Text Sets North Carolina Department of Public Instruction English Language Arts Department Welcome. Introductions Today we are going to talk about creating text sets.

Agenda Introduction and Review of Agenda Text Sets and Lesson Design Text Sets and the Standards Criteria for Constructing a Text Set Morning Break (15 minutes) Lesson Featuring a Text Set Steps to Creating a Text Set LUNCH (12:00 – 1:00) Example Text Sets Pattern Folder Activity Afternoon Break (15 minutes) A Text Set in Action Reflection Lisa

Participant Notes You will find the participant notes on our LiveBinder Lisa

CREATING TEXT SETS

Resources Texts and Lessons for Content-Area Reading (Harvey “Smokey” Daniels and Nancy Steineke) Teaching with Text Sets (Mary Ann Cappiello and Erika Thulin Dawes) Common Core Curriculum Maps English Language Arts (Common Core) Some resources we used for this PD.

Line of Inquiry Text Set W.11-12.1b W.11-12.5 RUBRIC LESSON W.11-12.9 FORMATIVE ASSESSMENT Text Set W.11-12.1b W.11-12.5 RUBRIC LESSON W.11-12.9 Where do text sets fit into lesson design? W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.11-12.1b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. W.11-12.5 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 and audience. W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. RI.11-12.1 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. Approach considerations: Elementary – integrated approach Middle – interdisciplinary approach High School – often silos, school climate determines opportunities for integration RI.11-12.1

Line of Inquiry Text Set W.11-12.1b W.11-12.5 RUBRIC LESSON W.11-12.9 After this slide is shared… pass out the notebooks and talk about how they could be used. We have two examples to share with you. This is a way to organize your thinking with regards to the standards. The link to access these are at the bottom of the page. There is an anchor standard followed by the grade-specific standards, then essential skills and concepts, question stems and prompts, and academic vocabulary from the standard. This is followed by a graphic organizer where you can think about the specific standard and texts that would be great to use. Standards that might integrate, resources that connect or support and activities. Provide time for participants to look through the notebooks. Please note that this is just one way to think about organizing your lessons. RI.11-12.1 Line of Inquiry

Defining What is Text?: The term “text” refers to anything that a teacher can use to center instruction, anything that students can read, view, listen to, or explore, including books, photographs, films, articles, music, art, and more. What is a Text Set?: A text set is a collection of related texts organized around a topic or line of inquiry. A text set includes information in many modalities, including print, audio, visual. Examples could be podcasts, news footage, photographs, drawings, artifacts, sculptures, and paintings, including primary sources. Before we begin talking about text sets, let’s look at how we define text.

Text Sets and the Standards The Standards focus on building student ability to read and understand grade-level complex text and express that understanding clearly through writing and speaking. The Standards emphasize the role of close engagement with text in students building knowledge about the world. A coherent sequence of texts around a clear topic or line of inquiry will support students in building vocabulary and background knowledge. Text sets are one tool for educators in planning units of instruction to help students meet the demands of the Standards. This shows the relationship between text sets and the CCSS. The Common Core State Standards ask that… Students engage in grade-level complex texts Students have multiple opportunities to engage in close reading using a set of texts with a line of inquiry And, text sets are one tool for teachers to use when planning instruction

Shifts Building knowledge through content- rich nonfiction and informational texts Reading and writing grounded in evidence from the text Regular practice with complex text and its academic vocabulary Including text sets as a part of a lesson or unit supports the three instructional shifts…

Where does using multiple texts appear in the Standards? Reading: Integration of Knowledge and Ideas R.CCR.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. R.CCR.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Take a moment and read the Standards. Ask Participants: Highlight key words that indicate where using multiple texts appear in the Standards. Share out… The Standards ask students to engage with multiple texts. Looking at Reading Anchor Standards 7 & 9, the focus is on: integrating and evaluating information from multiple sources, how multiple texts address themes and topics, and how authors approach topics differently. Referring back to the definition of text, you can see that it goes beyond the written text.

Writing: Research to Build and Present Knowledge W.CCR.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. W.CCR.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. Take a moment and read the Standards. Highlight key words that indicate where using multiple texts appear in the Standards. Share out… Using multiple texts are evident in the research cluster as well.

Speaking and Listening: Comprehension and Collaboration SL.CCR.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Highlight key words that indicate where using multiple texts appear in the Standards. Share out… And, speaking and listening is asking the students to integrate and evaluate information from multiple sources.

What are your ideas? With your table group, discuss… How have you used multiple texts to teach the Standards? And, what challenges might teachers face in your district with using multiple texts? Share out

Dan Sparlin New additions to the WiseOwl collection of resources Contact: Dan.sparlin@dpi.nc.gov

Text Sets in K-12 Classrooms Elementary: Across Genres / Integrated approach Middle Grades: Across Genres / Team Approach High School: Across Genres

Why Create a Text Set… To capture interests and cultivate engagement To prompt inquiry To read for multiple perspectives To build prior knowledge To encourage student writing: Text sets as mentor texts To differentiate instruction To support vocabulary development Anna:

Criteria Constructing a text set requires considering three criteria: A variety based on text complexity considerations. Various cultural perspectives may be appropriate for some concepts. Differences that offer various approaches to the “big idea” or conceptual understanding that unifies the conceptual text set. Donham, J. (2013). Text Sets, Deep Learning, and the Common Core. School Library Monthly, 29(6), 5-7. Kristi: 1. Text sets might include texts that range in complexity, style, or genre, as well as texts for different levels of reading proficiency. 2. You want to create text sets that include texts that represent various times, cultural groups, and issues. 3. A strong text set would show how different authors take different approaches to reveal the bigger understanding such as humanity, justice, change.

1. Text Complexity The Standards assert that Lexile scores alone are not a measure of complexity. A text set might include titles that differ in: 1. Qualitative Measures 2. Quantitative Measures 3. Reader and Task Kristi: Qualitative: First, does the text invite the reader to interpret meaning at multiple levels? Is there literal and figurative meaning? What literary conventions occur in the text? Levels of meaning, structure, language conventionality and clarity, and knowledge demands are qualitative factors that define text complexity. ▶ Quantitative: Unfortunately, too often educators have only considered quantitative measures. Sentence length, word length, and sentence structure are factors in formulas that rate text quantitatively. The Common Core expectations for text complexity recognize that such quantitative measures represent one, but only one, dimension of complexity. ▶Reader and Task: The third dimension for considering text complexity acknowledges that reading is a transaction between reader and task. The reader brings to the task background knowledge, motivation, interest, curiosity, and other dispositions that influence the complexity of the text for him or her.

Navigating Text Complexity Kristi: Take participants briefly to the site.

2. Cultural Perspectives “Text sets provide multiple perspectives on complex issues. They show students that there are different "truths" and thus emphasize the importance of questioning dominant interpretations.” (Annenberg Learner) Kristi: Have participants read this quote about why cultural perspectives are important to a text set.

3. Conceptual Understanding Central to the text set is the big unifying idea. To meet the expectation of the Standards for deep learning, this core idea is considered conceptual. A concept has several important attributes: Kristi: This is the third criteria. Talks about how important the “big idea” is. A concept has several important attributes:

Conceptual Understanding A concept is an abstract idea. A concept has complexity in that it may have multiple dimensions or attributes. A concept transfers across time and place. A concept is learned through inferential and inductive thinking. Kristi: This is where primary sources would be good choices for supporting texts. How many of you are familiar with concepts or concept-based instruction? Think of 3 or 4 concepts and jot them down. Share out in group briefly. (first bullet) Learning in the abstract is inherently more rigorous; students cannot feel or touch abstract ideas; they must analyze examples and conclude how they fit together under the conceptual umbrella. Young children may read a story about a family with a mother, father, brother, and sister. As they talk about the various family roles, they may begin to think about family as these specific people together. However, in order to arrive at a conceptual understanding of family, they need opportunities to read about all kinds of families and to arrive at insights about what makes a family… is it just the people who make up a family or is it the relationships among those people and their collective relationships to the rest of their universe? (second bullet) Each example introduces one or more dimensions of a concept. (third bullet) For example, the American Revolution is a topic, but revolution is a concept. By studying various revolutionary actions, students can construct understanding of the meaning of revolution… what provokes people to revolt, what the consequences are, where failure can lead to revolt. In this way, students gain insights that not only help them interpret the past but also afford them insights into present and future events. (fourth bullet) Conceptual learning invites the mind to organize facts and examples into ideas. The specific experiences of the Plymouth pilgrims, the potato famine Irish, the Vietnamese boat people, the Mexican field workers come together to yield ideas about immigration.

Linda Crafton (1991) wrote “when readers read texts that are conceptually related in some way, they are engaged in an exploration of cognitive and linguistic ties.” Kristi: Think about this quote while you watch the video. You will see the students engaged in cognitive and linguistic work.

Break Anna: 15 minutes

Originally published in New York: Hyperion, 2003. Text Set Lesson Words We Live By: Your Annotated Guide to the Constitution by Linda R. Monk Note: Facilitator follows lesson design format   Explain that you are the teacher and they are the students – you are demonstrating the lesson as you would teach it in the classroom. You will need your handout: Words We Live By Briefly introduce text: This text is an in-depth investigation into three of the most highly charged words in the Constitution and offers a capsule history of the dramatic and sweeping changes to how the phrase, “We the people” has been interpreted over the years. Ask participants to read the text silently and annotate on the text as they read. (Close reading) Consultant reads the text aloud as students follow and points out academic vocabulary. Participants read text together. (rehearsal reading / summarize) (Discussion with partner) Originally published in New York: Hyperion, 2003.

What is (and isn’t) the meaning of “popular sovereignty” What is (and isn’t) the meaning of “popular sovereignty”? Why does Monk claim that this is the form of government in America? Standards: RI.6-8.4-6 Note: Facilitator has the entire lesson to look at.   Read aloud the question and ask participants to find the evidence by returning to the text and discuss your findings with a partner. Share out. Ask – where in the text did you find the answer? ANSWERS: Popular sovereignty – the people rule the government. Because American’s vote…government of the people, by the people. It isn’t dictatorship, kings who are popular, etc. These are fairly straightforward questions for students to answer but must be grasped to understanding the remainder of Monk’s analysis. The second question requires students to infer that the first three words of the Constitution refer to the doctrine of popular sovereignty, and perceptive students will be able to connect the title of the chapter and/or the opening of the second paragraph to the Constitution’s Preamble.

Is Lucy Stone confused when she asks “Which ‘We the People’ Is Lucy Stone confused when she asks “Which ‘We the People’?” Why does Monk say this question has “troubled the nation?” Standards: RI.6-8.5-6 Consultant asks this text dependent question   Read aloud the question and ask participants to find the evidence by returning to the text and discuss findings with your partner. Share out. Answers: No. As we evolved as a nation, we needed to rediscover what we meant by we the people. Students need to be able to discern that Stone is not confused but rather critical of the seemingly all-embracing phrase “We the People” when looked at in the light of the history of America. It is this history that Monk says is “troubled.” Then it is revealed that the “true rulers in American Government” did not include women, Native Americans, free blacks, enslaved African-Americans, or even white males who did not own property. Students should be able to deduce that those with the vote were primarily white men with property. N.B. Assuming this is a part of a unit on government/civics, students should be familiar with terms like Constitution, Supreme Court, and Preamble. Given their importance, still “check-in” with students and briefly review to help solidify students’ grasp of these concepts. If it is not, then this reading will serve as a solid introduction to these essential words. RI.6-8.5 & 6

What evidence is there in this paragraph regarding Marshall’s claim about the “evolving nature of the constitution”? Standard: RI.6-8.1 Read the question and participants share out.   The evidence would be the amendments. Each showing a battle to change the law as to who gets to vote. This question requires students to methodically cite evidence to answer the question completely and grasp that the amendment process changed the meaning of who was included in “the people.” Sidebar: The Goals of the Constitution If students are intrigued, share with students the text of the Preamble and ask them to identify what the Founding Fathers were trying to accomplish in forming a Constitutional government through popular sovereignty: We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America. Aligns with Shift 2: Speaking Grounded in Evidence RI.6-8.1

The Focusing Question for Writing: Explain how the notion of who “the people” were has changed over time in America? Use evidence from the text to support your explanation. Anchor Standards: R.CCR.3-6 and W.CCR.2, 4, 5, 9 We are now going to stop demonstrating…   Next you would write a paragraph length explanation that answers the focusing question. (individually) Provide evidence from the text in your response to justify your analysis. Note that the text-dependent questions lead students to this big idea. Connect to anchor standard: R.3, 6, R. 3, 4, 5 W.6-8.2, 4, 5, 9

One Composition for Lesson Design Briefly introduce lesson Read Reread Ask text-dependent questions Provide opportunities for text-based writing Note the word “briefly” when introducing the text. We introduced the text in one sentence and then asked students to read silently.   Note that there are a couple ways to introduce the text….. Based on the needs of your students, you can choose to read the text aloud first and then ask the students to read silently. Likewise, with vocabulary, depending on the needs of your students, you may briefly introduce vocabulary they cannot define from context when introducing the text. I decided to make reference to key terms while reading aloud. Notice how the text-dependent questions are much more than asking a student to read and answer a list of questions on a worksheet! It is about having a rich discussion based on the evidence after students have had multiple opportunities to read the text. The final step will demonstrate what the student has learned and helps to surface the “big idea”. It asks students to return to the text for evidence and respond in writing.

This lesson… allows the mystery and the adventure of the text to unfold, chunks the text in a meaningful way, includes scaffolding that doesn’t simplify the text and asks questions that require evidence, and provides keen focus on paragraphs, sentences, and words. This Lesson:   Provided us with three opportunities to read this text before answering any questions. Because we read the text multiple times, it allowed the meaning to unfold for us without frontloading too much background knowledge. And, chunking the text with text based questions requires students to return to the text for evidence. The questions also scaffold learning to get to the big idea when students are asked to write about the whole text.

Steps to Creating Text Sets We encourage you to consider a range of approaches to organizing sets, constantly returning to the question: “What would this set help my students build knowledge about?”

Determine the standards that you want to teach. Step One: Identify the Anchor Text and Formulate a Line of Inquiry for the Set Determine the standards that you want to teach. Identify an anchor text and formulate an overall line of inquiry for the set. This can happen in either order. An educator may first identify an anchor text, from which they formulate a line of inquiry for the set OR an educator may choose to first identify a topic for a unit of study and then seek out an anchor text around which to build the set. Alex: An anchor text is a rich, complex grade-level text. Step 0: Determine the standards that you want to teach could happen anywhere in the process. Refer back to the lesson design graphic Determining the overall line of inquiry in a set with an informational anchor text is often straight-forward; you can use the topic of the anchor text as the central organizer of the set. With a literary anchor text, it may be more challenging to settle on an overarching line of inquiry prior to exploring available resources. In some cases, you may need to adapt your line of inquiry as you select the richest available resources that connect with the anchor text.

Step One Continued The most important part of step one is that the anchor text be a grade-level complex text that meets the complexity demands of the Standards and is worthy of the time and attention of students. Without a rich anchor text, it is difficult to create a worthwhile text set. Alex:

How Many Texts? The number of texts in a set can vary depending on purpose and resource availability around a given topic. What is important is that the texts in the set are connected meaningfully to each other to deepen student understanding of the anchor text. Lisa: In a sense, the texts “talk to one another” so that in reading the set, students build a coherent body of knowledge around a topic.

Step Two: Use Databases to Research Texts around the Topic Once you have identified the anchor text and line of inquiry for your set, you can use a variety of databases to search for texts. Lisa: Sometimes you will need to adjust your search terms to find a range of texts on a topic – be creative Remind of text complexity roadmap

Step Three: Evaluate Texts for Inclusion in the Set 1. Does the text contribute to the students building a body of knowledge connected meaningfully to the anchor text? 2. Is the text worthy of student time and attention? 3. Does the text contribute to a range and balance of text types and formats in the overall set? 4. Do the text complexity measures of the text place it in the grade band of the anchor text? A range of texts spanning the band will support student-knowledge-building over the course of the unit. Lisa: 3) As much as makes sense, given the purpose of your text set, aim for multiple formats (e.g., prose, poetry, drama, media), a variety of lengths, and balance in text types (informational and literary). Students should experience a 50/50 balance of literary and informational texts in elementary and a 30/70 balance of literary and informational texts in secondary across the school day (including reading in ELA, science, social studies, the arts, and technical subjects). Note: Range of text types/formats would not, however, be a concern if your set is organized as a genre study. 4) The majority of texts in the set should sit in the grade band of the anchor text. This is important in supporting students to meet the complexity demands of the CCSS. However, this does depend on the purpose of the set you are creating. In some cases, you may want to create a text set to support struggling readers in building knowledge around a topic prior to engagement with the anchor text. In this case, you may consider including a few texts below the band that build student knowledge and vocabulary around the topic. In other cases, you may want to provide an opportunity for students to build on the knowledge they have gained from engagement with the anchor text. Consider including a few titles above the grade band in complexity.

Step Four: Refine, Finalize, and Produce Text Set Continue to refine your selections until you are satisfied that you have a range and balance of texts that support student engagement with the line of inquiry. Lisa: You will find a lot of related texts, but it has to match your line of inquiry. Here is where you can differentiate for your students using the supporting texts. (discuss balancing modalities)

Lunch Anna:

Examples of Text Sets Share text sets (pass out grade band text sets to each participant and have them discuss)

Guiding Questions for Text Sets How are the texts related in a meaningful way? What makes the texts rich & worthy of rereading? What are the range of text types? Are there various degrees of complexity in the set? What did you find with the text sets you discussed? Share – whole group.

Strong vs. Weak Strong text sets Weak text sets Build student knowledge about a topic; meaningful connection to the anchor text Texts are not related or connected across sets or they are only superficially connected Texts are authentic, rich, and worthy of study Only commissioned texts or textbook passages Range of text types (literary and informational) and formats Focused exclusively on one genre or format (unless the set is a genre study) Text complexity levels support student achievement of the grade-level complexity demands of the Standards* Text complexity levels are erratic and do not support the staircase of text complexity in the Standards Strong Text Sets: Should build students knowledge about the world Supporting texts should have a strong connection to the anchor text Are complex and worthy of rereading, and Includes a range of text types (Looking at Reading Anchor Standard 10: text sets should show evidence of increasingly complex texts WITH increasing independence) One strategy for supporting weak readers is to use a gradated text set, a set in which the complexity demands steadily increase to build towards instruction around a grade-level text. In this case, some texts in a set may start below the quantitative demands of the grade band in an effort to build towards the anchor text. Similarly, some texts may place above the band to provide an opportunity for advanced engagement with the content after students have built vocabulary and background knowledge through the anchor text.

Examples Strong Text Set Weak Text Set Anchor Text: Fahrenheit 451, Ray Bradbury Related Texts: “You Have Insulted Me: A Letter,” Kurt Vonnegut (Informational) “Burning a Book” by William Stafford (Poem) “The Book Burnings,” United States Holocaust Memorial Museum (Informational) Excerpts from The Book Thief, Marcus Zusak (Appendix B Exemplar) “Learning to Read and Write,” Frederick Douglass (Informational) “Learning to Read,” Malcolm X (Informational) “Unto My Books So Good to Turn,” Emily Dickinson (Poem) “The Portable Phonograph,” Walter Van Tilburg Clark “‘Chaos:’ Gunman Ambushes, Kills Two Firefighters at New York Blaze,” Catherine Shoichet and Greg Botelho (CNN) (Informational) “Johannes Gutenberg and the Printing Press,” Mary Bellis (About.com) (Informational) Fahrenheit 451, Francois Truffaut (Film) “About Ray Bradbury: Biography” (Informational) “The Pedestrian,” Ray Bradbury (Literary) The Children’s Story, James Clavell (Literary) While there are some merits to the weaker set, the connections between some of the texts are superficial or tangential, and it is not clear how a teacher would use these texts to support student knowledge building. The stronger set is more focused. The anchor text and related texts are connected concretely by the topic of censorship. Thematically, these texts provide a comment on the social and political effects of gaining knowledge through reading and writing. Strong sets often present opportunities for both topical connections and thematic connections that students are able to discern through rereading and deep analysis. They provide a rich context for close, analytic reading, comparison, and synthesis of texts through which students are more likely to meet the expectations of the CCSS for ELA/Literacy.

Checking for Understanding Write a question on one side of an index card about something you learned this morning. Answer the question on the back of the card. Trade questions with someone from another table and discuss your learning. Anna: 10 minutes

Pattern Folders: A Literary Analysis Tool Alex:

Activity How would you use this folder at your grade level(s)? Participants put the pockets on the folder. Stones Educational Superstore 3800 Tryon Road Raleigh, NC 27606 919-821-7210 http://www.stones-education.com/ How would you use this folder at your grade level(s)?

Let’s take a look at how to use text sets within a lesson. Anna: We are going to facilitate a lesson using a text set to show what it might look like in classroom practice.   We are going to use the pattern folders you created earlier today. In the video, the teacher used the pockets to uncover themes and concepts. We are going to focus on different types of texts as it reflects the Standards we are teaching in this lesson. So this folder is about the Line of Inquiry.

Primary Source: Obituary Primary Source: Letter Poetic Text: Epitaph Painting Primary Source: Obituary Primary Source: Letter Poetic Text: Epitaph Anchor Text: O Captain! My Captain! Sixth Text: Student Choice differentiation formative assessment On the first pocket, write painting or image. On the second….   Painting Primary Source, Obituary Primary Source, Letter Epitaph Poem Student Choice (you can use sticky notes if you don’t want to write on the folders.)

Line of Inquiry What differences and/or similarities do we see in the ways in which authors and artists present the subject through various media and genres? How do authors and artists successfully convey their presentations? Write the line of inquiry on your folder…. What differences and/or similarities do we see in the ways in which authors and artists present the subject through various media and genres? How do authors and artists successfully convey their presentations?   Take out an index card: I am going to show you four images. As I reveal each image, take a moment and jot down everything that comes to mind about that image on an index card.

Anna: Jot down your observations (what do you see) Then… what is your interpretation (inference or conclusion)

Anna: Jot down your observations (what do you see) Then… what is your interpretation (inference or conclusion)

Anna: Jot down your observations (what do you see) Then… what is your interpretation (inference or conclusion)

Anna: Jot down your observations (what do you see) Then… what is your interpretation (inference or conclusion)

Thoughts? Anna:   Take a moment to share your observations with your table groups. Share out. Thoughts on the first image… 2nd image? Yes, Artists use various techniques to convey emotion. 3rd image? 4th image?

On an index card, write… What parallels and contrasts stand out to you?   What new things do you see? How does this change your hypothesis or interpretation? Explain. Anna: Now let’s take a look at the painting in its entirety. We are going to do a close reading of this text.   What parallels and contrasts stand out to you? What new things do you see? Does this change your hypothesis or interpretation? If so, how? On an index card, what is Rockwell’s opinion of Lincoln. Make sure you provide evidence from the text to support your analysis. Keep in mind: Rockwell used angles to raise or lower the stature of his subjects. In a painting of a young Abraham Lincoln, Rockwell painted his subject from a low angle, making Lincoln seem bigger than life. He did the same when he painted the man sharing an unpopular opinion in “Freedom of Expression.” If he wanted to poke fun at someone, he painted them from above, as if to make them smaller and less important. This is a painting by Norman Rockwell called, Lincoln for the Defense. We are going to read a primary source document that explains the story behind this painting. A big part of the obituary of the man who was on trial was of Lincoln’s performance during the trial. This is what Armstrong was most remembered for… Read and annotate, noting how the author makes commentary on Lincoln’s character. Could someone give us a quick summary of the trial? On an index card, jot down your observations and analysis based on evidence from the text. Small group discussion: Are there things that the writer can accomplish with words that the artist cannot accomplish with paints, and vice versa? Read: Primary Source Letter. Read: Epitaph. Return to the Line of Inquiry and have students write a short piece (approx. fifteen minutes) comparing and contrasting the ways in which authors and artists characterized Lincoln, paying special attention to HOW they accomplished what they set out to do. Be sure to emphasize the need to cite the texts.

Break Lisa:

Essential Question Discuss: What can the writer accomplish with words that the artist cannot accomplish with paints, and vice versa?

Culminating Activity Write a summary comparing and contrasting the ways in which the authors characterized Lincoln, paying close attention to HOW they accomplished what they set out to do. Cite evidence.

Anna: This is the almanac from the year of the murder that provided evidence towards his innocence. On Saturday, August 29th, 1857, the moon didn’t set that night. It set the next morning right at midnight.

ONE SOURCE | ALL WEBSITES What differences and/or similarities do we see in the ways in which authors, artists, etc. present Lincoln through various media and genres? How do authors and artists successfully convey their presentations? ONE SOURCE | ALL WEBSITES Text Set RL.6.9 RI.6.7 RUBRIC LESSON RI.6.9 Anna: RL.6.9: Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. RI.6.7: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. RI.6.9: Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). W.6.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. W.6.9

Steps for Creating a Text Set Working with your grade level group: Step 1: Identify the Anchor Text and Formulate a Line of Inquiry for the Set Step 2: Use Databases to Research Texts around the Topic (Use WiseOwl and ELA LiveBinder Tabs: Primary Sources, Using Informational Texts, Texts) Step 3: Evaluate Texts for Inclusion in the Set (Use Navigating Text Complexity site) Step 4: Refine, Finalize, and Produce Text Set Refer to the handout for them to use as a guide when they are creating their text set.

Steps for Creating a Text Set Working with your grade level group: Step 1: Identify the Anchor Text and Formulate a Line of Inquiry for the Set Step 2: Use Databases to Research Texts around the Topic (Use WiseOwl and ELA LiveBinder Tabs: Primary Sources, Using Informational Texts, Texts) Step 3: Evaluate Texts for Inclusion in the Set (Use Navigating Text Complexity site) Step 4: Refine, Finalize, and Produce Text Set Lisa:

Engaging Students with Primary Sources Kristi: 10 minutes Have participants look at Table of Contents and review and discuss at tables. For each section there is….

Contact Information Julie Joslin, Ed.D. Kristi Day, M.Ed Section Chief K-5 ELA English Language Arts Consultant 919-807-3935 919-807-3928 Julie.Joslin@dpi.nc.gov Kristi.Day@dpi.nc.gov Lisa McIntosh, MSA Anna Lea Frost, M.Ed K-5 ELA 6-8 ELA Consultant Consultant 919-807-3895 919-807-3952 Lisa.Llewellyn@dpi.nc.gov Anna.Frost@dpi.nc.gov Angie Stephenson, M.Ed 9-12 ELA Consultant 919-807- 3833 Angela.Stephenson@dpi.nc.gov Feel free to contact us We are here to support you in any way that we can