Transcript Claim - Hamburg Central School District
High School ELA
» Shift 4: Students engage in rich and rigorous evidence based discussions about a text » Shift 5: writing emphasizes use of evidence from sources to inform or make an argument
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Take a quick walkthrough the Module Overview:
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Make observations about:
+ The types of texts being used in the module + The amount of time being dedicated to the development of Evidence Based Claims + What types of texts students are being asked to compare in the Module Performance Assessment + What in-class scaffolds are being provided to help students achieve success on the Module Performance Assessment
» » » » Group 1- Page 11 Group 2- Page 12 Group 3- Page 13 Group 4- Page 14
Work in your groups to break down the language of the Common Core Learning Standards.
In the box marked “I know what this is asking and I can do this”- make a checklist of the tasks you must be able to demonstrate or skills you must possess to achieve this standard.
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Read through the “Yearlong Target Standards” for Speaking and Listening and Language
˃ ˃ As you read, “unpack” the standard. In the right margin, write the key ideas/skills from each standard. ˃ In the left margin, make a list of the Tier 2 vocabulary terms in the standard you’d need to explicitly teach your students.
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Strategies used to engage students in the text:
˃ Masterful Reading ˃ Focus on one anchor standard: CCRA.R.6
˃ ˃ + “Assess how point of view or purpose shapes the content and style of a text.” Focus on the first paragraph only “First Read” Question: + What is the narrator’s purpose in the first paragraph?
Homework:
-A.I.R. with focus standard RL.9-10-.4
-Re-read and annotate Paragraph 1 to gather evidence about whether the narrator is mad.
» » » Lesson Assessment: ˃ Quick Write ˃ “What is the narrator’s purpose in asking the two questions in paragraph 1?” + Students must: – Cite evidence from the text – Analyze key words and phrases from the text Vocabulary: ˃ Provided directly vs. “Word Work” Lesson Timing: (based on 42 minute class period) ˃ Intro to Unit and Lesson Agenda- 20% (8.5 minutes) ˃ ˃ Homework Accountability (A.I.R.)- 5% (2 minutes) Masterful Reading- 30% (12.5 minutes) ˃ Paragraph 1 Student Work- 20% (8.5 minutes) ˃ ˃ Quick Write- 15% (6.5 minutes) Closing- 10% (4.5 minutes)
» » » » » Group 1- Activity 1 Group 2- Activity 2 and 3 Group 3- Activity 4 Group 4- Activity 5 and 6
In your group, read over your section of the lesson.
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In the left hand column, summarize the tasks to be completed by the teacher.
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In the right hand column, summarize the tasks to be completed by the student.
» » » Unit 1: “The Tell Tale Heart” & “I Felt a Funeral in my Brain” 13 Lessons ˃ End of Unit Assessment: Multi-paragraph essay + Prompt: “Identify a central idea shared by both texts, “I felt a funeral in my Brain” and “The Tell Tale Heart” and make an original claim about how Dickinson and Poe develop and refine this idea.” Unit 2: Oedipus the King - 20 Lessons ˃ End of Unit Assessment: Develop a claim, Evidence-Based Discussion and write a response + Prompt: “How does Sophocles develop the conflict between Oedipus’s guilt and his innocence?” Unit 3: Contemporary Non-Fiction Articles - 13 Lessons ˃ End of Unit Assessment: Generate open-ended questions for use in whole-class discussion, fishbowl discussion + Prompt: “How does Sophocles develop the conflict between Oedipus’s guilt and his innocence?”
9.2- How do authors structure texts and develop ideas?
10.2- ?(omitted off of the module) 11.2-? ( module not yet published) CC Regents: demonstrate analysis in reading Part 1 and Part 3; demonstrate competency in writing on Part 2 and 3
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A conclusion that a reader has come to about a text that can be supported with evidence from the text.
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2. supported by specific textual evidence and is developed through valid reasoning
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3. claim and support are coherently organized into a unified explanation
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1. a clearly stated inference that arises from the reading of a text 4. communicated clearly and precisely with responsible use and citation of supporting evidence
More Complex Less Complex
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More global claims about the entire text and its meaning
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Claims about more abstract ideas implied across sections of the text
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Claims about fairly concrete ideas presented in short sections of the text
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Why is it important for my students to be able to make convincing claims?
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Why is it important for my students to be able to evaluate the claims of others?
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“But, Miss, won’t the author tell us what we need to know about _________________?”
» Yes, but writing is a craft and oftentimes what authors leave out is just as important and what they include. Every choice an author makes is intentional, in that they have considered how each word, sentences, paragraph and the overall structure of the piece will affect the reader.
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What skills would our students need to be informed consumers of media?
The Onion’s online website identifies itself as “America’s finest News Source”, but also states that it is a satirical weekly publication. www.MartinLutherKing.org
hosted by the Stormfront is organization. Stormfront’s motto is “White Pride Worldwide” and is fronted by a former Grand Wizard of the KKK.
The Great Depression
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In order to have our students make evidence-based claims we need
them to move from:
˃ Literal understanding of a text ˃ To- supported conclusions/inferences ˃ To- claims that arise from and are supported by the text
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A conclusion that a reader has come to about a text that can be supported with evidence from the text.
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2. supported by specific textual evidence and is developed through valid reasoning
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3. claim and support are coherently organized into a unified explanation
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1. a clearly stated inference that arises from the reading of a text 4. communicated clearly and precisely with responsible use and citation of supporting evidence
More Complex Less Complex
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More global claims about the entire text and its meaning
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Claims about more abstract ideas implied across sections of the text
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Claims about fairly concrete ideas presented in short sections of the text
» Explain that a claim “states a conclusion you have come to… and that you want others to think about.” » Pick a subject that is familiar to students, such as “school lunches” and ask them to brainstorm some claim statements they might make about the subject.
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Inform students that claims must be supported by specific evidence you can point to (this is what makes claims different from opinions).
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Use a scientific example:
Claim: “It is cold outside.” Support: “The outside thermometer reads 23 degrees F.” » Non-support: “It feels that way to me.”
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Remind students that to be an expert they need to have information other than what they’ve experienced to back up their claims.
Focus on “text to text” connections = lead
students to make a claim » Not “text to self” connections= connections students make between what they have read and their own experiences.
» Explain that a claim “demonstrated knowledge of and sound thinking about a topic” » Explain that to demonstrate knowledge and sound thinking, you need to do research.
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Explain that for Informational claims- you can do your research using facts and articles
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Explain that for literary claims- you need to closely read the text and look for evidence to support your inferences.
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Start with a statement about what the text tells us
directly (ex. “Tom Sawyer gets the other boys to pain the fence.”)
Move to conclusions drawn from thinking about a
key section of the text (ex. Tom Sawyer is a clever boy.”) with evidence to support (“He tricks the other boys to paint the fence.)
To more complex observations about the whole text requiring evidence from many parts of the
text (ex. “Mark Twain presents Tom Sawyer as a ‘good bad boy’who tricks others and gets into throuble but also stands up for his friend Jim.”)
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1. to ensure comprehension of an important part of the text
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2. to orient students to the practice of close reading
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3. to guide students in searching for textual evidence