Embracing Common Core Standards: Igniting Creative Curriculum David Noskin New Trier High School, Winnetka IL Lisa Lukens Bill Fritz Stevenson High School, Lincolnshire, IL

Common Core Standards Unpacking Powering Scaling

Implementation Components: ASSESSMENTS - Bill CURRICULUM - Lisa STANDARDS - David

 Communicate Learning Targets  Measure Student Growth Over Time  Inform Future Curriculum via Data ASSESSMENT TOOLS

Benchmark Test in Reading Lit

Benchmark Test in Reading Lit

Benchmark Test in Reading Lit

Assessment Goals  Assessments are incorporated into existing curriculum and don’t interrupt sequence of curriculum  Assessments work with several standards simultaneously and don’t create extra grading  Assessments communicate to a variety of stakeholders : Teachers Learners Parents

Specific DetailImpact & MessageLanguageStructure

Common Core Standards for Narrative: a.Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events and/or characters. c.Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular outcome (e.g., a sense of mystery, suspense, growth, or resolution). d.Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Curriculum Design Using CCSS  Argument Writing  Narrative Writing  Research Project

ADDRESSING LEARNING TARGETS: Reading Complex Texts ( Grade-Level)  3-5 Short Texts/Semester 2-3 Literature 1-2 Informational Text  2-3 Extended Text/Semester (Lit or Info. Text) 2-3 Weeks of Instruction

Routine Writing : Short constructed-responses to text-dependent questions. AND Analytic Writing: Argument or Informative/Explanatory: All analytic writing should put a premium on using evidence as well as on crafting work that displays logical integration and coherence. 6-8 analyses/semester Writing About Texts (80%)

Reflecting real or imagined experiences or events Narrative Writing (20%)

1-2 Research Projects/Semester This task should entail integrating knowledge from several additional literary or informational texts in various media or formats on a particular topic or question drawn from one or more texts from the module. 1 or 2 weeks of instruction/project Research Project

Curriculum Design Goals ADDRESSING STUDENT DATA  Curricular decisions are made by Teams in Professional Learning Communities  Curriculum is constantly evolving as it is informed by student data collected through Common Formative Assessments

Catering the Curriculum to Standards  Process Tools (Creative Curriculum)  Example Templates

CREATE USE

What is Community? 10 th Grade Pacing Template Semester 1: TERM 1

Lit o 1AB - Cite strong and thorough evidence to support analysis of what the text says explicitly and inferences drawn from the text. Info Text o 1AB - Cite strong and thorough evidence to support analysis of what the text says explicitly and inferences drawn from the text. o 8A - Delineate the argument and specific claim in a text.

Analytic Writing o 2 - Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. o 5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose or audience.

Narrative Writing Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

What is Happiness? 10 th Grade Pacing Template Semester 1: TERM 2

Lit o 2A - Determine a theme or central idea of a text. o 2B - Analyze in detail a theme’s development over the course of a text, including how it is refined and shaped by specific details. o 2F - Draw inferences about patterns by selecting relevant details in a text. Info Text o 1AB - Cite strong and thorough evidence to support analysis of what the text says explicitly and inferences drawn from the text.

Analytic Writing o 2 - Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. o 5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose or audience.

10 th Grade Pacing Template Semester 1: TERM 3 How does society shape our individual values? How do individuals shape our values?

Lit Text  2A - Determine a theme or central idea of a text.  2B - Analyze in detail a theme’s development over the course of a text, including how it is refined and shaped by specific details.  2F - Draw inferences about patterns by selecting relevant details in a text.  3A - Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.  4B - Analyze the cumulative impact of specific word choices on meaning and tone  4C - Distinguish the difference between figurative and literal reading and be able to determine when to read figuratively and when to read literally.  5A - Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time contribute to the meaning of the text.

Info Text o 1AB - Cite strong and thorough evidence to support analysis of what the text says explicitly and inferences drawn from the text. o 4B - Analyze the cumulative impact of specific word choices on meaning and tone.

Research Project Conduct short as well as more sustained research projects to answer a question (including self-generated questions ) or solve a problem, narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

ASSESSMENTS CURRICULUM STANDARDS Common Core Standards RECAP Common Core Standards Implementing Creative Curiculum