module 7 - backwards planning
DESCRIPTION
Idaho Common Core Standardssource: sde.idaho.govTRANSCRIPT
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Module #7 Backwards Planning:
Designing Units Based on
Argumentative Performance
Tasks
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Brought to you by the State Department of
Education and the Boise State Writing Project
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Opening Moment
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Candy Bar Arguments
Your task: Choose the candy bar you think is the BEST candy bar (limited
# so get there fast)
Find 2-3 people with the same candy bar
Work together to develop an ARGUMENT for why the candy isthe best candy
Dont forget:
Make claimsdont forget to qualify
Gather data/evidencefrom wrappers, from bag, from experience
Explainwhy data/evidence supports the claim Address counterargumentswith rebuttals
Click here to see a video of this activity.
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Rhonda Urquidi, Boise State WritingProject
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Step One: Group Standards
Step Two: Write Essential Question(s) Step Three: Create Performance Task(s) for
backwards planning
Step Four: Brainstorm POSSIBLE texts anddocuments that could be used to teach standards
and prepare students for the Performance Task.
Unit Planning to Meet the
CCSS
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From the Introduction to the Common Core
State Standards
A Key Design Consideration: An IntegratedModel of Literacy:
Although the standards are divided into Reading,Writing, Speaking and Listening, and Languagestrands for conceptual clarity, the processes ofcommunication are closely connected, as reflectedthrough this document. For example, Writingstandard 9 requires that students be able to writeabout what they read. Likewise, Speaking andListening standard 4 sets the expectation thatstudents will share findings from their research.
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Planning a Unit Step One:
Articulating Goals
Though considerations about what toteach and how to teach it may dominateour thinking as a matter of habit, the
challenge is to focus first on the desiredlearnings from which appropriate teachingwill logically follow. . .Our lessons, unitsand courses should be logically inferredfrom the results sought, not the methods,books, and activities with which we aremost comfortable.
(Wiggins & McTighe, 2005)
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From Understanding
by Design by Wiggins
and McTighe
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Think-Pair-Share
What is your go-toEntry Point for Unit Planning?
Established goals or content standards
An important topic or content
An important skill or process
A significant test
A key text or resource
A favorite activity or familiar unit
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Standards Grouping Activity
Purpose:
To become more familiar with grade and content-
specific standards
To explore how standards from different strands(Reading, Writing, Speaking & Listening and
Language) can be integrated and grouped together
To articulate goals for a unit plan aligned to the Idaho
Core (CCSS) with a focus on ARGUMENT
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PREPARATION
You will work in teams by grade
level, with 2-4 teachers to a team.
Place cards on table top in rows by
strand.
Reading
Literature
Reading
InformationWriting Speaking and
Listening
Language
RL.8.1 RI.8.1 W.8.1 SL.8.1 L.8.1
RL.8.2 RI.8.2 W.8.2 SL.8.2 L.8.2
RL.8.3 RI.8.3 W.8.3 SL.8.3 L.8.3
ETC ETC ETC ETC ETC
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Standards Grouping (cont.)
Click here to see a video of this activity.
Step One: Place cards out on table by strands. Start with acard that is RELATED to ARGUMENT and represents animportant, core goal for a unit
Step Two: In groups of 2,3 or 4, decide which standards mostlogically fit together as goals for an instructional unit and pull thecorresponding cardsremember to try and pull from each of thestrands. Start with one really rich, complex standard thatcould be the central focus of a unit.
Step Three: Use the note-catcher to record the set of standards
you have identified. REMEMBER: the cyclical nature of instruction.Many standards will be repeated/reviewed throughout the year; however,only those standards that will be the focus of instruction/mastery shouldbe included in each group
Step Four: Return cards and repeat process, beginning with a differentcentral standard. A post it or tape flag on the card keeps track of how
often it is used. Created by Rachel Bear and Paula Uriarte, BSWP TeacherConsultants
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Example
Central Standard: (RI.7.8) Trace and evaluate the
argument and specific claims in a text, assessing
whether the reasoning is sound and the evidence is
relevant and sufficient to support claims.
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Next Steps
Creating Essential Questions
Smarter Balanced (SBAC) Assessment Overview
Writing Performance Tasks
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Step One: Group Standards
Step Two: Write Essential Question(s)
Step Three: Brainstorm POSSIBLE texts and
documents that could be used to teach standards
and prepare students for the Performance Task.
Step Four: Create Performance Task(s) for
backwards planning
Unit Planning to Meet the
CCSS
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Essential Questions
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The Importance of Purpose:Crafting Essential Questions
Many studies in cognition highlight thereason its so important for students torealize why we ask them to do what we ask
them to do. The purpose of an activitydrives our motivation and engagement inthe activity.(Smith & Wilhelm, 2010)
Without purpose, significant learning isdifficult if not impossible to achieve(Wilhelm, 2007).
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Characteristics ofEssential Questions
Engaging- offers potential for intriguing students andmotivating student learning
Enduring - it leads to learning big ideas that have valuebeyond the classroom
At the heart of a discipline- it is used by practitioners to dothe subject, and solve problems and create knowledge in
that subject area
In need of uncoverage- it involves a background offoundational principles, rich concepts, theories andprocedures that require unpacking.
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Essential Questions Are Not
Answerable through information retrieval;they require operating on information to seepatterns and implications, and often requires
developing new sets of data through criticalinquiry on the part of students
Understood in one day or even one week
Easily agreed upon
Not one right answer
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Sample Essential QuestionsEngaging Readers & Writers With InquiryWihelm 2007
What makes a good home? For us? For Bears? ForLobsters? (Habitat Unit)
What is a responsible community? (Community Unit)
What makes a great leader? (Presidents, Civil War etc.)
How has our climate shaped how we live and work?(Weather)
What harms relationships? (friendship, family, Romeo andJuliet)
What geometry concepts would be essential to build a newgymnasium, including the ordering of materials?
What makes a good friend?
How does rap music and its counterpart, oratorical poetry(Whitman, Ginsberg, et al.), work for/against social change?Boise State Writing Project
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Some Ways to GenerateQuestions
Reframing a required text or topic so thatit matters/solves a problem/fulfills the
original purpose Reframing a standardso that it matters
Looking around the community for aconnection to the topic
Identify the problem/question from thediscipline that this data addresses
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Central Standard: (RI.7.8) Trace and evaluate the argumentand specific claims in a text, assessing whether thereasoning is sound and the evidence is relevant andsufficient to support claims.
Big Ideas: truth, evidence, argument, claims, reasoning
Essential Questions:
What is the truth? How important is knowing the true story?
How do people make decisions?
What is valid evidence? What makes a good argument?
How do we know something is true?
Why is it important to find truth?
Example of process of creating
Essential Questions
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Central Standard:
Possible Essential Questions:Whats the connection between style and substance?
How do you know beauty when you see it?
What moves us?
What makes something meaningful?How can changing structure change meaning?
When does an opinion become a belief?
Whats the relationship between values and behaviors?
Example of process of creatingEssential Questions
12.6 Determine an authors point of view
or purpose in a text in which the rhetoric is
particularly effective, analyzing how style
and content contribute to the power,
persuasiveness or beauty of the text.
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Click here to see a video of this
activity.
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Step One: Setting a Purpose--Brainstorming Essential Questions
Choose one group of standards from your standards groupingactivity. Brainstorm possible Essential Questions based on thestandards you grouped together. Write the questions in the spaceABOVE your grouping
Example:
Tips to Remember: Ask Qs that. . .
o get at the heart of your discipline (What is the story of ahistorical event? Whose story gets told?)
o require students to make judgments (good, best, great, mostinfluential, etc.)
o are ethical or moral (What are the costs and benefits ofcloning?)
o matter for students now and in the future
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U it Pl i t M t th
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Step One: Group Standards
Step Two: Write Essential Question(s)
Step Three: Brainstorm POSSIBLE texts and
documents that could be used to teach
standards and prepare students for the
Performance Task.
Step Four: Create Performance Task(s) for
backwards planning
Unit Planning to Meet the
CCSS
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Brainstorm possible texts
Consider your standards grouping and performance
task
Brainstorm possible texts (videos, images, novels,
primary source documents, articles) that you could
use to teach that standards grouping
Write them in the space below the standards
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U it Pl i t M t th
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Step One: Group Standards
Step Two: Write Essential Question(s)
Step Three: Brainstorm POSSIBLE texts anddocuments that could be used to teach standardsand prepare students for the Performance Task.
Step Four: Create Performance Task(s) forbackwards planning
Unit Planning to Meet the
CCSS
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Last 12 weeks of year*
SBAC: End-of-Year
Assessment
23-Mar-14
Composed of approximately 40 to 65 questions per content
areatraditional selected response, non-traditional
selected response, and constructed response
Uses adaptive delivery
Scores from items that can be scored immediately will be
reported, and then updated as scores from those requiringhuman scoring or artificial intelligence are completed.
The summative assessments may be given twice a year.
* Time windows may be adjusted based on results from the research agenda and final implementation decisions.
COMPUTER
ADAPTIVE
ASSESSMENT
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Last 12 weeks of year*
SBAC: Performance Tasks
23-Mar-14
Text Types (Stimuli)Grades 3-5: 50% Literary/50% Informational Text
Grades 6-8: 45% Literary/55% Informational Text
Grades 9-11: 30% Literary/70% Informational Text
Roughly half of the performance tasks for grades 9-11 will assess ELA or math
within the context of science or social studies.
TimeGrade 3: 60 to 90 minutes
Grades 4-7: 90 to 120 minutes
Grades 8-11: 180 minutes
Organization:
Research OR reading, writing-narrative
Research OR reading, writing-informational
Research OR reading, writing-argumentativeResearch OR reading, speaking
* Time windows may be adjusted based on results from the research agenda and final implementation decisions.
PERFORMANCE
TASKS
ELA
Math
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This makes me happy. By embedding these kinds
of tasks in instruction, the SBAC test becomes just
what students routinely do. I hope when my 7thgrade son gets to 2015, he says, this is no big
deal to read, analyze, write, revise, and present.
Well, he would never put it that way, but you know
what I mean.
Scott Cook, Idaho State Department of EducationContent Director and SBAC Item Writer
Preparing Students for the Next
Generation of Assessments
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According to the Smarter Balanced Performance
Task Specifications,a performance task must. . .
Reflect a real-world task and/or scenario-basedproblem (Darling-Hammond, 1997; Wiggins, 1998).
Performance Tasks
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Four Claims:
Claim #1 has 14 targets
Claim #2 has 10 targets
Claim #3 has 4 targets
Claim #4 has 4 targets
Smarter Balanced Test Design:
Claims and Targets
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Claim #1 - Students can read closely and analytically tocomprehend a range of increasingly complex literary and
informational texts.
Claim #2 - Students can produce effective and well-
grounded writing for a range of purposes and audiences.
Claim #3 - Students can employ effective speaking and
listening skills for a range of purposes and audiences.
Claim #4 - Students can engage in research/inquiry to
investigate topics, and to analyze, integrate, and present
information.
SBAC Claims
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General Guidelines for
Developing Performance Tasks Integrate knowledge and skills
Measure understanding, research skills, analysis, and
the ability to provide relevant evidence
Require student to plan, write, revise, and edit
Reflect a real-world task
Demonstrate knowledge and skills
Allow for multiple points of view
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C bi ti f Cl i d
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Combinations of Claims and
Targets Measured
Writing-narrative, research, reading
Writing-informational/explanatory, research,
reading
Writing-argumentative, research, reading
Writing-opinions, research, reading
Speaking, research, reading, listening
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General Specifications for
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General Specifications for
Performance Tasks
Allowable teacher and peer interactions
and group work
Organization of complex task directions
Simulated Internet access
Rubrics
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Design of Performance
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Design of Performance
Tasks
Stimulate cognition
Process information
Produce extended response
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Design of Performance
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Design of Performance
Tasks
Components of a Performance Task
Stimulus
Readings
Video clips
Audio clips
Graphs, charts,
other visuals Research topic/issue/
problem
etc.
Information
Processing Research
questions
Comprehension
questions
Simulated Internet
search
etc.
Product/Performance
Essay, report, story,
script
Speech with/without
graphics, other
media
Responses to
embedded
constructed
response questions.
etc.
Use 1-2 Stimuli for Grade 3. Use up to 5 stimuli for high school.Emphasis on stimuli related to science, history, and social studies.
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Parts of Performance Task
Part 1: Student reads sources (stimuli)
and responds to prompts (Claim 1 or 4)
Part 2: Student plans, writes, and reviseshis or her full essay (Claim 2) or plans and delivers a
speech (Claim 3)
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Performance Task example
Central Standard: Central Standard: (RI.7.8) Trace
and evaluate the argument and specific claims in a
text, assessing whether the reasoning is sound and
the evidence is relevant and sufficient to supportclaims.
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Performance task:
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Performance task:
claims
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Performance task:
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Performance task:
topic
School Lunches
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Performance task:
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Performance task:
Stimuli
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Specifics of task
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Task overview
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Start with your standards grouping you wrote an Essential Questionfor
Write a plan for a Performance Task for that group of standardsremember Performance Tasks are based on SKILLS notCONTENT.
Claim #1 - Students can read closely and analytically to comprehenda range of increasingly complex literary and informational texts.
Claim #2 - Students can produce effective and well-grounded writingfor a range of purposes and audiences.
Claim #3 - Students can employ effective speaking and listening skills
for a range of purposes and audiences. Claim #4 - Students can engage in research/inquiry to investigate
topics, and to analyze, integrate, and present information.
Writing Performance Tasks
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Frame the Unit with an
Essential Question
Assess Learning with a
Culminating Project that
represents the students
answer to the EQ
Scaffol
d
ConceptualandProceduralSkills
through
Sequencing
FrontloadConcepts, Procedures
and Prior Schema and Motivate
Sequenced, Cyclical, Engaging Instruction to
Practice Concepts and Procedures
Gradual Release of Responsibility as Students
Work Toward Culminating Project, Collecting
Feedback
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SoYou Think You Can Argue
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What is Argument?
We need to teach kids what it means to argue, and weneed to teach kids how to argue effectively.
Have your class develop their own discussion normsthrough a collaborative discussion. Write these on ananchor chart to be displayed in your room.
Give students discussion stems to help them effectivelystate opinions, provide justification, agree, disagree, andchange the topic.
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Discussion Guidelines
Be respectful to others and listen to what they are saying.
To make a good discussion, listen and offer your own ideas without blurting out.
Its okay to disagree nicely. Dont agree like a commander. Duh!
Dont say negative comments. Dont call other people names. When you disagree, benice
When other people need help, lend them a hand
Dont make the topic seem really boring if it is cool. If you dont know information aboutit, be sure to do your homework! You can look for ideas and evidence to support youropinion. Then youre thinking. Then you can be sure.
On task talk! No A.D.D.
A = No addiction to craziness!
D = No Ding Dongs or Doofuses!!
D = No Dumb Talk!!!
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Discussion Stems
If you want to express an opinion, say
In my opinion
I think/believe
Based on ___________, I think/believe ______________.
If you want someone to provide evidence for his/her opinion, say
What is your evidence to support your opinion?
What makes you say so?
So what? (*In a respectful tone)
How would you justify your opinion?
If you want to agree, say
I agree with ____________ because
I liked it when ____________ said, _____________. I thought that was a really good comment because
If you want to disagree, say I disagree with ____________ because
I have a different opinion than _________ because
If you want to add on to what someone said, say
In addition to what _____________ said, I want to add __________________.
If you want to change the subject, say
I think it is time that we move on to something different.
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Argument Opinionaire
Next to each statement, write whether you strongly agree
(SA), agree (A), disagree (D), or strongly disagree (SD).
Then provide some evidence or justification to support
your opinion.
Example:
Opinion Statement Justification
(What makes you say so?)
_____
An argument often includes people
yelling at each other.
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Four Corners
The four corners of a room are labeled: strongly agree,
agree,disagree,and strongly disagree. Move to the
corner that represents your opinion. You now have theopportunity to try to convince your classmates to move to a
different corner by presenting your reasoning.
Click here to see a video of these activities.
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On the Line/Fold the Line
Students stand along a continuum, somewhere between
strongly agree and strongly disagree in regards to a
statement or question (oftentimes form an opinionaire).
Then the line is folded in half, so the people with thestrongest opinions are facing one another. Students
each get one minute to try to persuade their partner
about their opinion.
Strongly Disagree Strongly Agree
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Judge and Jury
Work in groups to argue for an opinion or side. There
should be approximately 5 people per group (a
prosecutor, a defender, two jury members, and a judgewho will also read the scenario). The reader/judge will
share the scenario and then the prosecutor and defender
will present their arguments. The jurors will listen and
collaborate to make a decision on who wonthe
argument. Then they will present this to the judge who
will bring down the verdict.
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Draw for roles Prosecutor, Defender, Juror 1, Juror 2, Judge, and Reader (optional)
Read the scenario
Give the prosecutor and defender 1 minute to prepare theirarguments and write down evidence to make their cases
Give the prosecutor 1 minute to make his/her case
Give the defender 1 minute to make his/her case
Allow the jurors to convene and determine who made the stronger
argument and present their verdict with justification to the judge
Finally, the judge will deliver the verdict
Judge and Jury
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RAFT
You, an educationalprofessionalRole
Your future selfAudience
Journal entryFormat
How you will use argument inyour classroom in the futureTopic
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Created by Jackie Miller, BSWP TeacherConsultant
Click here to see a video of these activities.
Argument Linguistic
http://www.youtube.com/watch?v=xFhB1OXY3Gg&feature=c4-overview&list=UUqtULAmllfo0qFAv9sapapghttp://www.youtube.com/watch?v=xFhB1OXY3Gg&feature=c4-overview&list=UUqtULAmllfo0qFAv9sapapg -
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Argument Linguistic
Frames
I used to think/believePast
Then this happenedPresent
Now I think/believeFutureCreated by Jackie Miller, BSWP Teacher Consultant
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Model lesson:Author says/author does
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Frame the Unit with an
Essential Question
Assess Learning with a
Culminating Project that
represents the students
answer to the EQ
Scaffold
ConceptualandProceduralS
kills
through
Sequencing
FrontloadConcepts, Procedures
and Prior Schema and Motivate
Sequenced, Cyclical, Engaging Instruction to
Practice Concepts and Procedures
Gradual Release of Responsibility as Students
Work Toward Culminating Project, Collecting
Feedback
Created by Rachel Bear and Paula Uriarte, BSWP Teacher ConsultantsBoise State Writing Project
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Whats the relationship between
values and behaviors?
http://www.youtube.com/watch?v=jA4DR4vEgrs
Boise State Writing Project
2012
Created by Rachel Bear and Paula
Uriarte, BSWP Teacher Consultants 66
Hunks and
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Hunks andHandmaidens
Victoria Register-Freeman
Whats a hunk?
Whats a handmaiden?
What expectations does this title set up for thepiece?
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2012
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Uriarte, BSWP Teacher Consultants 67
Fi t R d
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First Read
Coding text
In the margins watch the ways the author uses
LANGUAGE in her piece. Put an asterisk* in the
margin and give what she is a doing a name. If you
aren't sure what it is, describe why its effective.
Boise State Writing Project
2012
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Uriarte, BSWP Teacher Consultants 68
What the author says/
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What the author says/
what the author does
Her son gothandsome at about
age15
A lot of girls were payingattention to her son
Analogy Tom Sawyerto Tom Cruise
Rhetts Gidgets
(allusion)
Flaxen-haired surfer girls(epithet)
Like fruit fliesdense
buzzing massesextended simile shows how
prevalent these girls wereconnotation: annoying
Boise State Writing Project
2012
Created by Rachel Bear and Paula
Uriarte, BSWP Teacher Consultants 69
What issues are brought up in
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What issues are brought up in
the text?
Prevalence of single mother households
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2012
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At t bl
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At your table
Designate a person for each role (try at least
one in each category:
The author, Mom, Victoria Register-
Freeman
Rhett and Robert the hunks
Shauna, Tiffany, Kendra, Kimberly, Bonnie
the handmaidens
The dad
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Table activities
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Table activities
1-Tableaucreate a living picture of the people in the
essay. What would they be doing? What would that
look like?
2-Oprah showThese people are on an Oprah show
focusing on gender roles. What would happen?
3-Episode of This American LifeWhat does the
essay tell us about current roles in America?
4-Talk Radio show with callers on the topic ofWhat
s
the relationship between values and behaviors?
using these people as your guests.
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2012
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Boise State Writing Project
2012
Created by Rachel Bear and Paula
Uriarte, BSWP Teacher Consultants 73
Click here to see a video of thisactivity.
E it ticket
http://www.youtube.com/watch?v=KN0XSMlkFdA&feature=em-upload_ownerhttp://www.youtube.com/watch?v=KN0XSMlkFdA&feature=em-upload_ownerhttp://www.youtube.com/watch?v=KN0XSMlkFdA&feature=em-upload_ownerhttp://www.youtube.com/watch?v=KN0XSMlkFdA&feature=em-upload_owner -
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Exit ticket
3most important things you
want to remember from today
2questions you still have
1ah-ha!moment from today