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Stage One: Immerse Inquiry Lesson 20 "Create Research Notebooks"

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Presentation on theme: "Stage One: Immerse Inquiry Lesson 20 "Create Research Notebooks""— Presentation transcript:

1 Stage One: Immerse Inquiry Lesson 20 "Create Research Notebooks"

2 Stage One: Immerse Inquiry Lesson 19 "Model Your Own Inquiry Process"

3

4

5 Immerse Searching for Relevant Information

6 Common Core State Standards Alignment to Stage 1: Immerse

7 Inquiry Circles in Action Stage Two: Investigate

8 Stage Two: Investigate Develop Questions Search for Information Discover Answers

9 Investigate Close Reading of the Primary Source: The Preamble to the Constitution p. 93, Appendix B, CCSS and Bill of Rights p 166, appendix B, CCSS Close Reading of the Secondary Source: Words We Live By: Your Annotated Guide to the Constitution

10 Stage Two: Investigate Inquiry Lesson 21 "Explore and Use Multiple Sources"

11 Stage Two: Investigate Inquiry Lesson 24 "Create Question Webs"

12 Performance Task Page 76, Grades 4-5 Page 93, Grades 6-8 Page 129, Grades 9-10 Page 171, Grades 11-12

13 Performance Task TASK 12 TEMPLATE (Informational or Explanatory/Definition L1, L2): How does studying the past help you understand the present, plan for the future and shape who you are today? After reading the Preamble to the Constitution, The Bill of Rights, The Words We Live By and other texts regarding the right to privacy, write an informative/explanatory text that defines and explains how the right to privacy is being supported and/or undermined. W.5-12.2 & 7 Support your discussion with evidence from the text(s). L2 What implications can you draw?

14 Common Core State Standards Alignment to Stage 2: Investigate

15 Inquiry Circles in Action Stage Three: Coalesce

16 Intensify Research Synthesize Information Build Knowledge

17 Stage Three: Coalesce Inquiry Lesson 18 "I Beg to Differ: Disagreeing Agreeably"

18 Stage Three: Coalesce Inquiry Lesson 23 "Checking Our Sources"

19 University of Kansas Center for Research on Learning 2006 NAME DATE The Unit Organizer BIGGER PICTURE LAST UNIT/Experience NEXT UNIT/Experience UNIT SELF-TEST QUESTIONS is about... UNITRELATIONSHIPS UNIT SCHEDULEUNIT MAP CURRENT UNIT 1 32 4 5 6 7 8 Building knowledge by grappling with informational texts of exceptional craft and thought that offer profound insight into the human condition and serve as models for students’ own thinking and writing Research Complex Texts 1. Common Core State Standards and Appendices 2. CCSS Videos 1. Characteristics of Informational Texts 2. Qualitative Measures 3. Text Features 4. Text Structures 5. Author’s Purpose 6. Blended Texts 7. Characteristics of Literary Nonfiction 1. Building Community 2. Immerse 3. Investigate 4. Coalesce 5. Go Public 1. How do teachers select appropriately complex informational/literary nonfiction texts? 2. How does close reading differ from informational/literary nonfiction as opposed to literature? 3. How do I integrate the strands of reading, writing, speaking and listening and language, during close reading and analysis of informational/literary nonfiction texts? 4. How do students use writing to deepen their understanding of informational/literary nonfiction texts? Analyze Discuss Synthesize Evaluate Writing Narrative Reading and Writing Informational Text Debrief Homework Research Characteristics of Informational Text Characteristics of Literary Nonfiction Mini-Inquiry Circles Guided and Independent Practice Performance Tasks Research and Argument Modeled and Guided Practice of Inquiry Circles Independent Practice of Inquiry Circles 1. 2. 3. 4. 5. 1. 2. 3. 4. 5. CLASS based on using by providing evidenced by Writing Informative/Explanator y Texts

20 Quick Write... How has your thinking changed regarding the implementation of Literary Nonfiction text in your classroom practice? Reflection

21 Day 8 Stage Three: Coalesce Part 2

22 Performance Task TASK 12 TEMPLATE (Informational or Explanatory/Definition L1, L2): How does studying the past help you understand the present, plan for the future and shape who you are today? After reading the Preamble to the Constitution, The Bill of Rights, The Words We Live By and other texts regarding the right to privacy, write an informative/explanatory text that defines and explains how the right to privacy is being supported and/or undermined. W.5-12.2 & 7 Support your discussion with evidence from the text(s). L2 What implications can you draw?

23 Common Core State Standards Alignment to Stage 3: Coalesce

24 Inquiry Circles in Action Stage Four: Go Public

25 Stage Four: Go Public Share Learning Demonstrate Understanding Take Action Video

26 Stage Four: Go Public Inquiry Lesson 27 "Response Options: Take Learning Public"

27 Characteristics of Informational Texts Text Structures Text Features Author's Purpose Blended Texts

28 Common Core State Standards Alignment to Stage 4: Go Public

29 University of Kansas Center for Research on Learning 2006 NAME DATE The Unit Organizer BIGGER PICTURE LAST UNIT/Experience NEXT UNIT/Experience UNIT SELF-TEST QUESTIONS is about... UNITRELATIONSHIPS UNIT SCHEDULEUNIT MAP CURRENT UNIT 1 32 4 5 6 7 8 Building knowledge by grappling with informational texts of exceptional craft and thought that offer profound insight into the human condition and serve as models for students’ own thinking and writing Research Complex Texts 1. Common Core State Standards and Appendices 2. CCSS Videos 1. Characteristics of Informational Texts 2. Qualitative Measures 3. Text Features 4. Text Structures 5. Author’s Purpose 6. Blended Texts 7. Characteristics of Literary Nonfiction 1. Building Community 2. Immerse 3. Investigate 4. Coalesce 5. Go Public 1. How do teachers select appropriately complex informational/literary nonfiction texts? 2. How does close reading differ from informational/literary nonfiction as opposed to literature? 3. How do I integrate the strands of reading, writing, speaking and listening and language, during close reading and analysis of informational/literary nonfiction texts? 4. How do students use writing to deepen their understanding of informational/literary nonfiction texts? Analyze Discuss Synthesize Evaluate Writing Narrative Reading and Writing Informational Text Debrief Homework Research Characteristics of Informational Text Characteristics of Literary Nonfiction Mini-Inquiry Circles Guided and Independent Practice Performance Tasks Research and Argument Modeled and Guided Practice of Inquiry Circles Independent Practice of Inquiry Circles 1.Building Community 2.Immerse 3.Investigate 4.Coalesce 5.Go Public 1. Research Notebook 2. Research Plan 3. Question Web 4.Annotating Texts 5. Going Public CLASS based on using by providing evidenced by Writing Informative/Explanator y Texts

30 Assessing the Inquiry Circle Process Co-created Standards based

31 Assessing the Performance Task TASK 12 TEMPLATE (Informational or Explanatory/Definition L1, L2): How does studying the past help you understand the present, plan for the future and shape who you are today? After reading the Preamble to the Constitution, The Bill of Rights, The Words We Live By and other texts regarding the right to privacy, write an informative/explanatory text that defines and explains how the right to privacy is being supported and/or undermined. W.5-12.2 & 7 Support your discussion with evidence from the text(s). L2 What implications can you draw?

32 Proportional Alignment of Writing

33 Inquiry Circles in Action Independent/Group Work Time

34 Stage One: Immerse Invite Curiosity Build Background Find Topics Wonder

35 Stage Two: Investigate Develop Questions Search for Information Discover Answers

36 Stage Three: Coalesce Intensify Research Synthesize Information Build Knowledge

37 Stage Four: Go Public Share Learning Demonstrate Understanding Take Action

38 Assess Product Process

39 Next Steps... 3-2-1 Reflection Homework for Implementation- Conduct an Inquiry Circle in one of your classes, and return to day 9 with artifacts/evidence of student work and teacher planning.

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