1. Writing Tactics and Analyzing Text Across the Curriculum Addressing Common Core: Text Types and Purposes (Grades 6-12) Research to Build and Present Knowledge (Grades 6-12) Production and Distribution of Writing (Grades 6-12) Literacy in History/Social Studies (Grades 6-12) Key/Ideas and Details (Grades 6-8)

2. Addressing Common Core… Text Types and Purposes (Grades 6-12) Research to Build and Present Knowledge (Grades 6-12) Production and Distribution of Writing (Grades 6-12) Literacy in History/Social Studies (Grades 6-12) Key/Ideas and Details (Grades 6-12)

3. Addressing Common Core… Literacy in History / Social Studies 6-12 Key Ideas and Details CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. CCSS.ELA-Literacy.RH.6-8.1 CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. CCSS.ELA-Literacy.RH.6-8.2 CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). CCSS.ELA-Literacy.RH.6-8.3 CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. CCSS.ELA-Literacy.RH.9-10.1 CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. CCSS.ELA-Literacy.RH.9-10.2 CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. CCSS.ELA-Literacy.RH.9-10.3 CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. CCSS.ELA-Literacy.RH.11-12.1 CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. CCSS.ELA-Literacy.RH.11-12.2 CCSS.ELA-Literacy.RH.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. CCSS.ELA-Literacy.RH.11-12.3

4. Brainstorming! What Strategies do you use with your students to analyze the following: Textbook Poems Documents (Declaration of Independence) Lyrics Art Work Readings

5. Introduction to SOAPStone! What is SOAPSTone? – Strategy questions addressing: – Speaker – Occasion – Audience – Purpose – Subject – Tone Source: The College Board

6. Who is the Speaker? Remember that it is not enough simply to name the speaker. What can you say about the speaker based on references to the text?

7. What is the Occasion? Discuss and record both the larger occasion, that is, those issues or ideas that must have made the speaker think about this issue, as well as the immediate occasion.

8. Who is the Audience? At whom is the text directed? It’s not enough to say, “Anyone who reads it.” You will want to identify a certain audience by describing some of its characteristics.

9. What is the Purpose? The purpose could be a personal one, decide what the message is and how the author wants this audience to respond.

10. What is the Subject? What is the focus of the piece?

11. What is the TONE? Try to choose a description of the tone that fits the piece as a whole. Include specific words or phrases from the text and explain how they support your statement.

12. Group Activity Using any piece of literature, writing, historical account, etc. incorporate the SOAPSTone strategy by having students answer each question derived from the technique: Review examples with each

13. Leading to Writing Have students connect their SOAPSTONE answers and complete a writing assignment based on one of the founding questions of the strategy or one question designed by the instructor that is addressed in the reading used in the original activity.

14. Another Strategy APPARTS – Author Place & Time Prior Knowledge Audience Reason The main idea/topic Significance

15. Writing Strategies Handouts – as applicable

16. Closure / Follow-up Closure Have students showcase their writing by reading/sharing them in class Have students conduct peer edits to improve their writing