Preferences - My Profile… Fill out the info on the “Identity” tab and click “OK” To view the profile of another use, hover your mouse over his or her name in the Participants window Configure your microphone and speakers by going to: Tools – Audio – Audio setup wizard Confirm your connection speed by going to: Tools – Preferences – Connection speed

2. Accessing the Session Recording • Recordings are accessed by going to http://elluminate.gavirtualschools.org/doe and click on the Recordings tab. Recordings are posted approximately 15 minutes after the session is closed (all attendees must logout before the recordings can be created).

3. COMMON CORE Georgia Performance Standards English Language Arts and Literacy • TRANSITION AND IMPLEMENTATION • Introductory Professional Learning Webinars • STANDARDS: October 3-6, 2011 • TEXT COMPLEXITY: October 24-27, 2011 • INTEGRATED LEARNING: November 14-17, 2011 NOVEMBER 2011

4. Three Sets of Standards College and Career Readiness Standards (CCR) Common Core Georgia Performance Standards (CCGPS) Literacy Standards for History/Social Studies, Science, and Technical Subjects

5. ELACC3RL1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student a. Reads a variety of texts for information and pleasure. b. Makes predictions from text content. c. Generates questions before, during, and after reading. d. Distinguishes fact from opinion. e. Recognizes plot, setting, and character within text, and compares and contrasts these elements between texts.. f. Makes judgments and inferences about setting, characters, and events and supports them with evidence from the text. g. Summarizes text content. h. Interprets information from illustrations, diagrams, charts, graphs, and graphic organizers. i. Makes connections between texts and/or personal experiences. j. Identifies and infers main idea and supporting details. k. Self-monitors comprehension to clarify meaning. l. Identifies and infers cause-and-effect relationships and draws conclusions. m. Recalls explicit facts and infers implicit facts. n. Identifies the basic elements of a variety of genres (fiction, non-fiction, drama, and poetry). o. Uses titles, tables of contents, and chapter headings to locate information quickly and accurately and to preview text. p. Recognizes the author’s purpose. q. Formulates and defends an opinion about a text. r. Applies dictionary, thesaurus, and glossary skills to determine word meanings.

6. ELACC7RL1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.. ELA7R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: a. Distinguishes between the concepts of theme in a literary work and the author’s purpose in an expository text. b. Interprets a character’s traits, emotions, or motivations and gives supporting evidence from a text. c. Relates a literary work to information about its setting or historical moment. d. Analyzes recurring and similar themes across a variety of selections, distinguishing theme from topic. e. Identifies events that advance the plot and determines how each event explains past or present action(s) or foreshadows future action(s). f. Analyzes characterization (dynamic and static) in prose and plays as delineated through a character’s thoughts, words, speech patterns, and actions; the narrator’s description; and the thoughts, words, and actions of other characters. g. Explains and analyzes the effects of sound, form, figurative language, and graphics in order to uncover meaning in literature: i. Sound (e.g., alliteration, onomatopoeia, internal rhyme, rhyme scheme) ii. Figurative language (e.g., simile, metaphor, personification, and hyperbole) iii. Graphics (e.g., capital letters, line length, word position). h. Identifies and analyzes how an author’s use of words creates tone and mood, giving supporting evidence from text. i. Identifies and analyzes similarities and differences in traditional literature from different cultures.

7. ELACC11-12RL1: 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. • ELAALRL1 The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation. • The student identifies, analyzes, and applies knowledge of the structures and elements of American fiction and provides evidence from the text to support understanding; the student: • a. Locates and analyzes such elements in fiction as language and style, character development, point of view, irony, and structures (i.e., chronological, in medias res, flashback, frame narrative, epistolary narrative) in works of American fiction from different time periods. • b. Identifies and analyzes patterns of imagery or symbolism. • c. Relates identified elements in fiction to theme or underlying meaning. • d. Analyzes, evaluates, and applies knowledge of the ways authors use techniques and elements in fiction for rhetorical and aesthetic purposes. • e. Analyzes the influence of mythic, traditional, or classical literature on American literature. • f. Traces the history of the development of American fiction. • The student identifies and analyzes elements of poetry from various periods of American iterature and provides evidence from the text to support understanding; the student: • a. Identifies, responds to, and analyzes the effects of diction, tone, mood, syntax, sound, form, figurative language, and structure of poems as these elements relate to meaning. • i. sound: alliteration, end rhyme, slant rhyme, internal rhyme, consonance, assonance • ii. form: fixed and free, lyric, ballad, sonnet, narrative poem, blank verse • iii. figurative language: personification, imagery, metaphor, conceit, simile, metonymy, synecdoche, hyperbole, symbolism, allusion • b. Analyzes and evaluates the effects of diction and imagery (i.e., controlling images, figurative language, extended metaphor, understatement, hyperbole, irony, paradox, and tone) as they relate to underlying meaning. • c. Traces the historical development of poetic styles and forms in American literature. • The student identifies, analyzes, and applies knowledge of the themes, structures, and elements of dramatic American literature and provides evidence from the text to support understanding; the student: • a. Identifies and analyzes types of dramatic literature (i.e., political drama, modern drama, theatre of the absurd). • b. Analyzes the characters, structures, and themes of dramatic literature. • c. Identifies and analyzes dramatic elements, (i.e., stage directions, fourth wall, expressionism, minimalism, dramatic irony). • d. Identifies and analyzes how dramatic elements support and enhance the interpretation of dramatic literature.

8. TRANSITION STANDARD Teach parallel structure in grade 10 and 11 in transition year

10. Text Complexity

11. What do we know? • K-12 Reading texts have seen a decline in the levels of difficulty over the last half-century • The reading demands of college and workforce training have held steady or increased over the past 50 years • Only between 7% and 15% of elementary and middle school reading is expository

12. Quantitativeaspects of text complexity, such as word length or frequency, sentence length, and text cohesion, that are difficult if not impossible for a human reader to evaluate efficiently, especially in long texts, and are thus today typically measured by computer software Qualitative aspects of text complexity best measured by an attentive human reader, such as levels of meaning or purpose; structure; language conventionality and clarity; and knowledge demands Reader and task considerationsfocus on the inherent complexity of text, reader motivation, knowledge, and experience and the purpose and complexity of the task at hand. This kind of assessment is best made by teachers employing their professional judgment.

14. Text Complexity Rubric • Intended to assist educators in evaluating multiple dimensions of a text. • The rubric addressees the three aspects of text complexity required for consideration in Common Core Appendix B: qualitative, quantitative, and reader/task match. • Each of these three dimensions includes specific relevant categories, each of which is listed with a short explanation to assist users in making the best possible determination.

15. Integrated Learning

16. WHAT IS INTEGRATED LEARNING? • Although the standards are divided into strands for clarity, the processes of communication are closely connected. • Reading comprehension and student writing always require direct textual evidence for claims, inferences, and analyses. Research and media skills are blended into the standards as a whole. • To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or to solve problems. • The need to conduct research and to produce and consume text and media is embedded into every aspect of today’s curriculum. Similarly, research and media skills and understandings are embedded throughout the standards rather than treated in a separate section.

17. WHAT IS INTEGRATED LEARNING? • Although the standards are divided into strands for clarity, the processes of communication are closely connected. • Reading comprehension and student writing always require direct textual evidence for claims, inferences, and analyses. Research and media skills are blendedinto the standards as a whole. • To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or to solve problems. • The need to conduct research and to produce and consume text and media is embeddedinto every aspect of today’s curriculum. Similarly, research and media skills and understandings are embeddedthroughout the standards rather than treated in a separate section.

18. COLLEGE AND WORKFORCE READY IDENTIFY DESIRED RESULTS BACKWARD DESIGN THE BIG PICTURE GATHER, COMPREHEND, EVALUATE, SYNTHESIZE, AND REPORT ON INFORMATION FROM COMPLEX TEXTS, CONDUCT ORIGINAL RESEARCH, SOLVE PROBLEMS DETERMINE ACCEPTABLE EVIDENCE INTEGRATED INSTRUCTION BASED ON PARCC FRAMEWORK PLAN INSTRUCTION

19. As learning - and research about learning - evolves, we are beginning to understand that meaningful scholarship is really a whole universe of simultaneous events. Common Core emphasizes a 21st century classroom that transcends the idea of teaching standards in isolation and embraces a holistic approach where reading, writing, listening, speaking, and language are woven together to engage students with meaningful and relevant lessons.

20. Georgia is a governing partner in the PARCC consortium • States working together to develop a common set of K-12 expectations in English and math • Anchored in CCR standards what it takes to be ready for college and careers • Creating an instructional framework to create a pathway to college and career readiness by the end of high school, mark students’ progress toward this goal from 3rd grade up, and provide teachers with timely information to inform instruction and provide student support

21. INTEGRATED FRAMEWORKS IN DEVELOPMENT

22. GATHER, COMPREHEND, EVALUATE, SYNTHESIZE, AND REPORT ON INFORMATION FROM COMPLEX TEXTS, CONDUCT ORIGINAL RESEARCH, SOLVE PROBLEMS IDENTIFY DESIRED RESULTS Meet standards RL1-RL10/RI1-10/W1-10/SL1-6/L1-6 BACKWARD DESIGN IN UNIT PLANNING EXTENDED TEXT/SHORT TEXTS ANALYSES: INDV. VS. SOCIETY GENDER & IDENTITY PERS AND POL ISSUES IN AMLIT INDV VS. NATURE RESEARCH: EVOLUTION OF PERS RESPONSIBILITY IN US (ETC.) DETERMINE ACCEPTABLE EVIDENCE RESEARCH PEER REVIEW NEWSPAPER MOCK TRIAL DEBATE DRAMATIC PRESENTATION SOCRATIC SEMINAR ACADEMIC CONFERENCE FIELD TRIP (ETC.) PLAN INSTRUCTION

23. SINGLE CCGPS ENGLISH LANGUAGE ARTS INSTRUCTIONAL UNIT NOTICE THAT ALL STANDARDS ARE INCLUDED IN EACH UNIT, UNLIKE GPS UNITS WITH A DISCRETE STANDARD OR GENRE FOCUS THIS UNIT HAS A LITERARY FOCUS BUT WILL INCLUDE INFORMATIONAL TEXTS

24. SINGLE CCGPS ENGLISH LANGUAGE ARTS INSTRUCTIONAL UNIT FOR HIGH SCHOOL *Extended analysis on the Individual versus Society in American Literature of the mid-19th century *Gender and Personal Identity essay; a comparison and contrast of the poetry of Whitman and Dickinson *The Personal versus the Political; a study of governmental and civic influences on American ideas of individuality and autonomy based on a close reading of Thoreau’s Walden. *The Individual versus Nature: literary analysis of the use of imagery The Last of the Mohicans (film) as representative of “the other” and the unknown as represented by the American frontier *Journal writing *Mock news reporting *Informal literary response *Echo poem *Biographical sketch *Correspondence The Evolution of Personal Responsibility in American Society: a study of laws, politics, and social mores of the U.S. through 1865. Moby Dick, Herman Melville Among the Multitude, Walt Whitman To a Stranger, Walt Whitman Each Life Converges, Emily Dickinson Hope Is the Thing with Feathers, Emily Dickinson Of All the Souls that Stand, Emily Dickinson The Tell Tale Heart, Edgar Allan Poe The Fall of the House of Usher, Edgar Allan Poe Walden, Henry David Thoreau (excerpts) On Civil Disobedience, Henry David Thoreau Map of Exploration and Settlement of North America 1850-1890, Primary Source Andrew Johnson’s speech on John Brown’s raid, December 1859, Primary Source Film: The Last of the Mohicans, adapted from James Fennimore Cooper Oil on Canvas: Various, from The Landscape of Belief, John Davis Oil on Canvas: Various, from Painting the Dark Side: Art and the Gothic Imagination in Nineteenth-Century America, Sarah Burns *Journal Writing *Echo poem *Biographical sketch *Correspondence *Informal literary response The Scarlet Letter

25. SINGLE CCGPS ENGLISH LANGUAGE ARTS INSTRUCTIONAL UNIT FOR HIGH SCHOOL

26. SAMPLE LIST OF SHORT TEXTS • Moby Dick, Herman Melville • Among the Multitude, Walt Whitman • To a Stranger, Walt Whitman • Each Life Converges, Emily Dickinson • Hope Is the Thing with Feathers, Emily Dickinson • Of All the Souls that Stand, Emily Dickinson • The Tell Tale Heart, Edgar Allan Poe • The Fall of the House of Usher, Edgar Allan Poe • Walden, Henry David Thoreau (excerpts) • On Civil Disobedience, Henry David Thoreau • Map of Exploration and Settlement of North America 1850-1890, Primary Source • Andrew Johnson’s speech on John Brown’s raid, December 1859, Primary Source • Film: The Last of the Mohicans, adapted from James Fennimore Cooper • Oil on Canvas: Various, from The Landscape of Belief, John Davis • Oil on Canvas: Various, from Painting the Dark Side: Art and the Gothic Imagination in Nineteenth-Century America, Sarah Burns

31. Curriculum Maps and Comprehensive Integrated Unit Frameworks will be provided for every grade for 2012-2013

32. Resources

33. SUBSCRIBE TODAY! JOIN-ELA-K-5@LIST.DOE.K12.GA.US

36. SUBSCRIBE TODAY! JOIN-ELA-9-12@LIST.DOE.K12.GA.US

37. TEACHER GUIDANCE DOCUMENT FEEDBACK AND REVIEW PROCESS

38. How can we be of service? Kim Jeffcoat State Program Coordinator English Language Arts and Literacy kjeffcoat@doe.k12.ga.us Sallie Mills Julie Morrill ELA & Literacy Program Specialist Literacy Program Specialist smills@doe.k12.ga.usjmorrill@doe.k12.ga.us Susan Jacobs ELA & Literacy Program Specialist Mary Lynn Huie sjacobs@doe.k12.ga.usGates Literacy Trainer mhuie@doe.k12.ga.us Andria Bunner ELA & Literacy Program Specialist abunner@doe.k12.ga.us Angela Baker Education Technology Specialist anbaker@doe.k12.ga.us