Transcript Writing Tactics and Analyzing Text Across the Curriculum

Building Rigor through Social
Studies and Common Core
Elementary Level (Grades)
Common Core: Reading: Informational Text
Reading: Foundational Skills
Research to Build and Present Knowledge
Writing (Range of Writing)
Text Types and Purposes
Addressing Common Core…
In the Elementary Grade Levels (based on grade level)
Common Core:
 Reading: Informational Text
 Reading: Foundational Skills
 Research to Build and Present Knowledge
 Writing (Range of Writing)
 Text Types and Purposes
Rigor, Rigor! What is Rigor?
• Rigor, We hear it all the time!
• What is Rigor?
Defining Rigor & What it looks
like
• Academic rigor can be defined as the set of standards
we set for our students and the expectations we have
for our students and ourselves.
• Rigor includes our basic philosophy of learning – we
expect our students to demonstrate not only content
mastery, but applied skills and critical thinking about
the disciplines being taught.
• Rigor also means that we expect much from ourselves,
our colleagues, and our institutions of learning.
Outcomes of Rigor
• Clear expectations define what students should
know and be able to do.
• Higher test scores.
• Improved writing skills.
• Attaining the benchmarks at each grade level.
• Utilizing higher ordered thinking skills.
Rigor in the Classroom
• Develop a set of best management practices for
promoting academic excellence through rigor in
the classroom.
• Develop strategies for establishing instructional
goals for academic excellence and for
documenting progress toward these goals.
• Assess our current understanding of rigor in the
classroom.
Components of Rigor
Assists students in fulfilling predetermined
outcomes and competencies by challenging them
with high expectations.
-Essential components of rigor in the classroom:
• Content acquisition
• Critical thinking
• Relevance
• Integration
• Application of concepts
• Long term retention
• Responsibility
Brainstorming!
What strategies do you use with your students to
analyze the following:
• Textbook
• Poems
• Documents
• Lyrics
• Art Work
• Readings
Rigor
• The idea is to increase the rigor, make
connections, deep analysis and integrate Civics
education in preparation for Middle School.
Independence Day 1964 shows an African American family watching
fireworks. The fireworks represent the Civil Rights Bill. President Johnson
signed the Civil Rights Act of 1964 into law on July 2, 1964. Source:Loc..gov
Civil Rights Act of 1964
• Civil Rights Act of 1964
• Forbade discrimination in
public accommodations
engaged in interstate
commerce
• Promoted school integration
• Protected voting rights
• Forbade discrimination in
employment based on race,
color, religion, national
origin, and sex.
• Created the Equal
Employment Opportunity
Commission
• Voting Rights Act of
1965
Before 1964
Miami, Florida
Source:FloridaDOE
Miami, Florida
Before 1964
Montgomery, Alabama
Source:FloridaDOE
Southern United States
Before 1964
Source:FloridaDOE
Benchmarks Connection
4TH GRADE – 4th Nine Weeks Grading Period (Pacing Guide)
• Content Benchmarks:
SS.4.A.8.1 Identify Florida's role in the Civil Rights Movement.
• Skill Benchmarks:
SS.4.A.1.1 Analyze primary and secondary resources to identify
significant individuals and events throughout Florida history.
SS.4.A.1.2 Synthesize information related to Florida history
through print and electronic media.
Benchmarks Connection
• 5TH GRADE - 4th Nine Weeks Grading Period (Pacing Guide)
• Content Benchmarks:
SS.5.A.1.1: Use primary and secondary sources to understand
history.
• Skill Benchmarks:
SS.5.A.1.2: Utilize timelines to identify and discuss American
History time periods.
Building Rigor
• Civil Rights Movement in Florida Reading
• Events Cycle Graphic Organizer
Excerpt – Civil Rights Act of
1964
• TITLE II--INJUNCTIVE RELIEF AGAINST DISCRIMINATION IN PLACES OF PUBLIC
ACCOMMODATION
SEC. 201. (a) All persons shall be entitled to the full and equal enjoyment of the
goods, services, facilities, and privileges, advantages, and accommodations of any
place of public accommodation, as defined in this section, without discrimination or
segregation on the ground of race, color, religion, or national origin.
• (b) Each of the following establishments which serves the public is a place of public
accommodation within the meaning of this title if its operations affect commerce, or
if discrimination or segregation by it is supported by State action:
• (1) any inn, hotel, motel, or other establishment which provides lodging to transient
guests, other than an establishment located within a building which contains not
more than five rooms for rent or hire and which is actually occupied by the proprietor
of such establishment as his residence;
• (2) any restaurant, cafeteria, lunchroom, lunch counter, soda fountain, or other facility
principally engaged in selling food for consumption on the premises, including, but
not limited to, any such facility located on the
• premises of any retail establishment; or any gasoline station;
• (3) any motion picture house, theater, concert hall, sports arena, stadium or other
place of exhibition or entertainment; and
ARTISTS Draw Conclusions!
Source: The College Board
• Author
•
•
•
•
•
Reason
To Whom
Immediate effect
Subsequent effects
Time period
• Use with readings, speeches, political cartoons, pictures,
images, lyrics, etc.
• Introduce first, do whole group, in small steps until student
independency.
• Springboard to Writing
Activity
• Whole Group
• Individual Group
• Review ARTIST responses
Integrating the Task Cards
SOCIAL STUDIES QUESTION TASK CARDS
TEXT STRUCTURES/ ORGANIZATIONAL PATTERNS
(LA.3-5.1.7.5)
*Identify the text structure an author uses and explain
how it impacts meaning. (e.g., compare/contrast,
cause/effect, chronological order, description)
Text Structure
• What information can be found under the heading ?
• How does the author help readers BETTER understand ?
• Explain what the author does to make the information
in
easier to understand.
• How does the author mostly explain ?
Organizational Patterns
• The author organized the section to ______.
• Which statement below lets the reader know how the
author
organized the passage?
• Why did the author begin the article/story with
______?
• At the end of the passage/article/story, why does the
author
repeat ________?
• Why did the author include the description of ___ in the
article/story?
SOCIAL STUDIES QUESTIONS TASK CARDS
VALIDITY & RELIABILITY
(LA.5.6.2.2)
*Grade 5 only
• For what could the information in the
article/passage best be
used?
• What does the author use to support the
information in
the article/passage?
• What information from the article supports the
conclusion that ?
• What are the reasons behind the author’s opinion
that?
• According to the information, what is the MOST
VALID
argument for ?
• Which statement best supports the idea that ?
• What is the greatest benefit of ?
• What evidence supports ?
After 1964
Integration at Fulford
Elementary, 1970
SOURCE:FloridaDOE
Integration at North Miami Jr.
High, 1970
Building Rigor
• Have students use the photographs from the
Civil Rights movement of Florida to create a
storyboard describing what might have
happened before and after the photograph was
taken.
• Complete a writing activity, using ARTIST
technique as the stepping stone.
Increasing Rigor,
Integrating Civics
•
•
•
•
•
•
•
•
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Introduce Political Cartoon – Discuss, write
Review Civil Rights Act of 1964 (content material)
Show and Discuss images before 1964
Read Civil Rights Movement in Florida (reading)
Complete Event Cycle graphic organizer
Read excerpt from Civil Rights Act of 1964
Use ARTIST primary source analysis technique, task cards
Show and Discuss images after 1964 (make connections)
Complete Before and After Activity Storyboard and writing
activity
Helpful websites
Library of Congress
www.loc.gov
National Archives
www.archives.gov