Module 4-Unit Planning From the CCSS

5/28/2018 Module 4-Unit Planning From the CCSS

1/24

Preparing for Instructional Units that

Meet the CCSS:

An Integrated Model of Literacy

Training Modules Brought to you by the Idaho State Department of Education and

Rachel Bear, Jess Westhoff, Ramey Uriarte, Paula Uriarte, and Chris Butts,

Boise State Writing Project Teacher Consultants


2/24

Document Organization

The K-12 grade specific

standards define end-of-year

expectations and a cumulative

progressionfrom grade level

to grade level (4).

Language Anchor

Standards1.

6.

Reading Anchor

Standards1.

10.

Speaking and Listening

AnchorStandards1.

6.

Writing Anchor

Standards1.

10.

Standards for

Mathematical Practice

1.

8.

A particular standard was included in the

document only when the best available

evidence indicated that its mastery was

essential for college and career readiness in

a twenty-first-century, globally competitive

society(3).

Boise State Writing Project Common Core Team


3/24

Understanding Grade-Level

Standards

Reading Anchor Standard #2: Determine

central ideas or themes of a text and analyze

their development; summarize the key

supporting details and ideas.

Boise State Writing ProjectCommon Core Team


4/24

K: With prompting and support, identify themain topic and retell key details of a text.

1: Identify the main topic and retell key details of a text.

2: Identify the main topic of a multiparagraph textas well as thefocus of specific paragraphs within the text.

3: Determine themain idea of atext; recount the key details andexplain how they support the mainidea.

4: Determine themain idea of a text and explain how it is

supported by key details; summarize the text.5: Determine two or more main ideas of a text and explain how theyare supported by key details; summarize the text.

6: Determine acentral idea of a text and how it is conveyed through

particular details; provide a summary of the text distinct from personalopinions or judgments. .

7: Determine two or more central ideas in a text and analyze their developmentover the course of the text; provide an objective summary of the text.

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

9-10: Determine acentral idea of a text and analyze its

development over the course of the text, including how it emerges

and is shaped and refined by specific details; provide an objective

summary of the text.

11-12: Determine two or more central ideas of a text and

analyze their development over the course of the text, including

how they interact and build on one another to provide a complex

analysis; provide an objectivesummary of a text.

Created by Cecilia Pattee, BSWP CCSS

Leadership Team

RH.6-8.2: Determine the central ideas or information of a

primary or secondary source; provide an accurate summary

Of the source distinct from prior knowledge or opinions.

R.H.9-10.2: Determine the central ideas or information

of a primary or secondary source; provide an accurate

summary of how key events or ideas develop over

the course of the text.

R.S.9-10.2: Determine the central ideas or conclusionsof a text; trace the texts explanation or depiction of a

complex process, phenomenon, or concept; provide

an accurate summary of the text.

R.H.11-12.2: Determine the central ideas or information

of a primary or secondary source; provide an accurate

summary that makes clear the relationships among

the key details and ideas.

R.S.6-8.2: Determine the central ideas or conclusions

Of a text; provide an accurate summaryof the textDistinct from prior knowledge or experiences.

R.S.11-12.2: Determine the central ideas or conclusions

of a text; summarize the complex concepts, processes

or informationpresented in a text by paraphrasing

them in simpler but accurate terms.

Anchor Standard #2: Applied Across

Grade Level and Content Area


5/24

K: With prompting and support,identify the main topic andretell key details of a text.

1: Identify the maintopic and retell keydetails of a text.

2: Identify the main topicof a multiparagraph textas well as the focus ofspecific paragraphs withinthe text.

3: Determine themain ideaof a text; recount the keydetails and explain howthey support the mainidea.

4: Determine themain ideaof a text and explain how it is

supported by key details;

summarize the text.5: Determine two or more main ideas of atext and explain how they are supported bykey details; summarize the text.

7: Determine two or more central ideas in a textand analyze their development over the course ofthe text; provide an objective summary of the text.

6: Determine acentral idea of a text and how it isconveyed through particular details; provide asummary of the text distinct from personal opinionsor judgments.

8: Determine acentral idea of a text andanalyze its development over the course of

the text, including its relationship tosupporting ideas; provide an objectivesummary of a text.

9-10: Determine acentral idea of a text and analyze

its development over the course of the text,including how it emerges and is shaped and refined

by specific details; provide an objectivesummary of

the text.

11-12: Determine two or more central ideas of a

text and analyze their development over the course

of the text, including how they interact and build on

one another to provide a complex analysis; provide

an objectivesummary of a text.



6/24

Understanding Coding

of the Grade-Specific Standards English Language Arts:

RI.9-10.1=Reading Informational.grades 9-10.standard #1

RL.6.2=Reading Literature.grade 6.standard #2

W.11-12.9=Writing.grades 11-12.standard #9

SL.7.6=Speaking and Listening.grade 7.standard #6L.8.4=Language.grade 8.standard #4

History/Social Studies:

R.H.6-8.1=Reading.History/Social Studies.grades 6-8.standard #1

W.H.9-10.10=

SL.11-12.4=

Science/Technical Subjects:

R.S.9-10.2=Reading.Science/Technical Subjects.grades 9-10.standard #2

W.S.6-8.3=

SL.9-10.5= Boise State Writing ProjectCommon Core Team


7/24

From the Introduction to the

Common Core State Standards A Key Design Consideration: An Integrated Model of Literacy:

Although the standards are divided into Reading, Writing,

Speaking and Listening, and Language strands for conceptualclarity, the processes of communication are closely connected,as reflected through this document. For example, Writingstandard 9 requires that students be able to write about whatthey read. Likewise, Speaking and Listening standard 4 sets theexpectation that students will share findings from their

research.



8/24


9/24

From Understanding

by Design by Wiggins

and McTighe



10/24

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

Boise State Writing Project

Common Core Team


11/24

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 unit plans aligned to the

Common Core

Boise State Writing Project

Common Core Team


12/24

Standards Grouping (cont.) Step One: Place cards out on table by strands. Click herefor an image of what

this looks like. Start with a card that represents an important, core goal for aunit

Step Two: In groups of 2,3 or 4, decide which standards most logically fittogether as goals for an instructional unit and pull the corresponding cardsremember to try and pull from each of the strands. Start with one really rich,complex standard that could be the central focus of a unit.

Step Three: Use the note-catcher to record the set of standards you haveidentified in the Standards for Group #1box. Return the cards and repeatthe process for three more Groups

REMEMBER: the cyclical nature of instruction. Many standards will berepeated/reviewed throughout the year; however, only those standards thatwill be the focus of instruction/mastery should be included in each group

Deliverable: Note-catcher with four groupsof standards, ideally including eachof the standards at least once.

CLICK HERE FOR A VIDEO CLIP OF A BSWP TEACHER CONSULTANT MODELINGTHIS PROCESS

https://www.youtube.com/watch?v=nHmgUylzk1ghttps://www.youtube.com/watch?v=nHmgUylzk1g


13/24

Central Standard: (RL11-12.7) Analyze

Multiple Interpretations of a story, drama, or

poem (e.g. recorded or live production of a

play or recorded novel or poetry), evaluatinghow each version interprets the source text.

(Include at least one play by Shakespeare and

one play by an American dramatist) Related Focus Standards:



14/24

EXAMPLE: An Integrated Model of Literacy:

Grouping the CCSS Reading, Writing,

Speaking/Listening and Language Standards

Central Standard: (RL11-12.7) Analyze Multiple Interpretations of a story, drama, or poem (e.g.recorded or live production of a play or recorded novel or poetry), evaluating how each versioninterprets the source text. (Include at least one play by Shakespeare and one play by an American

dramatist)Related Focus Standards

RL: RL.11-12.1, RL.11-12.3, RL.11-12.5, RL.11-12.10RI: RI.11-12.7, RI.11-12.1

W: W.11-12.1, W.11-12.3, W.11-12.4, W.11-12.6, W.11-12.9SL: SL.11-12.1, SL.11-12.2,L: L.11-12.5



15/24

Math Unit Planning Pick a rich, Complex, CentralGrade Level Content Standard.

Brainstorm places where this concept is used in the real world.

Select one real world application to explore.

What other standards from my grade level can I connect to this

idea? What Standards for Mathematical Practice will students need

to apply to understand these concepts?

CLICK HERE TO SEE A VIDEO OF THIS ACTIVITY

http://www.youtube.com/watch?v=QQ9_K_ghkCEhttp://www.youtube.com/watch?v=QQ9_K_ghkCE


16/24

Understanding Coding

of the Grade-Specific Standards English Language Arts:

RI.9-10.1=Reading Informational.grades 9-10.standard #1

RL.6.2=Reading Literature.grade 6.standard #2

W.11-12.9=Writing.grades 11-12.standard #9

SL.7.6=Speaking and Listening.grade 7.standard #6

L.8.4=Language.grade 8.standard #4

History/Social Studies:

R.H.6-8.1=Reading.History/Social Studies.grades 6-8.standard #1

W.H.9-10.10=

SL.11-12.4= Science/Technical Subjects:

R.S.9-10.2=Reading.Science/Technical Subjects.grades 9-10.standard #2

W.S.6-8.3=

SL.9-10.5=



17/24

Standards Grouping:

Next Steps

Decide on title or unifying theme for eachgrouping

Brainstorm texts (literary and informational) thatcould be taught with each groupingwrite thepossible texts for each group in the blank boxbelow each group

Begin planning unitsculminating projects,

frontloading, sequencing, etc Decide on pacing for each unit and repeat process

for other units you will teach with remaininginstructional time and to meet any standards you

have missed Boise State Writing ProjectCommon Core Team


18/24

EXAMPLE: An Integrated Model of Literacy:

Grouping the CCSS Reading, Writing,

Speaking/Listening and Language StandardsThemes/Big Ideas: perspective, art reflecting life debate, reality, truth, stories

Central Standard: (RL11-12.7) Analyze Multiple Interpretations of a story, drama, or poem (e.g.recorded or live production of a play or recorded novel or poetry), evaluating how each versioninterprets the source text. (Include at least one play by Shakespeare and one play by an Americandramatist)Related Focus Standards

RL: RL.11-12.1, RL.11-12.3, RL.11-12.5, RL.11-12.10RI: RI.11-12.7, RI.11-12.1

W: W.11-12.1, W.11-12.3, W.11-12.4, W.11-12.6, W.11-12.9SL: SL.11-12.1, SL.11-12.2,L: L.11-12.5

Possible Texts:Hamlet,Images Hamlet inspired art work, Kenneth Branagh, Mel Gibson, Ethan Hawke films

Poems: The Night Watch, They All Want to Play HamletEssays: Gertrude Talks BackInformational Documents: critical responses to the films and play

Frankenstein

images and pop culture versions, Films inspired by the novel

Poems alluded to in Frank.Informational summaries of longer works of literature alluded to in Frankenstein

Boise State Writing Project Common Core

Team


19/24

Role: YOU the teacher

Audience: Your students

Format: Letter Task: Explain to your students how instruction

will look the same or different this year based

on what you have gathered from this

workshop.

Exit Ticket : RAFT



20/24

Grouping Cards Laid Out by Strand

CLICK HERETO GO BACK Boise State Writing Project Common CoreTeam


21/24

Themes/Big Ideas

Central Standard: (RL11-12.7) Analyze

Multiple Interpretations of a story, drama, or

poem (e.g. recorded or live production of a

play or recorded novel or poetry), evaluatinghow each version interprets the source text.

(Include at least one play by Shakespeare and

one play by an American dramatist) Big Ideas: perspective, art reflecting life

debate, reality, truth, stories

BackBoise State Writing Project

Common Core Team


22/24

Possible Texts (my example)

Hamlet Images Hamlet inspired art work Kenneth Branagh, Mel Gibson, Ethan Hawke films Poems: The Night Watch,They All Want to Play Hamlet

Essays:

Gertrude Talks Back

Informational Documents: critical responses to the films and play

Frankenstein images and pop culture versions Films inspired by the novel Poems alluded to in Frank.

Informational summaries of longer works of literature alluded to inFrankenstein

BACK



23/24

References

Common core state standards initiative. (2012). Retrieved from

www.corestandards.org.

Planning and pacing process k-8. (2011). Retrieved from http://

education.ky.gov/school/documentsplanningandpacingprocess.pdf.

Wiggins, G. P., & McTighe, J. (2005). Understanding by design. (2nded.).Alexandria, VA: Association for Supervision & Curriculum

Development.
http://www.corestandards.org/http://www.corestandards.org/


24/24

Acknowledgements

Boise State Writing Project Teacher

Consultants involved in developing activities in

this module:

Paula Uriarte

Ramey Uriarte

Rachel Bear

Boise State Writing Project Common CoreTeam

Module 4-Unit Planning From the CCSS

Documents

Transcript of Module 4-Unit Planning From the CCSS