Ts technology mediated lesson by elizabethmarsh

EPSY 5092: Technology Practicum Lesson Plan Lesson Description and Facilitation In anticipation of this series of lesson, students have been introduced to and have been using Edmodo as a means to contact the teacher, review course notes, and submit homework assignments. Within this series of lessons, I hope to fully implement Edmodo in a way that it becomes transparent and central to student learning, becoming a secondary act, like taking out pen and paper to record notes. With this implementation, I hope to provide students with opportunities that pen-and-paper assignments just can’t, including asynchronously collaborative discussion, the ability to complete work at any time of the day, in any wireless location, and the freedom to easily resubmit work as students self-edit, peer-edit, and receive meaningful teacher feedback through our online tool. This will be a multi-day lesson, taught through two 90-minute block classes to two different classes of Grade 9 students (please see more information in target population below). Submission for some work will continue beyond the two blocks described below.

Big Ideas: Trends in Revolutionary Movements, Sparks (or tipping points), Frustrations/Inequality as a motivator for change, cause/effect Lesson Plan Goals

Student-friendly Learning Targets

1. Given access to the Internet, students will submit homework via Edmodo immediately upon completion (measure: how many students submit how many assignments via Edmodo). 2. Given clearly communicated deadlines, rubrics, and expectations via Edmodo, students will meet assigned deadlines (measure: how many students meet how many deadlines). 3. Given PBG, peer editing tools, and immediate teacher feedback via Edmodo, students will improve upon the quality of their submissions, until they reach proficiency, as described in teacher-designed rubric (measure: multiple submission, with initial score as compared to final score). 4. Given a collaborative platform via Edmodo and an issue/case-study, students will collaborate to explore, connect, research, and analyze the issue and to propose its possible solutions/future implications Goal 5. Given a historical document, reading, or artifact ("source"), students will demonstrate their conceptual understanding of a particular time period or theme, by examining the source, inferring its importance, and connecting it to a particular time period or overarching concept.

1. I can complete and submit my homework into Edmodo immediately when I have finished it. 2. I can meet deadlines. 3. I can edit and revise my work and my peers’ work, using peer and teacher feedback, until I reach proficiency. 4. I can explore an issue by making connections, researching, and proposing possible solutions by discussion it on Edmodo. 5. I can examine a primary or secondary source, infer its importance, and connect it to one our big ideas and time periods.

Lesson 1 Facilitation Activity Do Now Common Text Popcorn Expert Texts

Jigsaw Share

Description/Content Students begin class with “Do Now” activities. Today’s Do Now is a Learning Target Decode, where students record the learning targets, share their understanding of it, and then elaborate on the tasks required to show proficiency in the target. Activity is included in Student Handout (Appendix C). Students will read and text-code a common text (accessible to all readers) regarding the French Revolution (Appendix D). Once text-coded, students will share aloud important ideas from the reading via popcorn sharing and record these on the student handout (Appendix C). Students are encouraged to utilize course vocabulary (previously taught) during the share-out. Students will receive an additional text (primary or secondary) that they will annotate and/or text-code (Appendices E-H). Once they have done so, they will meet as a group of experts (all from same reading) to ensure that no material has been missed. This will be recorded on the student handout (Appendix C). This class discussion will be monitored and redirected where necessary. Within groups of four, students will share their expert texts (one student from each expert text). This will be recorded on the student handout (Appendix C).

Elizabeth Oliver Marsh

1 October 2012

Product Time

Homework

In the same group of four, students will create product that must include evidence/info from the expert texts (preferably glued onto final product), must include the big ideas mentioned above, and must include how the expert texts connect to each other. Students have freedom in choosing the organization of the final product, but all requirements (as clarified on Learning Target Decode exemplary, Appendix C) must be met. Students may use a variety of class resources for the product (see materials). Read the information about the simulated nation Catalan. Online in Edmodo (J) with your group, brainstorm some ideas about what to do, as the governor of Catalan. You are expected to share at least three posts. Think about things like trends, frustrations, sparks, etc.

Lesson 2 Facilitation Activity Laptop Distribution Do Now

Description/Content As students enter the class, be sure that each student has a working laptop.

Explain the frustrations of the people of Democ. Explain the frustrations of the people of Catalan. Share this information via Edmodo (K). Discussion Feedback session amongst students from last night’s homework on Edmodo (Appendix J). Sharing insightful Stand-outs discussion comments, great thoughts. Will most likely start as teacher originated. What kinds of comments drive the discussion forward? What kinds distract from the learning targets? Catalan V Class is divided into TWO groups. The groups will represent either Catalan OR Democ. Students will have time to Democ prepare as individuals to “be” a citizen of their group (reviewing notes on Edmodo or the reading). Then, Fishbowl students will present a fishbowl discussion of their ideas, with the other group listening to and noting important points within the discussion. The question they should be answering is- WHAT NEXT? Letter to the Using their laptops and the criteria provided on Appendix C, students will draft a letter to the President of President and Democ. Within that letter, they must give advice to the president about the next steps. Having studied several individual other violent and non-violent revolutions, students draw on previous knowledge within the letter. They should be time able to post their first draft by the end of the day on Edmodo (Appendix L). Homework PQS (Praise, Question, Suggestion) three other students’ work on Edmodo (Appendix L). No more than three PQSs should be on any one student’s work (if there are already three, move on to the next student’s).

Target Population My target population for this lesson includes 44 ninth grade students, 15 of whom are Honors student, 6 are currently serviced through IEPs and 5 receive accommodations as part of a 504 plan. The group is divided quite evenly over two classes that are taught on alternating days during the last block of the day. Because we are a charter school, our population attends from various parts of Rhode Island. Therefore, demographically and socio-economically, the class is quite diverse, with approximately 20% of the population receiving services such as free and reduced lunch and scholarships for fieldwork. As my goals will describe in further detail, I believe that this lesson’s rooting in technology will help me to leverage student’s prior skill sets, such as social networking and digital communication, to improve homework submission rates, to increase the likelihood of students drafting and recrafting work (WHST 2, 5), and to provide opportunities to collaborate to determine the best solutions to an issue, as presented in a case-study (WHST 6). Our school-wide goals this year are to strengthen students’ Habits of Work (HOW), to include meeting deadlines and working actively and positively towards individual and grouped goals. To see the standards for HOW, please see Appendix A. Additionally, we have committed to rolling out Edmodo as an essential learning tool. This series of lessons is dedicated to both of these initiatives. Academically, the importance of this lesson centers on students’ ability to glean important information from primary and secondary sources by drawing upon evidence and inferring meaning, cite important information and connect the source to the BIG idea within the unit (RH 1 and 4, WHST 9). Please see the Common Core Standards in Appendix B.

Elizabeth Oliver Marsh

1 October 2012

Objective(s)/ Goals Audience Goal 1. Given access to the Internet, students will submit homework via Edmodo immediately upon completion. Goal 2. Given clearly communicated deadlines, rubrics, and expectations via Edmodo, students will meet assigned deadlines.

I would like to see an increase in the class average score for meeting deadlines.

Behavior

Students will complete and submit their assignments on Edmodo.

Conditions

• Students require internet access and access to Edmodo. • Homework and accompanying rubric/expectations will be clearly explained on Edmodo. • Students will complete a reading outside of class. • Students will complete an online discussion for homework outside of class.

Criteria

Currently, I have some students who turn in their homework online 100% of the time, but I do not require every student to submit work via Edmodo now. However, the class average within the two classes is 25% to 45%. I would like to see a 25% increase in the submission of homework prior to the deadline. Another base-line criteria is to compare homework submission rates of the same students with teachers who do not offer Edmodo for work submission.

Audience

I expect individual students to achieve a minimum score of 3 on the submission of their “Advice to the President of Democ” assessment. Each student must complete an individual write-up, although the brainstorm is a collaborative activity.

Goal 3. Given PBG, peer editing tools, and immediate teacher feedback via Edmodo, students will improve upon the quality of their submissions, until they reach proficiency, as described in teacher-designed rubric.

Behavior

Students will create a letter of advice for the leader of Democ. Each student will draft their own individual letter, after sharing ideas together on Edmodo. Students will receive peer and teacher feedback on submissions and any student not achieving proficiency will be allowed to resubmit, using Edmodo. The assignment will be scored using the exemplary expectations as indicated in the student handout.

Conditions

• Students require internet access and access to Edmodo. • Exemplary proficiency rubric/expectations are clearly explained on student handout.

Criteria

The absolute level of performance as an indicator for success will be a score of 3 (meets expectations). As a proficiency-based grading school, as long as students meet each deadline, they may recraft their work to resubmit for scoring. Students should do so until they have met the intended learning target. This will be measured by comparing the initial score to the final score.

Goal 4. Given a collaborative platform via Edmodo and a realworld issue/case-study, students will collaborate to explore, connect, research, and analyze the issue and to propose its possible solutions/future implications. Elizabeth Oliver Marsh

Audience

The audience is individual student performance on the assignment and within the online discussion.

Behavior Within the “Advice to the President of Democ” letter, students are expected to create a written response convincing the president to take particular actions to stem a pending revolution. Students are expected explain the issue given, connect it to two other issues we have discussed (French Revolution, Arab Spring, Occupy Wall Street, etc). They should also frame 1 October 2012

the problem historically, by explaining why it is important to solve the issue at hand. They should also give real-world (realistically possible) advice for the problem. To brainstorm for this activity, students will need to generate ideas through the collaborative environment established on Edmodo.

Conditions

• Students require internet access and access to Edmodo. • Exemplary proficiency rubric/expectations are clearly explained on student handout.

Criteria

The absolute level of performance as an indicator for success will be a score of 3 (meets expectations). Additionally, I expect to see several of the brainstormed ideas from Edmodo reflected within student writing.

Goal 5. Given a historical document, reading, or artifact ("source"), students will demonstrate their conceptual understanding of a particular time period or theme, by examining the source, inferring its importance, and connecting it to a particular time period or overarching concept.

Audience

The audience is grouped student performance on the assignment.

Behavior

Students, given several expert texts of both primary and secondary sources, will be able to examine and explain the important information within the source, infer its importance, and connect it to one of our big ideas.

Conditions

• Students have prerequisite knowledge from previous discussions, studies and common text. • Exemplary proficiency rubric/expectations are clearly explained on student handout.

Criteria

The absolute level of performance as an indicator for success will be a score of 3 (meets expectations), as a group.

Materials Technology Required: • Laptop, in combination with LCD projector and Elmo set up for teacher modeling, explanation, etc. • Mobile laptop lab, available for students during Lesson 2. Students with own digital tools (phones, tablets) may use them as well. • Edmodo access for all students, Internet access at school and at home. Additional Materials: • Large Post-it sheets for products of Jigsaw sharing (French Revolution Activity during Lesson 1) • Markers and colored pencils, as needed. • Scissors and glue. Documents Required (please note that the letter below indicates the Appendix wherein the document can be found): A. B. C. D. E. F. G. H. I. J. K.

Habits of Work Rubric Common Core Standards, Rhode Island for Writing and Reading in History and Sciences Student Handout Common Text Expert Text 1 Expert Text 2 Expert Text 3 Expert Text 4 Catalan Reading Edmodo Resource: ** pending ** will be created/ posted closer to date of lessons. Appendices will be added later. Edmodo Resource: ** pending ** will be created/ posted closer to date of lessons. Appendices will be added later. L. Edmodo Resource: ** pending ** will be created/ posted closer to date of lessons. Appendices will be added later.

Elizabeth Oliver Marsh

1 October 2012

Evaluation Procedure Goals Goal 1. Given access to the Internet, students will submit homework via Edmodo immediately upon completion.

Goal 2. Given clearly communicated deadlines, rubrics, and expectations via Edmodo, students will meet assigned deadlines.

Evaluation Methods Quantitative Data: • how many students submit how many assignments via Edmodo • how many students meet how many deadlines • how many teachers also require students to submit homework on Edmodo vs. those who do not. • Improved HOW grades within the course. Non-tech Baselines: • compare HOW grades from first unit to second unit (during the first unit, I did not require Edmodo submissions). • compare homework submission rates of the same students with teachers who do not offer Edmodo for work submission. Qualitative Surveys: • Student survey- perception of homework submission using tool like Edmodo • Teachers using Edmodo- perception of homework submission using tool like Edmodo Expected Results (those which make the use of Edmodo “worth it”): Currently, I have some students who turn in their homework online 100% of the time, but I do not require every student to submit work via Edmodo now. However, the class average within the two classes is 25% and 45%. I would like to see a 25% increase in the submission of homework prior to the deadline via Edmodo.

Goal 4. Given a collaborative platform via Edmodo and a real-world issue/case-study, students will collaborate to explore, connect, research, and analyze the issue and to propose its possible solutions/future implications.

Elizabeth Oliver Marsh

Quantitative Data: • Initial score for draft submission using Exemplary expectations. • All subsequent scores. • Aggregated to show average change in score with percentage of students reaching proficiency. Expected Results: The absolute level of performance as an indicator for success will be a score of 3 (meets expectations). Quantitative Data: • Number of student participating in online discussion. • Total number of student comments. • Average number of student comments, per participant. • Number of non-participants. • Final score on Letter using Exemplary expectations. • Aggregated data to show how participating on Edmodo discussion correlates with higher recorded scores on 1 October 2012

Letter.

Elizabeth Oliver Marsh

Expected Results: The absolute level of performance as an indicator for success will be a score of 3 (meets expectations). Quantitative Data: â&#x20AC;˘ Final score on product. Expected Results: The absolute level of performance as an indicator for success will be a score of 3 (meets expectations).

1 October 2012

Appendix A. Habits of Work Learning Targets !

Habits of Work Learning Targets School-Wide Rubric ! !

! Habits of Work Learning Target

4 – Exemplary • •

I can meet deadlines.

•

• • •

•

I actively and respectfully participate in class.

• • • •

3 – Meets

Assignment is turned in on time. Includes all elements, is attractive and professional in terms of design, layout and neatness. Supports others to get started on the “do now” and other in-class assignments.

• •

Participates thoughtfully and generously in class. Models respectful use of language. Handles disagreement with sensitivity to the feelings of others. Asks probing questions and supports others in taking risks to reach new learning. Fulfills his or her individual role within the group and helps facilitate success. Helps others to remain on task and in the moment. Has all necessary materials easily accessible, including notebook, text, calculator, pen, etc. Is completely ready to work: body language is alert and focused, technology is properly placed and materials are open/ready.

•

• • • • • •

•

2 – Approaching

Assignment is turned in on time. Work includes most elements and is attractive and professional in terms of design, layout and neatness. Gets right to work on the “do now” and other in-class assignments.

•

Participates thoughtfully in class without prompting. Uses polite and respectful language. Handles disagreement appropriately. Asks probing questions and takes risks to learn something new. Fulfills his or her individual role within the group. Remains on task and in the moment; does not require redirection Has materials accessible, including notebook, text, calculator, pen, etc. Is ready to work: body language is appropriate, technology is properly placed and materials are open/ready.

•

• •

• • •

• • • •

•

1 – Developing

Assignment is turned partially complete. Work includes some elements however lacks craftsmanship in design, layout and/or neatness. Needs reminders from the teacher to begin the “do now” and other in-class assignments.

•

Participates somewhat constructively when prompted. Sometimes is off task but responds quickly to redirection. Is mostly polite and respectful in language choices. Handles disagreement and conflict appropriately with prompting. Asks clarifying questions. Works toward the group’s goal with prompting. Individual work is partially completed in class. Is not entirely prepared with notebook, text, calculator, pen, etc. Requires prompting to get to work: body language may be distracted, technology and materials are not prepared for proper use.

•

• •

• • •

•

Assignment is either missing, being completed in the moment or is significantly incomplete. Work includes some elements however lacks craftsmanship in design, layout and/or neatness. Needs frequent reminders from the teacher to begin the “do now” and other in-class assignments. Is disengaged- does not participate, even when prompted. Is off task and requires more than two redirects. Is disrespectful in language choices and/or argumentative. Displays a negative attitude that may affect others as well. When frustrated or upset, voices feelings in a negative or aggressive way. Distracts from the group goal Individual work is not completed in class. Does not have necessary materials easily accessible, including notebook, text, calculator, pen, etc. Requires multiple prompts to get to work: body language may be distracted, technology and materials are not prepared for proper use.

Elizabeth Oliver Marsh

1 October 2012

Appendix B: Common Core Standards for History and Science !

Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12

[WHST]

The standards below begin at grade 6; standards for K–5 writing in history/social studies, science, and technical subjects are integrated into the K–5 Writing standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Grades 6–8 students: Grades 9–10 students: Grades 11–12 students: Text Types and Purposes

1. Write arguments focused on discipline-specific content. a.

c. d. e.

1. Write arguments focused on discipline-specific content. Introduce precise claim(s), distinguish the claim(s) a. Introduce precise, knowledgeable claim(s), establish from alternate or opposing claims, and create an the significance of the claim(s), distinguish the organization that establishes clear relationships among claim(s) from alternate or opposing claims, and create the claim(s), counterclaims, reasons, and evidence. an organization that logically sequences the claim(s), b. Develop claim(s) and counterclaims fairly, supplying counterclaims, reasons, and evidence. data and evidence for each while pointing out the b. Develop claim(s) and counterclaims fairly and strengths and limitations of both claim(s) and thoroughly, supplying the most relevant data and counterclaims in a discipline-appropriate form and in a evidence for each while pointing out the strengths and manner that anticipates the audience’s knowledge limitations of both claim(s) and counterclaims in a level and concerns. discipline-appropriate form that anticipates the c. Use words, phrases, and clauses to link the major audience’s knowledge level, concerns, values, and sections of the text, create cohesion, and clarify the possible biases. relationships between claim(s) and reasons, between c. Use words, phrases, and clauses as well as varied reasons and evidence, and between claim(s) and syntax to link the major sections of the text, create counterclaims. cohesion, and clarify the relationships between d. Establish and maintain a formal style and objective claim(s) and reasons, between reasons and evidence, tone while attending to the norms and conventions of and between claim(s) and counterclaims. the discipline in which they are writing. d. Establish and maintain a formal style and objective History/Social Studies, Science, Technical 6–12 [WHST] e. Provide a concluding statementand or section that follows Subjects tone while attending to the norms and conventions of from or supports the argument presented. the discipline in which they are writing. Grades 9–10 students: Grades 11–12 students: e. Provide a concluding statement or section that follows from or supports the argument presented.

Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the argument presented.

Writing Standards for Literacy in Grades 6–8 students: Text Types and Purposes (continued)

1. Write arguments focused on discipline-specific content. a.

2. Write informative/explanatory texts, including the

2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ narration of historical events, scientific procedures/ experiments, or technical processes. experiments, or technical processes. a. Introduce a topic clearly, previewing what is to a. Introduce a topic and organize ideas, concepts, and follow; organize ideas, concepts, and information into information to make important connections and broader categories as appropriate to achieving distinctions; include formatting (e.g., headings), purpose; include formatting (e.g., headings), graphics graphics (e.g., figures, tables), and multimedia when (e.g., charts, tables), and multimedia when useful to useful to aiding comprehension. aiding comprehension. b. Develop the topic with well-chosen, relevant, and b. Develop the topic with relevant, well-chosen facts, sufficient facts, extended definitions, concrete details, definitions, concrete details, quotations, or other quotations, or other information and examples information and examples. appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions to create c. Use varied transitions and sentence structures to link cohesion and the relationships ideas andTechnical Subjects the major sections of the text, create cohesion, and Standards for Literacy in clarify History/Social Studies,among Science, and | 6–12 concepts. clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary d. Use precise language and domain-specific vocabulary to inform about or explain the topic. to manage the complexity of the topic and convey a e. Establish and maintain a formal style and objective style appropriate to the discipline and context as well tone. as to the expertise of likely readers. f. Provide a concluding statement or section that follows e. Establish and maintain a formal style and objective from and supports the information or explanation tone while attending to the norms and conventions of presented. the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). 3. (See note; not applicable as a separate requirement)

3. (See note; not applicable as a separate requirement)

2. Write informative/explanatory texts, including the

narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. 64 c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

3. (See note; not applicable as a separate requirement)

Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.

Standards for Literacy in History/Social Studies, Science, and Technical Subjects | 6–12

Elizabeth Oliver Marsh

1 October 2012

! Appendix B: Common Core Standards for History and Science

Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12 Grades 6–8 students:

Grades 9–10 students:

[WHST]

Grades 11–12 students:

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Draw evidence from informational texts to support analysis, reflection, and research.

9. Draw evidence from informational texts to support

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Research to Build and Present Knowledge

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. analysis, reflection, and research.

Range of Writing

10. Write routinely over extended time frames (time for

reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

10. Write routinely over extended time frames (time for

reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Standards for Literacy in History/Social Studies, Science, and Technical Subjects | 6–12

Elizabeth Oliver Marsh

10. Write routinely over extended time frames (time for

reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. 66

1 October 2012

Reading Standards for Literacy in History/Social Studies 6–12

[RH] The standards below begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Grades 6–8 students: Grades 9–10 students: Grades 11–12 students: Key Ideas and Details

1. Cite specific textual evidence to support analysis of

1. Cite specific textual evidence to support analysis of primary

2. Determine the central ideas or information of a primary or

primary and secondary sources.

secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

primary and secondary sources, attending to such features as the date and origin of the information. secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

Craft and Structure

4. Determine the meaning of words and phrases as they are

5. Describe how a text presents information (e.g.,

5. Analyze how a text uses structure to emphasize key points

5. Analyze in detail how a complex primary source is

6. Identify aspects of a text that reveal an author’s point of

6. Compare the point of view of two or more authors for how 6. Evaluate authors’ differing points of view on the same

used in a text, including vocabulary specific to domains related to history/social studies.

sequentially, comparatively, causally).

view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.

or advance an explanation or analysis.

used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

they treat the same or similar topics, including which details they include and emphasize in their respective accounts.

historical event or issue by assessing the authors’ claims, reasoning, and evidence.

Integration of Knowledge and Ideas

7. Integrate visual information (e.g., in charts, graphs,

7. Integrate quantitative or technical analysis (e.g., charts,

7. Integrate and evaluate multiple sources of information

8. Distinguish among fact, opinion, and reasoned judgment in

8. Assess the extent to which the reasoning and evidence in a

9. Analyze the relationship between a primary and secondary

9. Compare and contrast treatments of the same topic in

9. Integrate information from diverse sources, both primary

photographs, videos, or maps) with other information in print and digital texts. a text.

source on the same topic.

research data) with qualitative analysis in print or digital text. text support the author’s claims.

several primary and secondary sources.

presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information. and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Range of Reading and Level of Text Complexity

10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.

10. By the end of grade 10, read and comprehend history/social 10. By the end of grade 12, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.

Standards for Literacy in History/Social Studies, Science, and Technical Subjects | 6–12

Elizabeth Oliver Marsh

studies texts in the grades 11-CCR text complexity band independently and proficiently. 61

1 October 2012

Appendix C: Student Handout

Big Ideas: Trends in Revolutionary Movements, Sparks (or tipping points), Frustrations/Inequality as a motivator for change, cause/effect Learning Targets 1. I can complete and submit my homework into Edmodo immediately when I have finished it. 2. _____________________________ 3. I can edit and revise my work and my peersâ&#x20AC;&#x2122; work, using ________________________ _______________, until I reach proficiency. 4. I can explore an issue by making connections, researching, and proposing possible solutions by discussion it on __________________. Activity: 5. I can examine a source, ________ its importance, and connect it to one our _________________ and time periods. Activity:

Criteria for Exemplary (what will you need to do to earn a 4) DO NOW:

DO NOW:

I can explain the issue given, connect it to two other issues we have discussed, and one new issue I have researched. I can share why I think this is a problem that we should solve and I give one real-world (realistically possible) solution for the problem. I also provide an example of someone who has tried to solve this problem somewhere else in the world. I can explain the source given, by inferring who created it and why. I can also connect it to the historical time period it represents. I can use specific examples/event from that time period to show that understand the important events of that time period. I can also connect this source to one of our BIG IDEAS and explain how this source illustrates that BIG IDEA.

Discussing the Common Text: The French Revolution Add information as we POPCORN around our text-code information. If you need support, see what Mrs. Marsh adds to the class notes.

Frustrations/Inequalities:

Trends:

Sparks:

Cause/Effect:

Elizabeth Oliver Marsh

1 October 2012

MY Expert Text: Identifying KEY Information and Proving with Evidence

You are accountable during this discussion for getting as much important info as you can, and being able to prove it, so that you can teach this information to the rest of your NEXT group. Share insights with everyone, so that you get the best possible product.

How do I know it (evidence that points back to INFO in the text)

MY TEXT: ______________

What do I know:

Sharing Expert Texts How do I know it (evidence that points back to INFO in the text)

Text:

What do I know:

Elizabeth Oliver Marsh

1 October 2012

Appendix D: Common Text

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Appendix F: Expert Text 2

The French Revolution and Napoleor

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Since the Middle Ages, everyone in France had belonged to one of three social class-

to eat. In towns and in the countryside,

es called estates. The clergy and the nobles belonged to the First and Second Estates. These two groups were rich and powerful. They had many special privileges. For example, they did not have to pay taxes. Most French people belonged to the Third Estate. Nine out of ten people in the Third Estate were peasants. Their tax burden was huge.

To deal with these problems, King Louis XVI met with the leaders of the three estates. Most common people wanted financial relief, but the elected members of the Third Estate wanted government reform. After weeks of meetings, its leaders took a daring step. They created a new government called the National Assembly. Some reform-minded nobles and clergy joined them. The National Assembly promised to write a new constitution for France. However, dangerous rumors, increasing food shortages, and an attack on the Bastille (a Parisian political prison) kept the problems from being solved. A violent revolution was starting.

starving people rioted.

ln 1789, France faced several crises. For many years, the government had spent more money than it earned. In addition, bad harvests caused food prices to

rise. Many peasants did not have enough

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PERCENTAGE OF POPUI-ATION, BY ESTATE

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K Great discontedt was caused by the unequal treatment of members of the three estates.

102 Survey Edition

Third Estate

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The war with other European nations went badly for the French forces. people thought the king was helping the enemy.

the Committee of Public Safery which had absolute power. Using a new inven-

tion called the guillotine, the committee, led by Maximilien Robespierre, beheaded thousands of people for treason, even supporters of the revolution. They put thousands more in prison. This period is

Mobs attacked the king's guards and killed nobles. Radical revo-

lutionaries, supported by Paris crowds, took control of the Assembly in 1792. These radicals ended the monarchy,.made France a republic, and wrote another new constitution. In 7793, they executed, or put to death, the king and queen for

called the Reign of Terror. By 1799, life in France had changed.

The monarchy and the old class system were gone. The government controlled the Church. French people began to feel proud of France. This feeling of pride is called nationalism. The new government continued to make important reforms. It set up schools for children and organized a system to care for the poor. Slavery in the French colonies ended. Religious tolerance was the law.

treason.

By 1793, France was at war with most of Europe. Within France, peasants rioted for food, and revolutionary groups fought against each other. To restore order, the new government set up S$

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Radical Days Revolution

August I792

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104 Survey Edition

Elizabeth Oliver Marsh

CHAPTER

l9/Modern Era Edition

CHAPTER

Guide

to the Essentials

@prentice-Hal, tnc. 1 October

2012

Elizabeth Oliver Marsh

1 October 2012

Appendix I: Catalan Reading

Elizabeth Oliver Marsh

1 October 2012

Elizabeth Oliver Marsh

1 October 2012

Elizabeth Oliver Marsh

1 October 2012