Common Core State Standards Session English Language Arts

Day 2 – PM Session 1:45-4:15 OUTCOMES Participants will increase their knowledge of: how to support and challenge student comprehension of complex text. how to effectively integrate reading, writing, listening, and speaking. how to actively engage students in reading and writing tasks. 2

Demonstration Lesson 3

4 STEP ONE Final Written Response to the Reading of the Text Students compare their final written response to their previous written responses to see their growth in thinking across time. Whole Group Categorizing of Questions Engage in Collaborative Inquiry to: search/locate answers to multiple significant questions generated by students evaluate source/text information:  identify bias  determine credibility & validity  corroboration across sources post answers on Question/Answer Concept Board – ongoing process over time Comprehension Instructional Sequence Timeline Text-Based Discussion on Essential Question (Efferent Discussion) Model Question Generation – one of the most potent strategies Directed Note- Taking during Reading #2: students identify relevant & significant text information Follow-up Text-Based Discussion (Efferent) Text-Marking during Reading #1: use a coding system that engages students in critical thinking Follow-up Text- Based Discussion (Efferent discussion) Topic Question and Strategic Use of Afferent Discussion Grasp the students’ interest Predictive Writing Before reading the article, or having text based discussion with their classmates, the students write briefly; this writing reveals the level of prior knowledge students regarding the topic. When they share their writing with each other, background knowledge for the topic will be developed. Vocabulary Instruction: Morphemic analysis Contextual analysis Both Student Question Generation during Reading #3 All students generate relevant questions on post-it notes to place on poster Ongoing Collaborative Inquiry Ongoing Question & Answer Concept Board Written Response to Reading Students use what they have learned from their first and second text- reading, text-based discussions, & note-taking to write a response to the question: Students use text information to justify claims/positions in their response STEP TWOSTEP THREE

5 STEP ONE Final Written Response to the Reading of the Text Students compare their final written response to their previous written responses to see their growth in thinking across time. Whole Group Categorizing of Questions Engage in Collaborative Inquiry to: search/locate answers to multiple significant questions generated by students evaluate source/text information:  identify bias  determine credibility & validity  corroboration across sources post answers on Question/Answer Concept Board – ongoing process over time Comprehension Instructional Sequence Timeline Text-Based Discussion on Essential Question (Efferent Discussion) Model Question Generation – one of the most potent strategies Directed Note- Taking during Reading #2: students identify relevant & significant text information Follow-up Text-Based Discussion (Efferent) Text-Marking during Reading #1: use a coding system that engages students in critical thinking Follow-up Text- Based Discussion (Efferent discussion) Topic Question and Strategic Use of Afferent Discussion Grasp the students’ interest Predictive Writing Before reading the article, or having text based discussion with their classmates, the students write briefly; this writing reveals the level of prior knowledge students regarding the topic. When they share their writing with each other, background knowledge for the topic will be developed. Vocabulary Instruction: Morphemic analysis Contextual analysis Both Student Question Generation during Reading #3 All students generate relevant questions on post-it notes to place on poster Ongoing Collaborative Inquiry Ongoing Question & Answer Concept Board Written Response to Reading Students use what they have learned from their first and second text- reading, text-based discussions, & note-taking to write a response to the question: Students use text information to justify claims/positions in their response STEP TWOSTEP THREE

Topic Question Sacrifice - What is the progress of Mankind worth: Much sacrifice? Some sacrifice? Little or no sacrifice? 6

Predictive Writing On your handout, record your answer to this question: To what extent is Man’s progress worth personal sacrifice? 7

Prometheus 8

Vocabulary Words introduced in the text: – fortify/fortified fort = strong – plummet plumb = vertical line to measure – revolt re = against vol = to turn – immortal im = not mort = death – competitor com = with/together or = one who – afflict af = toward flict= to beat/knock – gaunt – liberate liber = free 9 Place words on interactive vocabulary word wall.

Text Marking Codes to mark the text: N – Need S – Sacrifice P – Progress for Mankind Directions: Teacher models use of the codes to mark the text. Students read and mark their text. 10

Text Marking NEXT: Partner Discussion Compare and discuss differences in your text-marking: How did you code/mark your text differently than your partner? 11

Directed Note-taking 12 Directed Note Taking: Prometheus Guiding Question: Who had the greatest impact, and what was that character’s motive? Paragraph #NOTES Insert a relevant word under appropriate category. ActionCharacter QualityMotive Page 3, paragraph 17 EXAMPLE: Prometheus said, “Mankind shall have fire.” DeterminationTo help man

Directed Note-taking 13 NEXT: Prioritize your notes Place a star next to your most significant note THEN: Partner Discussion Compare and discuss differences in your notes: How do your notes differ from those of your partner? How do your notes differ from those of your partner? Do you think your partner’s most significant note has been identified correctly? Do you think your partner’s most significant note has been identified correctly?

Writing in Response to Reading Answer the following questions on your handout: Which characters made a personal sacrifice, and what did they sacrifice? Which sacrifices brought progress to Mankind? 14

15 STEP ONE Final Written Response to the Reading of the Text Students compare their final written response to their previous written responses to see their growth in thinking across time. Whole Group Categorizing of Questions Engage in Collaborative Inquiry to: search/locate answers to multiple significant questions generated by students evaluate source/text information:  identify bias  determine credibility & validity  corroboration across sources post answers on Question/Answer Concept Board – ongoing process over time Comprehension Instructional Sequence Timeline Text-Based Discussion on Essential Question (Efferent Discussion) Model Question Generation – one of the most potent strategies Directed Note- Taking during Reading #2: students identify relevant & significant text information Follow-up Text-Based Discussion (Efferent) Text-Marking during Reading #1: use a coding system that engages students in critical thinking Follow-up Text- Based Discussion (Efferent discussion) Topic Question and Strategic Use of Afferent Discussion Grasp the students’ interest Predictive Writing Before reading the article, or having text based discussion with their classmates, the students write briefly; this writing reveals the level of prior knowledge students regarding the topic. When they share their writing with each other, background knowledge for the topic will be developed. Vocabulary Instruction: Morphemic analysis Contextual analysis Both Student Question Generation during Reading #3 All students generate relevant questions on post-it notes to place on poster Ongoing Collaborative Inquiry Ongoing Question & Answer Concept Board Written Response to Reading Students use what they have learned from their first and second text- reading, text-based discussions, & note-taking to write a response to the question: Students use text information to justify claims/positions in their response STEP TWO STEP THREE

Question Generation Generate questions yet unanswered from your previous reading and rereading of the text: What questions are you still wondering about? What questions are you still wondering about? Record your questions on the Question Generation handout. Question Generation: Prometheus Paragraph # QUESTIONS Check the relevant category. ActionCharacter QualityMotive P 2, par 12 EXAMPLE: What are zephyrs? 16

Question Generation 17 NEXT: Prioritize your questions Place a star next to your most significant question that is most relevant to the topic of the text. THEN: Small Group Discussion Compare and discuss differences in your questions: How do your questions differ? How do your questions differ? Do you think your group members have accurately identified their most significant and relevant question? Do you think your group members have accurately identified their most significant and relevant question?

18 STEP ONE Final Written Response to the Reading of the Text Students compare their final written response to their previous written responses to see their growth in thinking across time. Whole Group Categorizing of Questions Engage in Collaborative Inquiry to: search/locate answers to multiple significant questions generated by students evaluate source/text information:  identify bias  determine credibility & validity  corroboration across sources post answers on Question/Answer Concept Board – ongoing process over time Comprehension Instructional Sequence Timeline Text-Based Discussion on Essential Question (Efferent Discussion) Model Question Generation Model Question Generation – one of the most potent strategies Directed Note- Taking during Reading #2: students identify relevant & significant text information Follow-up Text-Based Discussion (Efferent) Text-Marking during Reading #1: use a coding system that engages students in critical thinking Follow-up Text- Based Discussion (Efferent discussion) Topic Question and Strategic Use of Afferent Discussion Grasp the students’ interest Predictive Writing Before reading the article, or having text based discussion with their classmates, the students write briefly; this writing reveals the level of prior knowledge students regarding the topic. When they share their writing with each other, background knowledge for the topic will be developed. Vocabulary Instruction: Morphemic analysis Contextual analysis Both Student Question Generation during Reading #3 All students generate relevant questions on post-it notes to place on poster Ongoing Collaborative Inquiry Ongoing Question & Answer Concept Board Written Response to Reading Students use what they have learned from their first and second text- reading, text-based discussions, & note-taking to write a response to the question: Students use text information to justify claims/positions in their response STEP TWO STEP THREE

Question Generation NEXT: Classify and post your questions Place the most significant and relevant questions in the appropriate column on the Class Question Generation Poster. CLASS QUESTION GENERATION POSTER Prometheus Action/EventCharacter QualityMotiveOther 19

Question Generation 20 REORGANIZE QUESTIONS: Sort questions by resources needed Which questions will require additional resources to locate their answers? Which questions will require additional resources to locate their answers? CLASS QUESTION GENERATION POSTER Prometheus Action/EventCharacter QualityMotiveOther AdditionalResources What role did zephyrs play in Greek mythology? What other qualities does Zeus display in other Greek myths? ClassText

From Question Generation to Research OVER TIME: Refer to Question Generation Poster to engage in collaborative inquiry 21 CLASS TEXT: Which sections of text contain answers to posted questions? CLASS TEXT: Which sections of text contain answers to posted questions? ADDITIONAL RESOURCES: ADDITIONAL RESOURCES:  Do the resources we have located answer the questions partially or fully?  Is a diverse collection of media resources needed to locate information sufficient for developing answers that are more complete?

22 STEP ONE Final Written Response to the Reading of the Text Students compare their final written response to their previous written responses to see their growth in thinking across time. Whole Group Categorizing of Questions Engage in Collaborative Inquiry to: search/locate answers to multiple significant questions generated by students evaluate source/text information:  identify bias  determine credibility & validity  corroboration across sources post answers on Question/Answer Concept Board – ongoing process over time Comprehension Instructional Sequence Timeline Text-Based Discussion on Essential Question (Efferent Discussion) Model Question Generation – one of the most potent strategies Directed Note- Taking during Reading #2: students identify relevant & significant text information Follow-up Text-Based Discussion (Efferent) Text-Marking during Reading #1: use a coding system that engages students in critical thinking Follow-up Text- Based Discussion (Efferent discussion) Topic Question and Strategic Use of Afferent Discussion Grasp the students’ interest Predictive Writing Before reading the article, or having text based discussion with their classmates, the students write briefly; this writing reveals the level of prior knowledge students regarding the topic. When they share their writing with each other, background knowledge for the topic will be developed. Vocabulary Instruction: Morphemic analysis Contextual analysis Both Student Question Generation during Reading #3 All students generate relevant questions on post-it notes to place on poster Ongoing Collaborative Inquiry Ongoing Question & Answer Concept Board Written Response to Reading Students use what they have learned from their first and second text- reading, text-based discussions, & note-taking to write a response to the question: Students use text information to justify claims/positions in their response STEP TWO STEP THREE

Extended Text Discussion Think about the following questions: Which characters made a personal sacrifice, and what did they sacrifice? Which personal sacrifices brought progress to Mankind? Was this progress to Mankind worth these personal sacrifices, and why was it worth it? Share your response with a partner, using evidence from text to support your answer. 23

Final Writing in Response to Reading According to the text, what progress for Mankind was worth personal sacrifice, and why? Use evidence from text to support your answer. 24