NROC Developmental English—An Integrated ProgramInstructor Guide: Unit 3

Unit 3: Discovering Implied Meaning

INTRODUCTION ...............................................................................................................2LEARNING OBJECTIVES .............................................................................................2FOUNDATIONS ALIGNED WITH UNIT 3 .....................................................................2NECESSARY BACKGROUND KNOWLEDGE .............................................................3

ABOUT THE READING ASSIGNMENT ...........................................................................3READING SELECTION.................................................................................................3INSIGHT INTO THE READING SELECTION................................................................3VOCABULARY IN CONTEXT FOR “THE FOURTH OF JULY”.....................................4TIPS...............................................................................................................................4ENRICHMENT...............................................................................................................6

INTEGRATING GRAMMAR, PUNCTUATION, AND USAGE (GPU)...............................7INSIGHT INTO THE UNIT GPU FOUNDATIONS .........................................................7TIPS...............................................................................................................................7ENRICHMENT.............................................................................................................10

ABOUT THE WRITING ASSIGNMENT ..........................................................................11WRITING ASSIGNMENT ............................................................................................11INSIGHT INTO THE WRITING ASSIGNMENT ...........................................................11UNIT 3 WRITING ACTIVITIES ....................................................................................13TIPS.............................................................................................................................13ENRICHMENT.............................................................................................................14

COMMON CORE STATE STANDARDS ........................................................................15EXTENSION ACTIVITIES ...........................................................................................15

ACCESSIBILITY .............................................................................................................16CLOSED CAPTIONS...................................................................................................16SCREEN READERS ...................................................................................................17ADDITIONAL RESOURCES .......................................................................................17

UNIT ASSESSMENT SAMPLE ANSWERS AND SCORING GUIDES..........................18UNIT 3, FORM A, CONSTRUCTED RESPONSE........................................................18UNIT 3, FORM B, CONSTRUCTED RESPONSE........................................................20SCORING GUIDES .....................................................................................................22

MEMBER SUGGESTED SUPPLEMENTS .....................................................................23JOIN THE COMMUNITY.................................................................................................23

Developed by The NROC Project. Copyright ©2014 Monterey Institute for Technology and Education

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IntroductionThis unit focuses on identifying and creating implied meaning within a reading. As students discover what an author wants to convey but does not directly state, they will learn how the following elements shape a text, both in their own writing and in the works of others: coherence, supporting details, point of view, and cultural context. Students will then apply their understanding to the creation of a narrative response with an implied thesis statement, effective topic sentences, and appropriate attention to verb usage within a sentence.

LEARNING OBJECTIVES

Identify major supporting details in a reading. Identify minor supporting details in a reading. Identify the author’s point of view in a reading. Identify the cultural context of a reading. Identify the implied main idea in a reading. Choose a topic in response to a narrative prompt. Write an implied thesis statement in response to a narrative prompt. Develop topic sentences supporting an implied thesis statement. Use correct subject-verb agreement to create coherence in writing. Identify past tense. Identify present tense. Identify future tense. Use consistent verb tense to create coherence in writing. Use referents to create coherence in writing. Use transition words to create coherence in writing. Use context clues to define unknown vocabulary in a reading. Use word parts to define unknown vocabulary in a reading.

Essential College Skills: Reading Comprehension

FOUNDATIONS ALIGNED WITH UNIT 3You can locate the Foundations for each unit by clicking on the “Resources” button in the top right-hand corner of the screen. We have also provided this separate list of links for the Unit 3 Foundations:Major and Minor Supporting Details

http://content.nroc.org/DevelopmentalEnglish/unit03/Foundations/major-and-minor-supporting-details.html

Author’s Point of View and Cultural Context

http://content.nroc.org/DevelopmentalEnglish/unit03/Foundations/author-s-point-of-view-and-cultural-context.html

Implied Main Ideas http://content.nroc.org/DevelopmentalEnglish/unit03/Foundations/implied-main-ideas.html

Developing an Implied Thesis Statement and Topic

http://content.nroc.org/DevelopmentalEnglish/unit03/Foundations/developing-an-implied-thesis-statement-and-topic-sentences.html

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SentencesSubject-Verb Agreement

http://content.nroc.org/DevelopmentalEnglish/unit03/Foundations/subject-verb-agreement.html

Past, Present, and Future Tense

http://content.nroc.org/DevelopmentalEnglish/unit03/Foundations/past-present-and-future-tense.html

Coherence http://content.nroc.org/DevelopmentalEnglish/unit03/Foundations/coherence.html

Using Context Clues http://content.nroc.org/DevelopmentalEnglish/unit01/Foundations/using-context-clues.html

Identifying Word Parts

http://content.nroc.org/DevelopmentalEnglish/unit01/Foundations/identifying-word-parts.html

Essential College Skills: Reading Comprehension

http://content.nroc.org/DevelopmentalEnglish/unit03/Foundations/essential-college-skills-reading-comprehension.html

NECESSARY BACKGROUND KNOWLEDGEReview these concepts with students prior to starting this unit:

Gaining computer access and navigating in an online environment Identifying the author, topic, major details, intended audience and purpose of a

reading Annotating and summarizing a text Crafting and supporting a thesis statement Creating a two-paragraph summary and opinion response to a reading using

Standard English and functioning sentence structures Understanding and using the writing process

About the Reading AssignmentREADING SELECTION“The Fourth of July,” by Audre Lorde

INSIGHT INTO THE READING SELECTIONWhy it was chosen: This piece was chosen for its ability to connect with students and illustrate important points about narrative writing, namely the influence of voice, context, and descriptive details that show a story rather than just tell it. Pacing is also important within this text. Lorde could have simply stated her overall reaction to the injustice her family received in the nation’s capital and its irony, but she reveals the story slowly with great effect so that the reader experiences the range of emotions coupled with this event along with her. The end result is more powerful, becoming a perfect example of how implied meaning and the deliberate placement of important details can affect the text’s message and the reader’s response to it.

Reading difficulty: Due to the implied nature of much of this text, students who have trouble with inference will need some additional guidance as they read. However, by asking important questions along the way, (i.e., “Why is it significant that this story takes place in Washington D.C.?” or “Why is she as angry at her parents’ reaction as she is at

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the ignorance of the waitress?”), students can make the necessary connections on their own, making this reading a potential confidence-building opportunity for success. The details are also very realistic and approachable, making it possible for readers to realize the point of the story as they feel the author’s shift from initial excitement over a family vacation to the prejudice she experiences within a city meant to represent equality and justice. Therefore, the piece is accessible given enough scaffolding and opportunity for discussion.

VOCABULARY IN CONTEXT FOR “THE FOURTH OF JULY”acknowledgedagonizingagonyanticipatedback-streetBataancaravancelebrationColoredConnecticutcopybook diarycorded and crisp

and pinaforedcorollacounter stoolsD.A.R.daintydazzlingdecreeddemocracydepositdepriveddilatededgeemphatic

ensconcedexposedfabledflair for the quietly

dramaticfleabagFourth of Julyfuryglycerineill willindignantinjunctioninjusticekinLiberty BellLincoln MemorialMarian Andersonmeaslymilk trainmobilemottledNegroesnunsoutragedpavement

Pennsylvania Avenue

Philadelphiapreparationspretenseproblematicprogressiveracismreal estaterock cakesrosewaterscallopedsoda fountainspice bunsquintingstep-standardstravestyumpteenthviolentlyvitalvulnerableWashington, D.C.woe

TIPSIf students have difficulty recognizing implied main ideas:

Look at magazine ads to illustrate how certain details are purposefully presented to gain a certain reaction from readers.

Look at cartoons and discuss the element of humor as implied meaning, paying special attention to the details that help readers get the joke.

Examine photos (i.e., http://lightbox.time.com/2013/12/02/time-picks-the-top-10-photos-of-2013/#1*) to determine the known details (observations) and what they infer (implied meaning). What is the picture about? How do we know? How do the strategies we use to determine meaning in visual literacy apply to textual literacy?

Find other readings with implied elements and practice identifying the key details that point to the main message, and deduce the author’s meaning from them.

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If students have trouble with vocabulary: Lead a general discussion of terms, or divide the list into sections that small

groups can explore and then share with the class. Assign some of the terms to different groups (democracy, indignant, travesty,

etc.) and discuss the factors surrounding these terms (possible causes, effects, situations in which they could or do appear, etc.). They can then report their findings or create a visual representation of each term to present to the class (What image best represents this term?).

Provide access to computers for students to look up images and facts associated with some of the more visual elements (scalloped, rosewater, spice bun, soda fountain, etc.) or famous places.

If students struggle with the reading: Annotate the text together or in groups, identifying the contents and purpose of

each paragraph as well as the connection between paragraphs (coherency-focus).

Stop students periodically throughout the reading and have them discuss what they think the reading means at each stage.

Create an outline post-reading to help students visualize the connection between the pieces and identify the implied message based on the details.

Helping students connect reading and writing: Place stations around the room listing word associations that influence the text

(culture, author’s point of view, time period, text creation, location, family reaction, the trip’s significance, etc.). Ask students to move around the room individually or in small groups. At each station, students should brainstorm and record how that particular concept influenced the creation of the text. What would be different in the text if something changed (author had experienced prejudice before, she wasn’t excited to go, event occurred in a different time period or a different place, etc.)? How does each of these concepts affect the particular outcome the author experienced?

After working through each station, ask students to come together and discuss which concepts seemed to have the biggest influence on the author and/or text and to explore why.

Ask students to make a list of the concepts that influence the story they will be writing about in the assignment. What is important? How does that impact what they will write?

This activity can be done online through discussion groups.

Tips for Teaching English Language LearnersMaking connections: In the reading, Audre Lorde becomes angry with her parents. Instructors can be aware that some newcomer students might feel it is disrespectful to express anger at a parent, or in general. At the same time, newcomer students may have experienced some difficulties, discomfort, and/or unfair treatment, which could help them identify with Lorde’s experience. Sensitive group discussion about these topics beforehand can make students receptive to the reading.

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Vocabulary: The tips outlined above for helping students with vocabulary should work very well for English language learners, particularly the image search and fact search. Used as a “dictionary,” Google images, although imperfect, can convey ideas without language.

Academic Word List (AWL): acknowledgedanticipatedemphaticexposed

ENRICHMENTSuggested Activities

Pair the reading with a sample (or whole text) from the historical document, “The Meaning of July Fourth for the Negro” by Frederick Douglas (1852). See http://www.pbs.org/wgbh/aia/part4/4h2927.html* for the full text.

What, to the American slave, is your 4th of July? I answer; a day that reveals to him, more than all other days in the year, the gross injustice and cruelty to which he is the constant victim. To him, your celebration is a sham; your boasted liberty, an unholy license; your national greatness, swelling vanity; your sounds of rejoicing are empty and heartless; your denunciation of tyrants, brass fronted impudence; your shouts of liberty and equality, hollow mockery; your prayers and hymns, your sermons and thanksgivings, with all your religious parade and solemnity, are, to Him, mere bombast, fraud, deception, impiety, and hypocrisy -- a thin veil to cover up crimes which would disgrace a nation of savages. There is not a nation on the earth guilty of practices more shocking and bloody than are the people of the United States, at this very hour.

Compare and contrast the two readings, making sure to address purpose, message, medium (speech vs. text), use of narrative elements, time period, events of the time period, language usage, style, strategy, impact, and overall effectiveness. Here are some points to include: o Authors equate two concepts that should NOT go together but do (Douglas:

Independence Day and slavery; Lorde: Washington D.C. and racism), making people question the ideas of equality and freedom for all.

o By negatively equating two concepts that should be symbiotic or complimentary (i.e., freedom and Washington D.C.) but don’t seem to be in this reading’s context, the author grabs the reader’s attention and calls into question the incongruent nature of the ideas, drawing attention to why seemingly equal things appear problematic. This also asks the reader to examine his or her place in the incongruence. How might one’s personal actions/choices be a part of the problem?

o Both texts create highly visual images. Think what would be lost if the authors stated their meanings rather than visually constructing and implying them.

Add a figurative language activity and compare how both authors employ this literary technique. Examples:

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o metaphor: sound of rejoicing –equating sounds of a would be “celebration” to a “sham”; equating “prayers…solemnity” to “mere…hypocrisy”

o imagery: gross injustice; cruelty; constant victim; boasted liberty; swelling vanity; brass fronted impudence; nation of savages; bloody

o personification: a thin veil to cover up crimes.

Integrating Grammar, Punctuation, and Usage (GPU)INSIGHT INTO THE UNIT GPU FOUNDATIONSThe three GPU Foundations in this unit focus on grammatical issues associated with personal narratives: subject-verb agreement; past, present, and future tense; and coherence. Even though these topics need to be addressed in any written modality, working on them in narrative writing contextualizes the lessons to the students’ ability to clearly relate their own story. To create their own narrative, students must show who is doing the action, when those actions took place, and how all of those things fit together to support their main idea.

GPU Foundations Subject-Verb Agreement Past, Present, and Future Tense Coherence

You can locate the GPU Foundations for each unit by clicking on the “Resources” button in the top right-hand corner of the screen.

TIPSSubject-Verb Agreement:Problems with subject-verb agreement for adult learners are often associated with two particular issues. The first is difficulty identifying the subject of a sentence, such as when it appears after the verb or is not the noun closest to the verb. This problem is addressed in the Foundation lesson and some specific examples are shown in the Grammar in Context lens in the Active Reader.

The other issue is the tendency for spoken word conventions to get transposed into students’ writing. This lesson, as with many others in this course, approaches these spoken word conventions as dialects so that students’ appropriate use of those conventions is recognized and validated. That is why the Foundation lesson on this topic presents subject-verb agreement as a rule for Standard English. It is useful to point out that Standard Written English is no better or worse than any other dialect in the English language; it just happens to be the dialect used in colleges and universities, as well as in the business world. This allows students to discover on their own the value of Standard Written English.

Tips for Teaching English Language LearnersSubject-Verb Agreement: Just like native speakers, ELLs may make subject-verb agreement errors because of a widely separated subject and verb and because of their pronunciation: If they say verbs without inflectional endings, they might transfer this to their writing, creating an error. It can be useful to take a few moments to remind students how to do sentence analysis. Tell students to first look carefully for prepositional phrases (review Unit 1 if needed) and to highlight or draw brackets

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around them and exclude them from any analysis. The “find the verb and go left” technique described in Unit 2 can be useful again here, with special emphasis on noticing widely separated subjects and verbs.

Past, Present, and Future Tense: Use of consistent verb tense is one of the most common problems for emerging writers. And even though there are actually twenty-four tenses in the English language, the lesson in this unit is aimed at helping students recognize the importance of the timeline that readers need to create in order to understand the sequence of events related in a personal story or essay. Since spoken word conventions allow for a more relaxed and free-flowing use of verb tense, students are often unaware of the confusion this causes in writing. Once pointed out, though, it is typically a problem that is not only easy for them to fix, but is easy for them to identify during peer review.

The Grammar, Punctuation, Usage lens in the Active Reader explores how appropriate use of verb tense creates the timeline in Audre Lorde’s essay. It can be used to help the students not only understand appropriate use of verb tense, but the cultural context of the reading itself.

Tips for Teaching English Language LearnersVerb Tenses: Depending upon their native language, verb tenses may present small or large challenges for English language learners. The greatest challenge will be for students whose native language uses adverbials to mark time frame, instead of inflectional endings. (“Today I go. Tomorrow I go. Yesterday I go.”) Other students can manage the past, present, and future but stumble on the progressive or perfect aspects, which may not have equivalents in their native language. If ELLs have verb tense errors in their writing, it is best to draw their attention to the error and have them try to fix it on their own. They can review the lesson in this unit or consult references such as http://www.englishpage.com/verbpage/verbtenseintro.html*. If the error persists, however, instructors can provide the correct tense with an explanation.

The timeline activity suggested in the Enrichment activities is also useful for ELLs struggling with tenses; the timeline could be used with the reference charts linked above, to help students understand the choice of verb tenses in the reading selection. Using the unit reading for grammar instruction this way is time well spent because it is also likely to increase students’ overall comprehension.

Coherence: The lesson on coherence in this unit covers the use of referents and transitions as a way to concentrate on the main idea. Since one of the main problems students have when writing longer essays is staying on topic and keeping all of their supporting paragraphs focused on the original thesis, presenting coherence at this early stage of the course is a way to help students discern which details to prioritize in their writing. It also reinforces the Foundation lessons in this unit that apply to major and minor supporting details – students can look for the referents and transitions as a way to identify these details in the reading, which leads to understanding the overall meaning.

The coherence of Lorde’s piece is explored in the Grammar, Punctuation, Usage lens in the Active Reader, which also points out areas where repetition – as opposed to the use of referents – has a much stronger impact on the reader and on the reader’s understanding of the implied main idea.

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Tips for Teaching English Language LearnersThis and These: Deliberate repetition of key words improves coherence, and the Grammar, Punctuation, Usage lens illustrates this very well for students. ELLs can sometimes have a problem, though, of repeating words too often because they lack vocabulary. A manageable way for ELLs to both achieve coherence and avoid too much repetition is to encourage them to use “this” and “these” in their writing, as illustrated in the following exercises.

Washington, D.C. and New York are located on the East Coast of the United States. (This/These) cities are governmental and financial centers for the country.

To Kill a Mockingbird was written by Harper Lee. (This/These) important novel is still popular more than 50 years after its publication.

When I went to visit my relatives in another state last summer, I was homesick. My aunt told me that (this/these) emotion was perfectly normal, and I felt better after a while.

In order, Mercury, Venus, Earth, and Mars are closest to the Sun. (This/These) planets are much smaller than Jupiter, which comes next.

Seemingly a simple distinction for singular and plural, choosing between “this” and “these” can be difficult for ELLs if they pronounce them similarly. To do this activity, instructors can project these sentences or write them on the board; in an alternative exercise, the second noun (“category word”) can be left off, and students have to think of an appropriate word or phrase to restate the idea another way. The class can generate other examples together.

Track The Noun: If students need more examples of repeated key words, instructors can obtain a short passage that displays good use of repeated ideas in various forms. In pairs or teams, students can “track the noun” (or “track the concept”) and circle every instance of the idea or noun (e. g. sleep, slumber, shut-eye, rest in a passage about sleep deprivation). This helps students see how writers vary their language when referring to one idea.

Word Cloud: After students finish their writing, they may enjoy making a word cloud by copying and pasting it into the Wordle website. http://www.wordle.net/* Words that students used most frequently will appear in larger text, giving a visual representation of important (and repeated) ideas in the text.

Finally, students should be instructed to view the Grammar in Context video presentation located in Resources for the unit before editing and proofreading their essay. The video presentation addresses all three GPU lessons to help students during the editing and proofreading stages of essay development. A good strategy would be to have students watch the video and immediately begin editing and proofreading their final response paragraph.

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ENRICHMENTSuggested Activities

Create a full timeline for “The Fourth of July” that includes the sequence of events detailed in the essay. Ask students to include when it was written, when it was published, and when the students actually read it. Then, add to the timeline by including important events before and after the timeline of the story that impact the implied main idea. This suggested activity contextualizes the past, present, and future tense grammar lesson into the pre-reading and post-reading presentations.

Take a segment of the essay and have students re-write it in the future tense. Make sure to include a discussion about what that change does to the believability of the scene.

Have students write a paragraph describing their most memorable Fourth of July (or most memorable celebration in their country of origin), making sure that they write it in the first person. Have students exchange papers and re-write the paragraph in the third person. Share these stories aloud, identifying problems with subject-verb agreement.

Take a section of “The Fourth of July” and replace all of the verbs with their infinitive forms and have students conjugate and match the verb to the subject in the sentence. This can also be done by simply taking out all of the verbs and having students come up with their own but still linking them back to their subjects.

Have students come up with five to seven examples of injustice by finishing the following sentence five to seven times: “Injustice is ….“ Then, have them exchange papers and create paragraphs with those examples, but using the word “injustice” only once.

Take a new piece of writing, such as one of the alternative readings suggested in previous section (“The Meaning of July Fourth for the Negro” by Frederick Douglass) and cut it into separate paragraphs. Have students work in small groups putting the paragraphs into a coherent order and have them present their “fixed” essay to the class, describing why they put it together the way they did and identifying elements of coherence that helped them do it.

Cut the draft of student’s writing assignments into separate paragraphs as above, and trade them with a partner to reorder.

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About the Writing AssignmentWRITING ASSIGNMENTWrite a multi-paragraph narrative essay about “The Moment that Changed Everything.”

INSIGHT INTO THE WRITING ASSIGNMENTWhy it was chosen: The narrative prompt is a common prompt in the post-secondary environment, so its mastery is often assumed at the college level. Some college tasks will directly employ narrative-like elements while others evoke them. In either case, narrative writing illustrates an important base for college writers. It offers a familiar topic (oneself and one’s experiences), so writers can focus on gaining adeptness at key writing concepts, such as coherency between elements and portraying influential messages with effective support. It also presents a nice opportunity for students to practice creating and supporting implied meanings, which can be a challenging but crucial task.

Task difficulty: As mentioned, the idea of implied rather than stated meanings can be tricky for students but are ultimately worthwhile to their overall writing growth. To help students sidestep difficulties, instructors should rely heavily on the writing stages. By asking students to state their intentions for this piece and then list events or experiences supporting those goals, they can use the stated facts to help determine what they could imply rather than state directly. (“How can I suggest that without saying it?”)

This tip also helps students avoid a second potential problem, which is telling rather than showing their stories. The goal of narrative writing is to make the reader feel what the author experienced, which is accomplished through descriptive, vivid details. Once students have identified their overall goals and the details that support them, they can go back into their text and rewrite the support so that it comes alive to show what happened to the author and how the readers should feel as a result. Instructors can remind students that readers won’t care unless they can connect with the events in some way. Making them feel and see what the author experienced will accomplish the key objective, helping readers reach the desired conclusion.

Again, as with any writing task, making coherent connections between and within ideas can be challenging for students, especially when they are writing about a topic that is so familiar to them. It’s their story, so everything seems both relatable and important, when some of it actually could be tangential or bog down the story. To avoid this, instructors should employ peer and self-review opportunities throughout the writing process. Students need a chance to recognize if and when they drift away from their original message, which is practiced by going back into the text until the process and the inner writing voice (i.e., “That doesn’t fit there!”) become ingrained.

Rubric: The following rubric can be used to score a student’s response using five separate categories (Narrative Element, Implied Thesis Statement, Supporting Ideas, Paragraph Development, and overall use of Grammar and Punctuation). Each of these five items will be rated based on three categories: Proficient, Developing, and Needs Improvement.

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Proficient means that students have met the standards of an effective response. Developing means students have partially met the standards of a response, but the work needs some revision. Needs Improvement means students did not meet the standards of a response.

NARRATIVE ESSAYProficient Developing Needs

ImprovementNarrative Element Clearly includes a

personal significant event with

interesting conflict, vivid details, and

resolution.

Includes some key components but is

missing some aspects of narration.

Does not include aspects of narration.

Implied Thesis Statement

Includes an implied main idea about an important moment and your response to it; works to bind

all paragraphs together.

Introduces a general idea about an

important moment but the overall

message is unclear; the paragraphs are

not consistently united by this idea.

Does not include an implied main idea

and the paragraphs are disconnected

without a clear focus.

Supporting Ideas(Use of Major and Minor Details)

Uses vivid examples to support the main idea and illustrate important details.

Partially uses examples as

support; details require more vivid

description.

Does not develop or provide examples to support or illustrate

a main idea.

Paragraph Development (strength of introduction, conclusion, and coherency)

Smoothly connects ideas between/within paragraphs in a purposeful manner; introduction and conclusion make interesting, effective statements about the topic.

Ideas between/within paragraphs are

partially connected or moderately

purposeful; introduction and conclusion are present but not

effective.

Missing connection between ideas;

purpose of content is unclear; incomplete

introduction and conclusion.

Grammar & Punctuation

Response contains sentences with

correct subject-verb agreement and verb

tense usage.

Paragraph needs further editing

and/or contains some subject-verb

agreement and verb tense usage problems.

Displays little attention to editing or correct usage of

subject-verb agreement and verb

tenses.

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UNIT 3 WRITING ACTIVITIES Pre-Reading

Reading Overview: July 4th Factso List three facts about the 4th of July, or ways in which you personally

associate with this American celebration. Preview: Historical Context of Essays

o What can an essay’s publication date tell you about the essay’s message and purpose?

Connect to the Reading: Connecting to the Issueo List personal connections or associations you have with Washington,

D.C. o List personal observations or experiences you’ve had with racism.

Make Predictions and Ask Questions: Predictions and Questionso List two predictions you have about “The Fourth of July.”o List two questions you have about the reading selection at this point.

Post-Reading Review: Annotation—Major and Minor Details

o Take a moment to annotate “The Fourth of July.” Make annotations that specifically identify three major details and three minor details.

Discuss: My Story (Freewrite-4 minutes)o Now it’s your turn to think about your own story, particularly a moment or

event that had a big impact on your life. Reflect: Author’s Implied Message

o As you think about reading on the lines (text meaning) and between the lines (implied meaning) what do you think “The Fourth of July” is about?

Pre-Writing Understand the Assignment: Personal Narrative

o List two of the key features needed to write a successful narrative essay. Generate Ideas: My Moment

o Name and describe the ”moment” that you want to write about. Develop a Thesis: My Implied Thesis

o Put your main idea for your essay into words and type it in the response box.

Organize Ideas: My Paragraphso Give the focus of your first paragraph.o Give the focus of your second paragraph.o Give the focus of your third paragraph.

TIPSHelping students connect reading and writing: Collect and provide narrative samples with implied meanings (previous or current student work, instructor models, or published examples) to students and ask them to identify the implied main idea within the reading. Once found, ask students to create original details demonstrating how they would develop and support the same idea within their own writing. This can be accomplished individually, in pairs, in groups, or online.

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If students have difficulty: Break the task into smaller chunks and monitor student progress through each

stage. Monitor students’ progress throughout each stage of the writing process and

determine the areas that seem most challenging. Then ask probing questions meant to trigger important realizations: “What’s another way to say that?” or “What does this detail prove in your mind?” or “How are these points connected?”

Utilize the narrative Student Writing Sample that students can model. You can view the Student Writing Sample by clicking on the “Resources” button in the top right-hand corner of the screen. The sample is listed under “Unit Resources.”

Pair students with a partner until the task seems less daunting. Have students repeat the task with a different narrative prompt (i.e.,

http://achievethecore.org/page/505/common-core-narrative-writing-list-pg*) until mastery seems likely.

Tips for Teaching English Language Learners The tips above will work well with ELLs. In addition, consider the following:

Implied main ideas – writing practice: If students are struggling to understand the concept of writing with implied ideas, each student can be assigned to create a small implied main ideas practice “test” to give to their classmates, which requires choosing the best implied main idea. Instructors can model one (perhaps writing about an emotional situation between parent and child); then, for homework, students can write a short passage that “shows rather than tells” an idea, also creating multiple-choice answers as implied main idea options. At the next class meeting, or online, they can take one another’s practice tests and discuss them. Implication has a cultural element—what is a logical conclusion in one culture may not be in another. This is an opportunity to work through this issue and for students to get a better understanding for how readers will draw conclusions from what they write.

ENRICHMENTOptional activities:

Create implied meaning practice by providing students with a current topic or separate reading. Have them list what might be observations or obvious details pertaining to the topic/reading. Then ask them to write some inferences based on those observations. “If this is true, what does it suggest?” Have students exchange their work with a partner to determine if an opinion is present and if so if it is indirectly yet effectively stated.

Use a model narrative prompt (see above) to brainstorm possible details that could support that prompt. Students should then identify at least three statements to develop. (Instructors could also have students/groups write down their possible details and exchange them for this next step.) With the chosen statements in front of them, students should practice rewriting these statements in as much detail as possible. The goal is to make the sentences come alive so that the readers visualize the support. Students could then exchange their results to get feedback on how vivid their new sentences seem. This can be done individually, in groups, or online.

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Practice coherency by distributing several different narrative prompts around the room (about one every third student). Each student should take the prompt, produce the next point, initial it, and then pass it on. (If you start the prompt, then you introduce the topic. If you are getting one midstream, you have to keep the conversation going or introduce a new point in a related way.) Each student should have the chance to begin and contribute to the discussion as it moves around the room. The goal is to add something interesting in a coherent way. The idea must relate to the one that came before it. Once complete, the group can discuss: was it easier to begin or contribute to a point? What truly makes something coherent? What did you notice about your peers’ point of view? Could you tell who was making each contribution based on style or writing choices? Which tips did you employ to keep your own voice but make it fit with what came before? How does this relate to the overall writing process and the idea of coherency? This activity can also be conducted online.

Common Core State StandardsEXTENSION ACTIVITIESOnce your students have completed Unit 3: Discovering Implied Meaning, you can continue teaching with these extension activities. These activities build upon the skills learned in the unit and correlate with the reading selections. The material is designed to assist in addressing Common Core State Standards. The content is organized by grade level to mirror the organization of the standards.

Grades 9-10 students:

1. Have students read Langston Hughes’ poem “Let America Be America Again”* and use the skills learned in this unit to find the implied meaning of the poem

2. Give students time to research Langston Hughes’ background. Discuss “Let America Be America Again.” Have students discuss or write how understanding Hughes’ background helps readers to understand the poem. How does this poem relate to “Fourth of July?” Discuss the structure of the text. Why does Hughes repeatedly use parentheses? What effect does it have on the poem?

Grades 11-12 students:

1. Have the students read “Incident” by Countee Cullen and “I, Too” by Langston Hughes. After studying the poems, have the students discuss or write a short explanation of how both of these poems address the topic of racism. How did each author develop his ideas in the poem? What impact does the author’s word choice have on the literature? Has there ever been a time when you felt you were judged?

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2. Have the students read Narrative of the Life of Frederick Douglass by Frederick Douglass. After completing the novel, have the students write a personal narrative about a moment of significant importance in their own life. The narrative needs to address each of the following Common Core standards:

● CCSS.ELA-LITERACY.W.11-12.3.A: Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

● CCSS.ELA-LITERACY.W.11-12.3.B: Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

● CCSS.ELA-LITERACY.W.11-12.3.C Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

● CCSS.ELA-LITERACY.W.11-12.3.D: Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

● CCSS.ELA-LITERACY.W.11-12.3.E: Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

● CCSS.ELA-LITERACY.L.11-12.2.B: Spell correctly.

AccessibilityCLOSED CAPTIONSAll of the videos in NROC English include Closed Captions (CC)—text versions of what is being spoken. To access the Closed Captions, click on the CC button in the controller bar for each video.

Once you click the CC button, the captions will open to the right of the video and will automatically advance as the video progresses.

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To close the captions window, click the CC button again.

SCREEN READERSThe NROC English Unit Player has been designed for use with screen readers. We have provided an Accessibility Guide, which you can share with anyone who will be using NROC English with a screen reader. You can also put the link to this accessibility guide directly into your course: http://gradeservice.montereyinstitute.org/courses/DevelopmentalEnglish/files/Accessibility.html

We have also provided a video that demonstrates how to use the NROC English Unit Player with a screen reader. The demonstration video can be accessed from the Accessibility Guide or directly at this URL: https://player.vimeo.com/video/132236450

ADDITIONAL RESOURCESWe have also provided an alternate form of two Active Reader lenses since they are not implemented for a screen reader:

Grammar, Punctuation, Usage lens: http://gradeservice.montereyinstitute.org/courses/DevelopmentalEnglish/files/U03GPU.html

Vocabulary lens: http://gradeservice.montereyinstitute.org/courses/DevelopmentalEnglish/files/U03Vocab.html

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Unit Assessment Sample Answers and Scoring GuidesFor each of the constructed response questions (short answer) in the Unit Assessment, we provide you with a suggested point value, sample answer, and scoring guide (below).

UNIT 3, FORM A, CONSTRUCTED RESPONSE Question 19Learning Objective text

Use referents to create coherence in writing.Use transition words to create coherence in writing.

Point Value 2Prompt Read the following sentences.

It is difficult to fully prepare for an extended trip to a foreign country, but there are a few things you can do.Learning to speak the language is a great idea if you have time.Learn at least a few words of the language so that you are able to communicate about important matters. Buy a few good maps to help you get around.Read travel books to become familiar with the customs of the country, including customary dress for males and females, customs at meals, and accepted behavior in public places.Read about the area’s weather and topography so that you can pack the correct clothing and footwear.Expect surprises and expect to learn many new ways of doing things.Enjoy the rich cultural experience that can only come from this kind of travel!

Use referents and transitions to connect these sentences together into a coherent paragraph.

Sample Answer It is difficult to fully prepare for an extended trip to a foreign country, but there are a few things you can do. First, learning to speak the language is a great idea if you have time. If time is short, try to learn at least a few words of the language so that you are able to communicate about important matters. Additionally, it is advisable to buy a few good maps to help you get around. Next, read travel books to become familiar with the customs of the country, including customary dress for males and females, customs at meals, and accepted behavior in public places. Also, make sure to read about the area's weather and topography so that you can pack the correct clothing and footwear. Even with all of your preparations, expect surprises and expect to learn many new ways of doing things. Above all, make sure to enjoy the rich cultural experience that can only come from this kind of travel!

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Question 20Learning Objective text

Use referents to create coherence in writing.Use transition words to create coherence in writing.

Point Value 2Prompt Read the following sentences.

Eating fruits and vegetables produced by local farmers is good for the health of the environment, the health of our bodies, and the health of the economy. Eating fruits and vegetables produced by local farmers benefits the environment because the fruits and vegetables do not have to be transported very far. Less transit means less fossil fuels to pollute the environment. Our bodies benefit from eating fruits and vegetables produced by local farmers because the produce retains more vitamins than produce that was picked days or weeks earlier. We derive health benefits from fruits and vegetables produced by local farmers because preservatives and waxes are often not used by small farmers. Local economies will benefit if we buy from small farmers who have trouble competing with big corporations.

Use referents and transitions to connect these sentences together into a coherent paragraph.

Sample Answer Eating fruits and vegetables produced by local farmers is good for the health of the environment, the health of our bodies, and the health of the economy. First, eating local produce benefits the environment because the produce does not have to be transported very far. Less transit means less fossil fuels to pollute the environment. Next, our bodies benefit from fresh produce because it retains more vitamins than produce that was picked days or weeks earlier. We derive additional health benefits from local produce because preservatives and waxes are often not used by small farmers. Finally, local economies will benefit if we buy from small farmers who have trouble competing with big corporations.

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UNIT 3, FORM B, CONSTRUCTED RESPONSE Question 19Learning Objective text

Use referents to create coherence in writing.Use transition words to create coherence in writing.

Point Value 2Prompt Read the following sentences.

Eating fruits and vegetables produced by local farmers is good for the health of the environment, the health of our bodies, and the health of the economy. Eating fruits and vegetables produced by local farmers benefits the environment because the fruits and vegetables do not have to be transported very far. Less transit means less fossil fuels to pollute the environment. Our bodies benefit from eating fruits and vegetables produced by local farmers because the produce retains more vitamins than produce that was picked days or weeks earlier. We derive health benefits from fruits and vegetables produced by local farmers because preservatives and waxes are often not used by small farmers. Local economies will benefit if we buy from small farmers who have trouble competing with big corporations.

Use referents and transitions to connect these sentences together into a coherent paragraph.

Sample Answer Eating fruits and vegetables produced by local farmers is good for the health of the environment, the health of our bodies, and the health of the economy. First, eating local produce benefits the environment because the produce does not have to be transported very far. Less transit means less fossil fuels to pollute the environment. Next, our bodies benefit from fresh produce because it retains more vitamins than produce that was picked days or weeks earlier. We derive additional health benefits from local produce because preservatives and waxes are often not used by small farmers. Finally, local economies will benefit if we buy from small farmers who have trouble competing with big corporations.

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Question 20Learning Objective text

Use referents to create coherence in writing.Use transition words to create coherence in writing.

Point Value 2Prompt Read the following sentences.

Doing homework is not the best use of time for high school students.High school students are tired of schoolwork when they get home from a full day of school and would benefit from different experiences.High school students could learn a lot from working at a part time job after school.High school students could use their time after school to exercise.Some high school students may want to use their time to explore creativity such as art, writing, or filmmaking.There are many productive ways high school students could use their time if they weren't always busy with homework.

Use referents and transitions to connect these sentences together into a coherent paragraph.

Sample Answer Doing homework is not the best use of time for high school students. Most high school students are tired of schoolwork when they get home from a full day of school and would benefit from different experiences. For example, they could learn a lot from working at a part time job after school. Additionally, students could use their time after school to exercise. Having time in the afternoons would also be great for students who may want to explore creativity such as art, writing, or filmmaking. There are many productive ways high school students could use their time if they weren't always busy with homework.

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SCORING GUIDESThe following scoring guide is provided as a guide for scoring answers to the Unit 3 Constructed Response questions.

COHERENCE SCORING GUIDELearning Objectives: Use referents to create coherence in writing.Use transition words to create coherence in writing.

CATEGORY 2 1 0Organization:TRANSITIONS

Transitions clearly show how ideas are connected. Transitions follow a logical order.

Some transitions work well; but connections between other ideas are fuzzy. Transitions are placed in a logical order, but the way some are presented may seem redundant or misused.

The transitions between ideas are unclear or nonexistent.

Organization & Coherence:REFERENTS

Referents are placed in a logical order and are used to restate the main idea. Synonyms or antonyms may be used, and pronouns may restate some nouns.

Referents are placed in a logical order, but the way in which they are presented may be redundant or misused. Few synonyms, antonyms, or pronouns used.

Referents are not in a logical order, or not used properly.

CONVENTIONS Writer makes no errors in convention that distract the reader from the content: sentence formation; standard usage including agreement, tense, and case; and mechanics including use of capitalization, punctuation, and spelling.

Writer makes 1 or 2 minor errors in convention appropriate to the task that distract the reader from the content: sentence formation; standard usage including agreement, tense, and case; and mechanics including use of capitalization, punctuation, and spelling.

Writer makes multiple errors in convention appropriate to the task that distract the reader from the content: sentence formation; standard usage including agreement, tense, and case; and mechanics including use of capitalization, punctuation, and spelling.

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Member Suggested SupplementsWe encourage our members to share teaching ideas, as well as any additional resources they create to pair with NROC English. To find materials other members have donated, go to The NROC Network and select “Professional Development”. http://www.nrocnetwork.org/professional-development

Additional member-suggested resources to use with Unit 3 include: Incident by Countee Cullen (Poem) What to the Slave is the Fourth of July? by Frederick Douglass* (Speech)

Note from a teacher: When using this unit, a student responded to the writing assignment (about “the moment that changed everything”) by writing about a self-harm and suicide attempt. It is important as an instructor to be aware that this writing assignment could bring up painful and difficult topics.

Please email editorial@thenrocproject.org if you would like to contribute resources or suggestions for this Instructor Guide.

Join the CommunityWe recommend that all instructors join the NROC English group at the NROC Community so they have access to all updates and notices about the English course.

The NROC Community is a user community of teachers and administrators who want to learn, share ideas, help each other, and work together to improve educational opportunities for everyone. We encourage all members to actively participate and support each other through posts in the Community.

*Any links to non-NROC, third-party resources listed in this Instructor Guide may change over time. We update the Instructor Guides annually and correct any broken links.

Developed by The NROC Project. Copyright ©2014 Monterey Institute for Technology and Education