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Planning for InstructionFocus on Unit Three: Narrative Reading and Writing

Secondary Reading/English Language Arts October 2013

+Training Outcomes

Examine Diagnostic

Student Writing

Samples

Examine Narrative Reading

and Writing in

CCSS

Review Unit Plan /

Daily Lesson

Planning for Unit 3

Examine Text-

Based Narrative Writing

Assessment

+Student Responses from the

Diagnostic Writing Assessments

Examine the sample essays written by students in response to the task of writing an objective summary essay- one that tracked a central idea throughout a text with evidence and specific details.

What do you notice about the student responses in terms of the rubric expectations? How did the students use text evidence? How did they develop their ideas? Organization? Clarity of language? Conventions?

Turn and talk to your colleagues about what you notice.

+Planning for Instruction Based

on Data: Analyzing Student Responses

What are some of your discussion ideas about the student work?

How could departments of secondary Reading/Language Arts teachers use these samples to guide and inform their instruction?

Since our next unit it about narrative writing- what skills would we chose to focus on to help students?

+Narrative Reading and Writing

So what is a narrative? What types of reading materials fall into this genre of reading? What does it mean to write a narrative?

Let’s start with your own stories! Turn and talk to your colleagues about something out-of-the ordinary that happened to you lately… Take 3 minutes to share an idea.

+Narrative Reading and Writing

In listening to each other tell your “stories,” chances are you each had some common components to them-

A beginning, middle, and an end

A setting/ place where action takes place

Specific events

People/characters in your episode

Details of the story that added style/tone/information for clarity

A central idea or theme or moral or point to your story

Turn to the definitions about narrative in your handout kit and read about how reading and writing narratives show up in CCSS and PARCC model frameworks. Also notice how PARCC will assess narrative writing.

+Fiction or Nonfiction?

Now that we have seen that “story” can exist in both literature and informational texts- as defined by CCSS and PARCC, let’s see if we can tell the difference between fiction and nonfiction. On the next slides, you will find a passage of text from either a work of fiction or nonfiction. You will need to use your fiction or nonfiction cards to indicate which one you believe the text to be.

Good luck!

+Fiction or Nonfiction?

EXCERPT 2

“Beyond the thirty-three familiar shadows, forty thousand men, exhausted by nervous expectation, unable to sleep for romantic dreams of battles yet unfought, lay crazily askew in their uniforms. A mile yet farther on, another army was strewn helter-skelter, turning slow, basting themselves with the thought of what they would do when the time came: a leap, a yell, a blind plunge their strategy, raw youth their protection and benediction.

Now and again the boy heard a vast wind come up, that gently stirred the air. But he knew what it was, the army here, the army there, whispering to itself in the dark. Some men talking to others, others murmuring to themselves, and all so quiet it was like a natural element arisen from south or north with the motion of the earth toward dawn.”

Fiction or Nonfiction?

Excerpt 2 FICTION

EXCERPT FROM “THE DRUMMER BOY OF SHILOH” BY RAY BRADBURY

+Fiction or Nonfiction?

EXCERPT 5

“Knowing the kind of crazies that could have been in the area, a million possibilities ran through his head as he ran to her. A million possibilities- but never would he have thought of this. He found his daughter by the edge of the bank huddled up and crying. He tried to calm her down, but to no avail. All she could do was point to the other side. So he scooped her up and carried her back to the house to make sure she was okay. Finally, he got her to tell him what had made her scream. “

Fiction or Nonfiction?

Excerpt 5 NONFICTION

THIS EXCERPT IS “ THE GOAT MAN OF PRINCE GEORGE’S COUNTY” FROM WEIRD MARYLAND

+Narrative Genre in the CCSS

We have:

Reviewed student data

Examined definitions of terms- in CCSS and in PARCC

Evaluated examples of the genre

Now, we will unpack relevant Common Core Standards for Reading Fiction and Nonfiction

CCSS Focus Standard: Unpacking For Instruction

College and Career Ready Anchor Standards 2 and 3

What are the Knowledge Demands? What do students need to know?

What are the Instructional Implications? What do teachers need to do?

Common Core State Standards

In MS/HS RELA: Focus Standard

Reading Standards 2 and 3

+Unpacking the Standards

CCR Anchor Standards for Reading Standards 2 and 3

CCR2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

CCR3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

+Review of Discussion

CCR Standards

RL/RI 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 

RL/RI 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Knowledge Demands: What do the students need to know and be able to do?

Fiction

Nonfiction

Instructional Implications: What do the teachers need to do?

Fiction

Nonfiction

+Examination of CCSS

Standards: Grade-Specific Bands

+Unpacking the Standards:

Grade-Specific Bands CCSS RL 8 2 : Determine a theme or central idea of a text

and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

CCSS RI 8 2:Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

CCSS RL 8 3:Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

CCSS RI 8 3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

+Unpacking Standards: Target

Grade CCSS RL/RI 8 3 Using the CCSS Planning Grid, work in groups to unpack CCSS RL

8.2 or CCSS RI 8.2 - One group for Reading Literature and one for Reading Informational texts.

First, think about the big ideas in the standard itself

Next, try to determine the component parts of the standard-what one has to know and be able to do to master this standard- think in terms of action verbs required for cognitive demand - e.g., identify, explain, analyze, etc.

Then, write student objectives to reflect what the students will learn: Students will….

Consider how this objective will be assessed

Think about a possible graphic organizer that might help visualize the key components of the objective

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+Taking a Closer Look at Unit 3

+Closer Look at Unit 3: Why Narrative?

PARCC Prose Constructed Response- Narrative writing is assessed as a task on the PARCC examination

Integration of Standards Reading- read and reread closely–Fiction and Nonfiction Writing- experiment with different forms, audiences, and

purposes while learning narrative technique Language- learn how to say it with clarity and precision Speaking & Listening- opportunity to build

comprehension, collaboration, and presentation skills

Focus on close reading/narrative writing / evidence-based discussion

+Planning for Implementation of Unit 3 Narrative Genre

Curriculum Framework Progress Guides for 2013-2014

Unit 3 Overview

Unit 3 Resource Kit- Found on the MS RELA Google Site

Planning Grid and MS RELA DTA FFT Lesson Planner

Resources- CCSS Literature Core Textbooks, additional pieces of literary nonfiction, rich variety of materials including paired texts, complex texts, and leveled texts for all readers.

Use the REVISED DTA.

+Summative Assessment for Unit

3Planning with the End in Mind

How does one assess for narrative writing using mentor text? Let’s take a look at a national model for on-demand writing and sample student responses from this model.

Using the www.achievethecore.org writing samples for Narrative On-Demand Writing to a Prompt, read the expectations of the writing assessment and the grade-level example of student narrative writing.

What do you notice about the student responses?

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PARCC focuses on students rigorously citing evidence from texts throughout the assessment.

PARCC includes questions with more than one right answer to allow students to generate a range of rich insights that are substantiated by evidence from text(s).

PARCC requires writing to sources rather than writing to de-contextualized expository prompts.

PARCC also includes rigorous expectations for narrative writing, including accuracy and precision in writing in later grades.

Shift 2: Reading and writing grounded in evidence from text, literary and informational

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SO. . .

Two standards are always in play—whether items are focused on reading or writing. These standards are:

Reading Standard One (Use of Evidence)

Reading Standard Ten (Complex Texts)

Students’ Command of Evidence with Complex Texts is at the Core of Every Part of the Assessment!

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+PARCC Rubric

We will use the PARCC Primary Trait Scoring Rubric to score the student writing PCRS for the Unit 3 Assessment.

We will work as a system to set student anchor papers for the essays and teachers will grade the student responses in collaborative teams.

PARCC rubric is available at http://www.parcconline.org/samples/english-language-artsliteracy/grades-6-11-generic-rubrics-draft

+Turn and Talk:

What are the assessment implications?

PARCC

Quarterly Assessments

Classroom Instruction

What have you learned about unpacking the standards, using the unit resources, and examining student work as a means to begin and end a unit of instruction?

Turn and talk with a partner at your table about your biggest takeaways from this session.

Biggest Takeaways

Secondary Reading/English Language Arts Office

Andrea Thomas-Munson, Instr. Spec., 6-8

Andrea.Munson@pgcps.org

Karen Shaw, Instr. Spec.-Special Educ.,6-12 Karen.shaw@pgcps.org

Doreen Myers, Supervisor-Secondary RELA dmyers@pgcps.org

Patricia Miller- Secondary RELA Consultant

plmiller@pgcps.org Phone Number301-808-8284