This session will begin at 3:30 p.m. on Nov. 16, 2011 While you are waiting, please do the following: Enter/edit you

1. COMMON CORE Georgia Performance Standards English Language Arts and Literacy Grades 6-8 WEBINAR SERIES 3: BUILDING INSTRUCTIONAL UNITS This session will begin at 3:30 p.m. on Nov. 16, 2011 While you are waiting, please do the following: Enter/edit your profile information by going to: Tools - Preferences - My Profile… Fill out the info on the “Identity” tab and click “OK” To view the profile of another use, hover your mouse over his or her name in the Participants window Configure your microphone and speakers by going to: Tools – Audio – Audio setup wizard Confirm your connection speed by going to: Tools – Preferences – Connection speed

2. Accessing the Session Recording • Recordings are accessed by going to http://elluminate.gavirtualschools.org/doe and click on the Recordings tab. Recordings are posted approximately 15 minutes after the session is closed (all attendees must logout before the recordings can be created).

3. COMMON CORE Georgia Performance Standards English Language Arts and Literacy • TRANSITION AND IMPLEMENTATION • Introductory Professional Learning Webinars • STANDARDS: October 3-6, 2011 • TEXT COMPLEXITY: October 24-27, 2011 • INTEGRATED LEARNING: November 14-17, 2011 NOVEMBER 2011

4. Three Sets of Standards College and Career Readiness Standards (CCR) Common Core Georgia Performance Standards (CCGPS) Literacy Standards for History/Social Studies, Science, and Technical Subjects

5. ELACC8RL1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. The long and the short of it! ELA8R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that: a. Identifies the difference between the concepts of theme in a literary work and author’s purpose in an expository text. b. Compares and contrasts genre characteristics from two or more selections of literature. c. Analyzes a character’s traits, emotions, or motivations and gives supporting evidence from the text(s). d. Compares and contrasts motivations and reactions of literary characters from different historical eras confronting similar situations or conflicts. e. Evaluates recurring or similar themes across a variety of selections, distinguishing theme from topic. f. Evaluates the structural elements of the plot (e.g., subplots, climax), the plot’s development, and the way in which conflicts are (or are not) addressed and resolved. g. Analyzes and evaluates the effects of sound, form, figurative language, and graphics in order to uncover meaning in literature: i. Sound (e.g., alliteration, onomatopoeia, internal rhyme, rhyme scheme, meter) ii. Figurative language (e.g., simile, metaphor, personification, hyperbole, symbolism, imagery). h. Analyzes and evaluates how an author’s use of words creates tone and mood and provides supporting details from text.

6. ELACC11-12RL1: 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. • ELAALRL1 The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation. • The student identifies, analyzes, and applies knowledge of the structures and elements of American fiction and provides evidence from the text to support understanding; the student: • a. Locates and analyzes such elements in fiction as language and style, character development, point of view, irony, and structures (i.e., chronological, in medias res, flashback, frame narrative, epistolary narrative) in works of American fiction from different time periods. • b. Identifies and analyzes patterns of imagery or symbolism. • c. Relates identified elements in fiction to theme or underlying meaning. • d. Analyzes, evaluates, and applies knowledge of the ways authors use techniques and elements in fiction for rhetorical and aesthetic purposes. • e. Analyzes the influence of mythic, traditional, or classical literature on American literature. • f. Traces the history of the development of American fiction. • The student identifies and analyzes elements of poetry from various periods of American iterature and provides evidence from the text to support understanding; the student: • a. Identifies, responds to, and analyzes the effects of diction, tone, mood, syntax, sound, form, figurative language, and structure of poems as these elements relate to meaning. • i. sound: alliteration, end rhyme, slant rhyme, internal rhyme, consonance, assonance • ii. form: fixed and free, lyric, ballad, sonnet, narrative poem, blank verse • iii. figurative language: personification, imagery, metaphor, conceit, simile, metonymy, synecdoche, hyperbole, symbolism, allusion • b. Analyzes and evaluates the effects of diction and imagery (i.e., controlling images, figurative language, extended metaphor, understatement, hyperbole, irony, paradox, and tone) as they relate to underlying meaning. • c. Traces the historical development of poetic styles and forms in American literature. • The student identifies, analyzes, and applies knowledge of the themes, structures, and elements of dramatic American literature and provides evidence from the text to support understanding; the student: • a. Identifies and analyzes types of dramatic literature (i.e., political drama, modern drama, theatre of the absurd). • b. Analyzes the characters, structures, and themes of dramatic literature. • c. Identifies and analyzes dramatic elements, (i.e., stage directions, fourth wall, expressionism, minimalism, dramatic irony). • d. Identifies and analyzes how dramatic elements support and enhance the interpretation of dramatic literature.

7. Tools for Transition… TRANSITION STANDARD Teach parallel structure in grade 10 and 11 in transition year

8. Tools for Transition…

9. Text Complexity

10. What do we know? • K-12 Reading texts have seen a decline in the levels of difficulty over the last half-century • The reading demands of college and workforce training have held steady or increased over the past 50 years • Only between 7% and 15% of elementary and middle school reading is expository

11. Quantitativeaspects of text complexity, such as word length or frequency, sentence length, and text cohesion, that are difficult if not impossible for a human reader to evaluate efficiently, especially in long texts, and are thus today typically measured by computer software Qualitative aspects of text complexity best measured by an attentive human reader, such as levels of meaning or purpose; structure; language conventionality and clarity; and knowledge demands Reader and task considerationsfocus on the inherent complexity of text, reader motivation, knowledge, and experience and the purpose and complexity of the task at hand. This kind of assessment is best made by teachers employing their professional judgment.

13. Text Complexity Rubric • Intended to assist educators in evaluating multiple dimensions of a text. • The rubric addressees the three aspects of text complexity required for consideration in Common Core Appendix B: qualitative, quantitative, and reader/task match. • Each of these three dimensions includes specific relevant categories, each of which is listed with a short explanation to assist users in making the best possible determination.

14. Integrated Learning

15. WHAT IS INTEGRATED LEARNING? • Although the standards are divided into strands for clarity, the processes of communication are closely connected. • Reading comprehension and student writing always require direct textual evidence for claims, inferences, and analyses. Research and media skills are blended into the standards as a whole. • To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or to solve problems. • The need to conduct research and to produce and consume text and media is embedded into every aspect of today’s curriculum. Similarly, research and media skills and understandings are embedded throughout the standards rather than treated in a separate section.

16. WHAT IS INTEGRATED LEARNING? • Although the standards are divided into strands for clarity, the processes of communication are closely connected. • Reading comprehension and student writing always require direct textual evidence for claims, inferences, and analyses. Research and media skills are blendedinto the standards as a whole. • To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or to solve problems. • The need to conduct research and to produce and consume text and media is embeddedinto every aspect of today’s curriculum. Similarly, research and media skills and understandings are embeddedthroughout the standards rather than treated in a separate section.

17. COLLEGE AND WORKFORCE READY IDENTIFY DESIRED RESULTS BACKWARD DESIGN THE BIG PICTURE GATHER, COMPREHEND, EVALUATE, SYNTHESIZE, AND REPORT ON INFORMATION FROM COMPLEX TEXTS, CONDUCT ORIGINAL RESEARCH, SOLVE PROBLEMS DETERMINE ACCEPTABLE EVIDENCE INTEGRATED INSTRUCTION BASED ON PARCC FRAMEWORK PLAN INSTRUCTION

18. As learning - and research about learning - evolves, we are beginning to understand that meaningful scholarship is really a whole universe of simultaneous events. Common Core emphasizes a 21st century classroom that transcends the idea of teaching standards in isolation and embraces a holistic approach where reading, writing, listening, speaking, and language are woven together to engage students with meaningful and relevant lessons.

19. Georgia is a governing partner in the PARCC consortium • States working together to develop a common set of K-12 expectations in English and math • Anchored in CCR standards what it takes to be ready for college and careers • Creating an instructional framework to create a pathway to college and career readiness by the end of high school, mark students’ progress toward this goal from 3rd grade up, and provide teachers with timely information to inform instruction and provide student support

20. INTEGRATED FRAMEWORKS IN DEVELOPMENT

21. GATHER, COMPREHEND, EVALUATE, SYNTHESIZE, AND REPORT ON INFORMATION FROM COMPLEX TEXTS, CONDUCT ORIGINAL RESEARCH, SOLVE PROBLEMS IDENTIFY DESIRED RESULTS Meet standards RL1-RL10/RI1-10/W1-10/SL1-6/L1-6 BACKWARD DESIGN IN UNIT PLANNING EXTENDED TEXT/SHORT TEXTS ANALYSES: INDV. VS. SOCIETY GENDER & IDENTITY PERS AND POL ISSUES IN AMLIT INDV VS. NATURE RESEARCH: EVOLUTION OF PERS RESPONSIBILITY IN US (ETC.) DETERMINE ACCEPTABLE EVIDENCE RESEARCH PEER REVIEW NEWSPAPER MOCK TRIAL DEBATE DRAMATIC PRESENTATION SOCRATIC SEMINAR ACADEMIC CONFERENCE FIELD TRIP (ETC.) PLAN INSTRUCTION

22. SINGLE CCGPS ENGLISH LANGUAGE ARTS INSTRUCTIONAL UNIT NOTICE THAT ALL STANDARDS ARE INCLUDED IN EACH UNIT, UNLIKE GPS UNITS WITH A DISCRETE STANDARD OR GENRE FOCUS THIS UNIT HAS A LITERARY FOCUS BUT WILL INCLUDE INFORMATIONAL TEXTS

23. Can units of this rigor and complexity be translated to middle school? SINGLE CCGPS ENGLISH LANGUAGE ARTS INSTRUCTIONAL UNIT FOR HIGH SCHOOL *Extended analysis on the Individual versus Society in American Literature of the mid-19th century *Gender and Personal Identity essay; a comparison and contrast of the poetry of Whitman and Dickinson *The Personal versus the Political; a study of governmental and civic influences on American ideas of individuality and autonomy based on a close reading of Thoreau’s Walden. *The Individual versus Nature: literary analysis of the use of imagery The Last of the Mohicans (film) as representative of “the other” and the unknown as represented by the American frontier *Journal writing *Mock news reporting *Informal literary response *Echo poem *Biographical sketch *Correspondence The Evolution of Personal Responsibility in American Society: a study of laws, politics, and social mores of the U.S. through 1865. Moby Dick, Herman Melville Among the Multitude, Walt Whitman To a Stranger, Walt Whitman Each Life Converges, Emily Dickinson Hope Is the Thing with Feathers, Emily Dickinson Of All the Souls that Stand, Emily Dickinson The Tell Tale Heart, Edgar Allan Poe The Fall of the House of Usher, Edgar Allan Poe Walden, Henry David Thoreau (excerpts) On Civil Disobedience, Henry David Thoreau Map of Exploration and Settlement of North America 1850-1890, Primary Source Andrew Johnson’s speech on John Brown’s raid, December 1859, Primary Source Film: The Last of the Mohicans, adapted from James Fennimore Cooper Oil on Canvas: Various, from The Landscape of Belief, John Davis Oil on Canvas: Various, from Painting the Dark Side: Art and the Gothic Imagination in Nineteenth-Century America, Sarah Burns *Journal Writing *Echo poem *Biographical sketch *Correspondence *Informal literary response The Scarlet Letter

24. Absolutely! SINGLE CCGPS ENGLISH LANGUAGE ARTS INSTRUCTIONAL UNIT FOR GRADE 8 * Analysis Essay #1: Anne Frank is often described as an optimistic person. What evidence from the text supports this belief? In a 2 page paper (typed, MLA style, 500 word minimum), discuss Anne's word choice, syntax, imagery and any other pertinent rhetorical elements that help create her voice and tone in the diary. Analysis Essay #2: Anne Frank's famous quote, "In spite of everything, I still believe that people are really good at heart," is borne out by some of the people portrayed in the diary and disproved by others. Choose one individual from the diary and use evidence from the text to show how they prove or disprove Anne's maxim (2 pages typed, MLA style, 500 word minimum). What Anne Frank experienced was an extreme version of the kinds of intolerance, bullying, and bigotry that people still experience every day. Write a personal narrative describing a time you were a victim of this type of behavior, or a time when you treated someone else unfairly. Be sure to let your own unique voice come through in your writing, using tense, voice, imagery, and all the other literary tools at your disposal to engage your audience. Is human character shaped by "nature" (e.g., genes, nutrition, and inherent skill) or by "nurture" (e.g., upbringing, cultural values, good or bad habits). Research the latest scientific findings and philosophical debate on this issue and write a 3 page paper in APA format presenting your research. Use appropriate citations. “The Thaw,” Primo Levi Literary discussion: “The Thaw” Structure, imagery, context, purpose, point of view http://www.holocaust-trc.org/thethawdiscussion.htm Anne Frank: Beyond the Diary - A Photographic Remembrance Ruud van derRol and RianVerhoeven Shamash: Holocaust Photography Exhibit http://www.shamash.org/holocaust/photos/ The Scream” Edward Munch Oil on Canvas The Freedom Writers Diary : How a Teacher and 150 Teens Used Writing to Change Themselves and the World Around Them (Excerpts) Zlata’s Diary: A Child’s Life in Sarajevo (Excerpts) ZlataFilipovic http://www.annefrank.com “First They Came…” Martin Niemoller Anne Frank: Diary of a Young Girl Example One: Keep your own diary daily for two weeks; examining your text, do you find yourself to be an optimistic person or a pessimistic person? Example Two: Look at the newspaper clippings provided to the class this morning. What human rights issues can you identify in our own country or community? Write a letter to the editor expressing your opinion on this issue and/or suggesting a course of action. Example Three: Write a single diary entry for Anne describing an imaginary day that, unfortunately, never actually took place. Describe successful rescue/liberation of the people in Anne's hiding place. How does the rescue come about? What are the historic and personal circumstances (be accurate). How does everyone feel/react? Shadow Poetry: Write a poem based on the structure of the “They Came For” poem, expressing your own unique viewpoint or experience.

30. Curriculum Maps and Comprehensive Integrated Unit Frameworks will be provided for every grade for 2012-2013

31. Resources

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36. TEACHER GUIDANCE DOCUMENT FEEDBACK AND REVIEW PROCESS

37. How can we be of service? Kim Jeffcoat State Program Coordinator English Language Arts and Literacy kjeffcoat@doe.k12.ga.us Sallie Mills Julie Morrill ELA & Literacy Program Specialist Literacy Program Specialist smills@doe.k12.ga.usjmorrill@doe.k12.ga.us Susan Jacobs ELA & Literacy Program Specialist Mary Lynn Huie sjacobs@doe.k12.ga.usGates Literacy Trainer mhuie@doe.k12.ga.us Andria Bunner ELA & Literacy Program Specialist abunner@doe.k12.ga.us Angela Baker Education Technology Specialist anbaker@doe.k12.ga.us