Common Core State Standards Follow-up Webinar Grades 9-12 May 14, 2013

1. Common Core State Standards Follow-up Webinar Grades 9-12 May 14, 2013 Mississippi Department of Education Office of Curriculum and Instruction Vincent Segalini Office Director of English/Language Arts

2. I can… Statements • I can create a unit using the Common Core State Standards. • I can utilize the PARCC Model Content Frameworks while planning lessons and units. • I can choose reading passages aligned to the PARCC MCF. • I can utilize the PARCC writing rubrics. • I can create lessons for students to meet the writing requirements of the CCSS.

3. Identifying Standards • Start with the big standards – the ultimate goals. • This can be decided by PLCs, data from assessments, pacing guides, etc. • Unpack these standards. • Use the PARCC Model Content Frameworks to build the lesson or unit. • This will help determine which standards to integrate into the lesson.

4. Major Standards RL.9-10.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). RI.9-10.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

5. Choosing a Topic • Once the standards have been identified, a topic must be chosen. • Having determined the main standard, identify a topic in social studies or science to be integrated. • Because the major standard includes an RI standard, it lends itself to integration. • Utilize SS/Science Topic List to determine a topic. • Confer and coordinate with subject area teachers.

6. Topic Social Studies Integration Possible topics for Library book selection based on the Mississippi 2011 Social Studies and 2010 Science Curriculum Frameworks United States History (Post Reconstruction to Present) United States Constitution / Amendments Supreme Court cases Welfare reform Public health insurance Environment Natural disasters Imperialism Reconstruction World War I American involvement in World Wars Cold War Middle East / Persian Gulf (U.S. involvement) Civil Rights Movement Economics (laissez-faire capitalism, etc.)

7. Integrating Standards: PARCC Model Content Frameworks (MCF)

8. PARCC Model Content Frameworks Taken from the PARCC Model Content Frameworks, Grade 10 Located behind PARCC MCF tab

9. PARCC Model Content Frameworks Taken from the PARCC Model Content Frameworks, Grade 10 Located behind PARCC MCF tab

10. Integrating Standards: PARCC Model Content Frameworks These are our major standards. We will always include RL.1/RI.1 and RL.10/RI.10. 10 Taken from the PARCC Model Content Frameworks, Grade 10 Located behind PARCC MCF tab

11. Integrating Standards: PARCC Model Content Frameworks • Utilize the PARCC MCF to identify the standards that can be integrated into the lesson/unit. • Utilize the PARCC MCF to identify what learning tasks can be used. • Utilize the PARCC MCF to identify the types and number of texts to be used. • ***We will be following Module A to create our unit. Taken from the PARCC Model Content Frameworks, Grade 10 Located behind PARCC MCF tab

12. PARCC Model Content Frameworks • These “foundational” standards are consistent across all units and lessons. • All units/lessons will integrate these standards. • These standards may be assessed on the PARCC Assessment through prose constructed response or selected response items. Taken from the PARCC Model Content Frameworks, Grade 10 Located behind PARCC MCF tab

13. Planning with the Model Content Frameworks • As we plan, we want to include: • Reading from grade level texts • Writing that is connected to our reading • Research as part of both reading and writing • Foundational skills lessons, including: • Vocabulary • Language • Citing evidence • Speaking and listening

14. Choosing Texts and Determining Text Complexity

15. Finding Grade Appropriate Texts • Utilize resources to search for appropriate texts. • Google • MAGNOLIA • Peers • Library/media specialists

16. Extended Text • Aligns to: • CCSS • Topic • MCF • Grade level

17. Additional Texts • The MCF requires use of an additional 2-3 pieces of literature and 1-2 pieces of informational text.

18. Enemies from Within Speech of Joseph McCarthy at Wheeling, WV February 9, 1950 • An additional, shorter informational text • Aligns with CCSS RI.9-10.1,3,5,6,8,9,10 • Grade appropriate with moderate complexity • Complex enough for students to write an analysis of the article

19. Enemies from Within Speech of Joseph McCarthy at Wheeling, WV February 9, 1950 CCSS.ELA-Literacy.RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). CCSS.ELA-Literacy.RI.9-10.8  Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

20. Enemies from Within • Begin with a close reading of the text. • Include an individual read, expert-reader read, and close read with text dependent questions. • Have students draw out the claim and supporting evidence during the close read. Use text dependent questions to assist. • Use a graphic organizer to document the claim and supporting evidence.

21. Graphic Organizer

22. Measuring the Validity of a Claim A. Is there conflicting information presented? There may be unfamiliar information presented. It could conflict with what you already know or believe. There may be information presented that conflicts with other information presented within the same text. B. What are the qualifications of the presenter? It is a good idea to consider the background of the person who is making the claim or presenting new ideas. Is this person familiar with the subject matter they are presenting? Are they familiar with the opposing side of their claim or argument? C. Are there reasons to support the ideas presented? Within the text, is there evidence or reason to support the claim that is being made? Is there evidence or are there reasons that contradict the claim that is being made? Adapted from “1421 Criteria Handout” from Educational Broadcasting Corp., 2007

23. Measuring the Validity of a Claim D. Are there cultural or ethnic perspectives on this topic? Have you considered the perspectives of cultural or ethnic groups in evaluating the information presented? E. Are there persuasive techniques used? In what ways does the presenter try to persuade? Does the presenter try to persuade the audience to believe their argument without substantial reasons? F. Is further research required? On hearing the ideas presented, do you feel that you need more information to make your evaluation? Consider sources to obtain more research on the topic. Adapted from “1421 Criteria Handout” from Educational Broadcasting Corp., 2007

24. Informative/Explanatory Writing • Students will take the information from the close reading and the activity evaluating the validity of the author’s argument and write an explanatory essay exploring the validity of the claim and supporting evidence.

25. Informative/Explanatory Writing Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. (W.9-10.2) • Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. • Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. • Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. • Use precise language and domain-specific vocabulary to manage the complexity of the topic. • Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. • Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

26. Measuring Reading Skills through Writing Taken from http://www.parcconline.org

27. Written Expression: Development of Ideas Taken from http://www.parcconline.org

28. Written Expression: Organization Taken from http://www.parcconline.org

29. Written Expression: Clarity of Language Taken from http://www.parcconline.org

30. Written Expression: Standard English Conventions Taken from http://www.parcconline.org

31. References Education Broadcasting Corp. (n.d.) 1421 Criteria Handout. Retrieved from http://www.teachersdomain.org/resource/vtl07.la.rv.text.lp1421/. McCarthy, J.R. (1950). Enemies from within. Retrieved from http://historymatters.gmu.edu/d/6456/. Miller, A. (1995). The Crucible. Penguin Classics: New York. National Governors Association Center for Best Practices and the Council of Chief State School Officers. (2010). Common Core State Standards. Retrieved from http://www.corestandards.org/. Partnership for Assessment of Readiness for College and Career. (2012). Expanded rubrics for analytic and narrative writing. Retrieved from http://www.parcconline.org/samples/english-language-artsliteracy/grades-6-11-generic-rubrics-draft. Partnership for Assessment of Readiness for College and Career. (2012). PARCC Model Content Frameworks. Retrieved from http://www.parcconline.org/parcc-model-content-frameworks. Student Achievement Partners. (2012. Text dependent questions. Retrieved from http://www.achievethecore.org/steal-these-tools/text dependent-questions.

32. Resources Common Core Website www.corestandards.org MDE Curriculum Page www.mde.k12.ms.us/ci MDE Common Core Page www.mde.k12.ms.us/ccss MDE Assessment Page www.mde.k12.ms.us/osa MDE SharePoint Website https://districtaccess.mde.k12.ms.us PARCC Website www.parcconline.org 32

33. Contact Information Office of Curriculum and Instruction 601.359.2586 commoncore@mde.k12.ms.us Nathan Oakley - Director of Curriculum noakley@mde.k12.ms.us Marla Davis - Mathematics mdavis@mde.k12.ms.us Vincent Segalini -English/Language Arts vsegalini@mde.k12.ms.us Chauncey Spears - AP/Gifted/SocialStudies crspears@mde.k12.ms.us 33