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PowerPoint November 17, 2011
COMMON CORE
Georgia Performance Standards
English Language Arts and Literacy Grades 9-12
WEBINAR SERIES 3: BUILDING INSTRUCTIONAL UNITS
This session will begin at 3:30 p.m. on Nov. 17, 2011
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Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
7/20/2016
1
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).
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
7/20/2016
2
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
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
NOVEMBER 2011
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
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
ELACC3RL1: Ask and answer questions to
demonstrate understanding of a text, referring explicitly to the
text as the basis for the answers.
ELA3R3 The student uses a variety of strategies to gain meaning from grade-level text. The student
a. Reads a variety of texts for information and pleasure.
b. Makes predictions from text content.
c. Generates questions before, during, and after reading.
d. Distinguishes fact from opinion.
e. Recognizes plot, setting, and character within text, and compares and contrasts these elements between texts..
f. Makes judgments and inferences about setting, characters, and events and supports them with evidence from the text.
g. Summarizes text content.
h. Interprets information from illustrations, diagrams, charts, graphs, and graphic organizers.
i. Makes connections between texts and/or personal experiences.
j. Identifies and infers main idea and supporting details.
k. Self-monitors comprehension to clarify meaning.
l. Identifies and infers cause-and-effect relationships and draws conclusions.
m. Recalls explicit facts and infers implicit facts.
n. Identifies the basic elements of a variety of genres (fiction, non-fiction, drama, and poetry).
o. Uses titles, tables of contents, and chapter headings to locate information quickly and accurately and to preview text.
p. Recognizes the author’s purpose.
q. Formulates and defends an opinion about a text.
r. Applies dictionary, thesaurus, and glossary skills to determine word meanings.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
ELACC7RL1: Cite several pieces of textual evidence to
support analysis of what the text says explicitly as well as inferences
drawn from the text..
ELA7R1 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. Distinguishes between the concepts of theme in a literary work and the author’s purpose in an expository text.
b. Interprets a character’s traits, emotions, or motivations and gives supporting evidence from a text.
c. Relates a literary work to information about its setting or historical moment.
d. Analyzes recurring and similar themes across a variety of selections, distinguishing theme from topic.
e. Identifies events that advance the plot and determines how each event explains past or present action(s) or
foreshadows future action(s).
f. Analyzes characterization (dynamic and static) in prose and plays as delineated through a character’s thoughts,
words, speech patterns, and actions; the narrator’s description; and the thoughts, words, and actions of other
characters.
g. Explains and analyzes 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)
ii. Figurative language (e.g., simile, metaphor, personification, and hyperbole)
iii. Graphics (e.g., capital letters, line length, word position).
h. Identifies and analyzes how an author’s use of words creates tone and mood, giving supporting evidence from
text.
Dr. John D. Barge, State School Superintendent
i. Identifies and analyzes
similarities
differences
“Making Education
Workand
for All
Georgians” in traditional literature from different cultures.
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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.
Dr. dramatic
John D. Barge,
State
School
Superintendent
c. Identifies and analyzes
elements,
(i.e.,
stage directions,
fourth wall, expressionism, minimalism, dramatic irony).
“Making
Educationelements
Work forsupport
All Georgians”
d. Identifies and analyzes
how dramatic
and enhance the interpretation of dramatic literature.
www.gadoe.org
TRANSITION STANDARD
Teach parallel structure in grade 10 and 11 in transition year
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Text Complexity
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
What do we know?
• K-12 Reading texts have seen a decline in
the levels of difficulty over the last halfcentury
• 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
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
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
Quantitative
aspects
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
Reader and task considerations focus 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.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
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.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Integrated Learning
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
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.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
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.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
BACKWARD DESIGN
THE BIG PICTURE
IDENTIFY DESIRED RESULTS
COLLEGE AND
WORKFORCE READY
DETERMINE ACCEPTABLE EVIDENCE
GATHER, COMPREHEND,
EVALUATE, SYNTHESIZE, AND
REPORT ON INFORMATION
FROM COMPLEX TEXTS,
CONDUCT ORIGINAL
RESEARCH, SOLVE PROBLEMS
PLAN INSTRUCTION
INTEGRATED
INSTRUCTION BASED ON
PARCC FRAMEWORK
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
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.
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
• 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
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
INTEGRATED FRAMEWORKS IN DEVELOPMENT
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
BACKWARD DESIGN
IN UNIT PLANNING
IDENTIFY DESIRED RESULTS
Meet standards RL1-RL10/RI1-10/W1-10/SL1-6/L1-6
GATHER, COMPREHEND,
EVALUATE, SYNTHESIZE, AND
REPORT ON INFORMATION
FROM COMPLEX TEXTS,
CONDUCT ORIGINAL
RESEARCH, SOLVE PROBLEMS
DETERMINE ACCEPTABLE EVIDENCE
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.)
PLAN INSTRUCTION
RESEARCH
PEER REVIEW
NEWSPAPER
MOCK TRIAL
DEBATE
DRAMATIC PRESENTATION
SOCRATIC SEMINAR
ACADEMIC CONFERENCE
FIELD TRIP (ETC.)
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
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
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
SINGLE CCGPS ENGLISH LANGUAGE ARTS
INSTRUCTIONAL UNIT FOR HIGH SCHOOL
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
The
Scarlet
Letter
*Journal writing
*Mock news
reporting
*Informal literary
response
*Echo poem
*Biographical
sketch
*Correspondence
*Extended analysis on
the Individual versus
Society in American
Literature of the mid19th 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
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
The Evolution
of Personal
Responsibility
in American
Society: a
study of laws,
politics, and
social mores
of the U.S.
through 1865.
*Journal Writing
*Echo poem
*Biographical
sketch
*Correspondence
*Informal literary
response
SINGLE CCGPS ENGLISH LANGUAGE ARTS
INSTRUCTIONAL UNIT FOR HIGH SCHOOL
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
SAMPLE LIST OF SHORT TEXTS
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
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
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Curriculum Maps and Comprehensive
Integrated Unit Frameworks will be
provided for every grade for 2012-2013
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Resources
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
SUBSCRIBE TODAY!
[email protected]
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
SUBSCRIBE TODAY!
[email protected]
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
TEACHER GUIDANCE DOCUMENT
FEEDBACK AND REVIEW PROCESS
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
How can we be of service?
Kim Jeffcoat
State Program Coordinator
English Language Arts and Literacy
[email protected]
Sallie Mills
ELA & Literacy Program Specialist
[email protected]
Susan Jacobs
ELA & Literacy Program Specialist
[email protected]
Andria Bunner
ELA & Literacy Program Specialist
[email protected]
Angela Baker
Education Technology Specialist
[email protected]
Dr. John D. Barge, State School Superintendent
“Making Education Work for All Georgians”
www.gadoe.org
Julie Morrill
Literacy Program Specialist
[email protected]
Mary Lynn Huie
Gates Literacy Trainer
[email protected]
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