EQuIP Review Feedback

EQuIP Review Feedback Lesson/Unit Name: Developing Reading and Writing Proficiencies in Social Studies Content Area: English language arts Grade Level: 7 Dimension I Alignment to the Depth of the CCSS Overall Rating: E Exemplar The lesson/unit aligns with the letter and spirit of the CCSS: Targets a set of grade-level CCSS ELA/Literacy standards. Includes a clear and explicit purpose for instruction. Selects text(s) that measure within the gradelevel text complexity band and are of sufficient quality and scope for the stated purpose (e.g., presents vocabulary, syntax, text structures, levels of meaning/purpose, and other qualitative characteristics similar to CCSS grade-level exemplars in Appendices A & B). Integrate reading, writing, speaking and listening so that students apply and synthesize advancing literacy skills. (Grades 3-5) Build students content knowledge and their understanding of reading and writing in social studies, the arts, science or technical subjects through the coherent selection of texts. Targets a set of grade-level CCSS ELA/Literacy standards: The unit includes CCSS ELA/Literacy standards RL 7.1, RI 7.1, RL 7.10, RI 7.10, W 7.2, W 7.9, SL 7.2, and L 7.6. This collection includes four of the standards (W.7.2, W.7.9, RI.7.10, and RI.7.10) needed for the building topical knowledge call to action. Includes a clear and explicit purpose for instruction: The unit plan begins with the overarching learning objective: "... students will use the prior knowledge they already have and apply it to three culturally diverse countries that share a totalitarian government structure... By analyzing the characteristics of each society, the students will be able to draw comparisons." Additionally, each activity (with the exception of Activity Six) includes a learning objective (for example, Activity One: "Students will be able to determine the difference between a dictatorship and a totalitarian regime based on content specific vocabulary words, primary source documents, and the evidence they ve found throughout the text."). Selects text(s) that measure within the grade-level complexity band: There are no Lexile levels provided for the three main texts used for reading and annotation. However, they appear to be appropriate for the grade level. The visual structure of the Russian Revolution and Mao Zedong texts would create a challenge for most readers. Additionally, the vocabulary and new content would necessitate multiple readings. This supports the idea of topical knowledge in the call to action. Integrate reading, writing, speaking, and listening: The unit provides different opportunities for students to read independently. Students are also asked to complete on-demand and process writing. They also engage in partner conversations as well as class discussions based on the unit's texts. The unit includes support for accomplishing the culminating essay assignment. The Slideshow assignment in Lesson Five provides students the ability to work collaboratively, practice oral presentation, and be active listeners. It would be beneficial for teachers using this unit to have a Lexile level for the texts to determine their appropriateness for seventh grade students. Additionally, students with different reading levels would benefit from texts below, at, and above the seventh grade level to support differentiation. Rating: 3 Meets most to all of the criteria in the dimension

Dimension II Key Shifts the CCSS The lesson/unit addresses key shifts in the CCSS: Reading Text Closely: Makes reading text(s) closely, examining textual evidence, and discerning deep meaning a central focus of instruction. Text-Based Evidence: Facilitates rich and rigorous evidence-based discussions and writing about common texts through a sequence of specific, thought-provoking, and text-dependent questions (including, when applicable, questions about illustrations, charts, diagrams, audio/video, and media). Writing from Sources: Routinely expects that students draw evidence from texts to produce clear and coherent writing that informs, explains, or makes an argument in various written forms (e.g., notes, summaries, short responses, or formal essays). Academic Vocabulary: Focuses on building students academic vocabulary in context throughout instruction. Increasing Text Complexity: Focus students on reading a progression of complex texts drawn from the grade-level band. Provide textcentered learning that is sequenced, scaffolded and supported to advance students toward independent reading of complex texts at the CCR level. Building Disciplinary Knowledge: Provide opportunities for students to build knowledge about a topic or subject through analysis of a coherent selection of strategically sequenced, discipline-specific texts. Balance of Texts: Within a collection of gradelevel units a balance of informational and literary texts is included according to guidelines in the CCSS (p. 5). Balance of Writing: Include a balance of ondemand and process writing (e.g., multiple drafts and revisions over time) and short, focused research projects, incorporating digital texts where appropriate. Reading text closely: The unit's student purpose states that "Proficient readers are able to read multiple types of fiction and nonfiction text, identify the main idea of the selection, and determine what text evidence best supports their ideas." To support this learning purpose, the unit directs students to actively annotate each of the three main texts either with the teacher or independently. Students identify the main idea in the texts in addition to finding evidence that describes Totalitarianism in the three countries. As a way to capture their evidence, students complete a box and bullet graphic organizer for each of the three texts. Text-based evidence: The unit provides text-dependent questions with the three informational texts and one literary text. Class discussion is limited to "The Russian Revolution" and "Spring Silkworms." With the other informational texts, students are asked to answer the questions individually and submit to the teacher. Some discussion is included as students view photographs and the video; however, there is limited evidence-based discussion for the three texts that are supposed to be increasing students' understanding of Totalitarianism. For example, in Activity Two students read the text, answer the questions, and submit without any conversation in class. Also, the lesson designer recommends students complete the reading and questions independently for Activity Four. Writing from sources: The texts used throughout the unit require students to cite evidence to create written responses. The exit tickets for Activities Two, Three, and Four all expect students to reference what they have learned from a specific text and apply that learning. From Activity Three, the developer includes this exit ticket: "Have the students analyze the three quotes from the people who lived in the Soviet Union. Answer the following question: 'Refer back to the previous texts from both Germany and the Soviet Union. How do these quotes emphasize the relationship between the rise of totalitarian leaders and a struggling economy?'" Each text includes a set of text-dependent questions which require written responses based on students' understanding of the text. For example, "What important role did the peasants of China play in helping Mao and the Red Army gain power? Use evidence to support your response." The final essay assignment is based on evidence from the three texts describing Totalitarianism in the three countries: "Write a 5 paragraph informative essay explaining how countries with similar economic struggles enable a totalitarian government, and what the implications on the citizens are." Students are expected to develop notes on each country as the unit progresses and use these notes as the content of their essay response. Academic vocabulary: The unit introduction states "Vocabulary is practiced throughout and also used as a tool to develop a broader context of the content taught... The words are meant to create patterns throughout the reading, and are emphasized through specific annotation strategies throughout." Unfortunately, this objective is not adequately met throughout the unit. Activity One asks students to view pictures of Hitler, Stalin, and Mao to formulate a definition for Totalitarianism. As the pictures portray the rules in a positive light, it would be difficult for students to successfully define the term. Activity One includes a card sort that requires students to develop categories for the words. Students would need assistance with the

definitions for the terms in order to develop the categories. Students would need support with each activity to create a correct conception of Totalitarianism. Additionally, students receive no specific support for the new and challenging vocabulary they will encounter with each text. Increasing text complexity: The unit developer has an intentional sequence for the three texts about Totalitarianism. The developer begins with Germany, moves to Russia, and ends with China based on the belief that students' prior knowledge is strongest with Hitler and weakest with Mao Zedong. Additionally, the developer considers each text increasingly more difficult and acknowledges when they encounter the Mao Zedong article "the students should struggle throughout this text because of the difficulty." This intentional placement of texts aligns with "sequence of concepts across texts appropriately and progressively deepens understanding" in the call to action. Building disciplinary knowledge: The unit begins with activities to help ensure students can define Totalitarianism and distinguish this form of government from a dictatorship. The Activity One exit ticket asks students to read "reading a small piece of text and determining, based on the class work, reading, and discussion, if the government is totalitarian or not." As students read each of the main texts about the three countries, they are asked to annotate looking for the main ideas and evidence of Totalitarianism in each country. Additionally, they are asked to compare how the government operated in each country. Other exit tickets ask students to review a chart and to read quotes from the time period to explain their understanding of how each country adopted this form of government. This supports "comprehensive variety of perspectives on topic" from the call to action. Balance of texts: The unit includes three "encyclopedia"-type articles to describe Totalitarianism as it existed in Germany, Russia, and China. Students also interact with photographs, a video, and a chart. These texts provide a good balance of non-fiction texts. The unit also includes one literary text "Spring Silkworms" that was written during the 1930s as a fictional account of life under Mao Zedong. The justification for including this literary piece is weak: "It is important that the students read a fictional portrayal of real events so they can make connections between fiction and nonfiction. This reading is purposeful because it shows the students that fictional inspiration is taken from the world around them." The developer does not clearly explain how reading this text supports the unit's overall purpose or the individual activity objectives. The incorporation of fictional texts that support the unit's learning objective would create an avenue of enhancement and enrichment for gifted students as well as a bridge for struggling readers. Balance of writing: The unit includes numerous on-demand writing prompts. For example, students provide written responses for worksheets such as "Dictatorship and Totalitarianism" and "Introduction to Totalitarianism;" they complete exit tickets such as "Totalitarianism or Not;" and they create a caption for a photograph. The unit culminates with an essay that involves a drafting process: this involves pre-writing, drafting, peer review, and final copy. The developer provides text-dependent questions with each text to support student understanding. However, with the exception of the

Rating: 2 Meets many of the criteria in the dimension literary text, there is limited evidence of discussion with the three primary texts. Students read with the teacher and independently, they answer the questions independently, and they submit their answers for only the teacher's review with no opportunity to discuss the content of the texts for Germany and China and the significance of what they are reading. The developer should consider including small and whole group discussion as appropriate for each text. Students would benefit from vocabulary instruction that provides a stronger link between prior knowledge and the content-specific terms provided by the unit. Using pictures to help students develop a definition is a strong strategy to support different types of learners. However, the content of the pictures does not naturally lead students to a clear understanding of Totalitarianism. Additionally, students would benefit from vocabulary acquisition strategies as they encounter each informational text. Dimension III Instructional Supports The lesson/unit is responsive to varied student learning needs: Cultivates student interest and engagement in reading, writing and speaking about texts. Addresses instructional expectations and is easy to understand and use. Provides all students with multiple opportunities to engage with text of appropriate complexity for the grade level; includes appropriate scaffolding so that students directly experience the complexity of the text. Focuses on challenging sections of text(s) and engages students in a productive struggle through discussion questions and other supports that build toward independence. Integrates appropriate supports in reading, writing, listening and speaking for students who are ELL, have disabilities, or read well below the grade level text band. Provides extensions and/or more advanced text for students who read well above the grade level text band. Include a progression of learning where concepts and skills advance and deepen over time (may be more applicable across the year or several units). Gradually remove supports, requiring students to demonstrate their independent capacities (may be more applicable across the year or several units). Provide for authentic learning, application of literacy skills, student-directed inquiry, analysis, evaluation and/or reflection. Integrate targeted instruction in such areas as grammar and conventions, writing strategies, discussion rules and all aspects of foundational reading for grades 3-5. Cultivates student interest and engagement in reading, writing, and speaking about texts: The overall topic of Totalitarianism could prove challenging for most seventh graders. The developer attempts to tap into students' prior knowledge through the intentional sequencing of the texts. Additionally, students are provided opportunities to speak and collaborate in pairs and small groups. As they work through the writing process for the summative essay, they are able to share their work and receive peer feedback. The unit provides a variety of print and non-print texts along with different types of classroom activities as students explore the texts. The activities routinely ask students to consider what they have learned from a text and apply it to solve a problem or answer a question. Addresses instructional expectations: The unit provides an overview followed by six detailed lesson plans. A separate Google drive contains copies of most of the student resources required as well as the necessary teacher resources. The combination of learning activities works to support students' ability to complete the culminating assignments in Activity Five and Six. However, a concern exists with L.7.6 (acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression). The vocabulary strategies in Activity One do not clearly support student acquisition of content-specific vocabulary. Additionally, there is a lack of clarity about when and where students are expected to utilize any content-specific terms they learn. The document detailing the unit plan with its instructional sequence is straightforward. However, the document would be more user friendly if all resources were hyperlinked within the main document. It is somewhat difficult to move between the unit overview and the Google drive. Provides all students with multiple opportunities: Students are presented with three non-fiction texts at or above a seventh grade reading level that focus on the central topic of Totalitarianism, which provides for multiple opportunities for complex texts. However, based on the instructional sequence, students only read each text once. The unit plan does include guidance for teacher modeling of text annotating, and it encourages the use of chunking as needed.

Indicate how students are accountable for independent reading based on student choice and interest to build stamina, confidence and motivation (may be more applicable across the year or several units). Use technology and media to deepen learning and draw attention to evidence and texts as appropriate. Focuses on challenging sections of text(s): All texts are read in their entirety with no specific focus on particular excerpts. Based on the unit directions, there are limited opportunities provided for students to discuss the text after they have annotated and answered text-dependent questions. Even with the class discussion that accompanies the literary text, there is still no focus on meaningful excerpts. Integrates appropriate supports... for students who are ELL, have disabilities, or read well below: The unit plan's introduction recommends teacher modeling of annotation, chunking of texts, and multiple readings for struggling readers. Annotating and modeling are referenced in the unit instructional sequence but not multiple readings. The use of pictures and the video could support ELL learners. There are opportunities to work in partners or small groups to complete classroom activities, which could support struggling readers. Students receive peer feedback for the summative essay which could support struggling learners. The slideshow assignment provides specific support for struggling readers. Additionally, the developer recommends student conferences for the Mao reading to address needs one-on-one. Provides extensions... for students who read well above: The unit's introduction recommends inquiry based instruction and developing questions for advanced students. Extension suggestions can be found in Activities Two (create original questions), Three (small group discussion), and Four (create original questions and small group discussion). There is no evidence of more advanced texts for advanced readers. The slideshow assignment provides for additional online tools to meet the needs of advanced students. Include a progression of learning where concepts and skills advance: The unit provides a collection of teacher-directed activities that provide little support for student inquiry, evaluation, and research. Students are asked to draw inferences as they look at the chart about Nazi votes, the pictures, and video. Students are provided with the opportunity to research one of the countries studied in the unit to create a slideshow presentation to present to all classmates. The task states "Based on their evidence of past economic structure and current economic structure, the students will determine if the country has progressed from their former totalitarian regimes." This comparison between past and present with the research components creates an academic challenge. Gradually remove supports: As the unit progresses, student are expected to use their practice with annotating and the box and bullet box worksheet to engage with successive texts independently. For example, in Activity Three, the developer states: "Hand out reading, 'The Russian Revolution.' Read through this text similarly to the text from the Germany activity. The students should be practicing main idea and supporting details. They ll be using the Box and Bullets strategy in order to organize their annotations." The slideshow assignment provides an opportunity for independent learning. Students would still benefit from more structured classroom discussions throughout the unit. Provide for authentic learning: The assignments in Activity Five and Six provide students with opportunities for exploration, research, and evaluation. The unit provides a variety of print and non-print sources to support students. The slideshow

presentation in particular allows students to present new knowledge that is not a re-statement of facts from the texts. Indicate how students are accountable for independent reading: The unit provides no opportunities for student choice in reading selections. Students are expected to read the texts and answer questions independently. The accountability comes through teacher grading of the text-dependent questions. There is no guidance for how to help students build stamina, confidence, and motivation. Use technology and media to deepen learning: The unit incorporates several pictures, a video, and web-based texts. This is a good use of Internet-based resources and non-print texts to engage students in the topic as well as being a support for ELL students. Activity Five does not mention the specific presentation tool to use, but students do have the opportunity to create a visual slideshow. They also engage in online research to prepare the content for the slideshow. The directions for the summative essay reference students typing their final draft if they have access to a computer. Class discussions should engage in critical analysis of the complex texts to go beyond finding examples of Totalitarianism. Advanced students would benefit from extensions that go beyond creating independent questions. All students would benefit from having choice in selecting texts to read along with multiple readings of the assigned texts. Rating: 3 Meets most to all of the criteria in the dimension Dimension IV Assessment The lesson/unit regularly assesses whether students are mastering standards-based content and skills: Elicits direct, observable evidence of the degree to which a student can independently demonstrate the major targeted grade-level CCSS standards with appropriately complex text(s). Assesses student proficiency using methods that are unbiased and accessible to all students. Includes aligned rubrics or assessment guidelines that provide sufficient guidance for interpreting student performance. Use varied modes of assessment, including a range of pre-, formative, summative and selfassessment measures. Elicits direct, observable evidence: Student activities include answering text-dependent questions and completing worksheets combined with some opportunities for class discussion. Through Activity Five and Six, students engage in reflection, research, and evaluation - the key elements of W.7.9. The combination of student activities can help determine if students have mastered the standards. Assesses student proficiency: The developer recommends rotating among students as they answer textdependent questions independently as well as using conferences to determine student understanding. However, there is a lack of differentiation for student process and product. Most learning is demonstrated through written responses to questions and worksheets. There are a few opportunities for engaging in peer and small group discussion; however, it is unclear how well this can be used to assess learning for all students. The developer should consider including guidelines for participation in and a scoring guide for discussions. Includes aligned rubrics or assessment guides: A slideshow rubric for Activity Five and an informative essay rubric for Activity Six are included. The informative essay rubric would be more helpful for future student learning with descriptions in each rating category. No assessment guides are provided for any classroom activities. Use varied modes of assessment:

Exit tickets are included with Activities One through Four that provide students the opportunity to demonstrate their understanding of the content from that lesson. The developer also directs teachers to use the text-dependent questions as a formative assessment as students complete their reading of each text. The slideshow assignment and the final writing assessment for an informational essay can measure student mastery of the standards. Students would benefit from specific directions for how to participate in a classroom discussion (7.SL.1) along with assessment guidelines for all classroom activities. Any writing rubric should provide detailed ratings so students can identify how to improve different areas of their work. Rating: 3 Meets most to all of the criteria in the dimension Summary Comments The unit focuses on a worthwhile topic and attempts to bring in a collection of texts to support students' study of that topic. The developer is intentional in the sequence of texts in an attempt to build complexity and support students with reading independently. The unit would be strengthened with the integration of more fictional texts, student choice of texts, and structured guidance for participating in classroom discussions. These modifications could only lend more support to the tasks already in place to assist students with demonstrating mastery of the standards. Rating Scales Rating Scale for Dimensions I, II, III, IV: 3: Meets most to all of the criteria in the dimension 2: Meets many of the criteria in the dimension 1: Meets some of the criteria in the dimension 0: Does not meet the criteria in the dimension Overall Rating for the Lesson/Unit: E: Exemplar Aligned and meets most to all of the criteria in dimensions II, III, IV (total 11 12) E/I: Exemplar if Improved Aligned and needs some improvement in one or more dimensions (total 8 10) R: Revision Needed Aligned partially and needs significant revision in one or more dimensions (total 3 7) N: Not Ready to Review Not aligned and does not meet criteria (total 0 2) Rating Descriptors Descriptors for Dimensions I, II, III, IV: 3: Exemplifies CCSS Quality - meets the standard described by criteria in the dimension, as explained in criterion-based observations. 2: Approaching CCSS Quality - meets many criteria but will benefit from revision in others, as suggested in criterion-based observations. 1: Developing toward CCSS Quality - needs significant revision, as suggested in criterion-based observations. 0: Not representing CCSS Quality - does not address the criteria in the dimension. Descriptor for Overall Ratings: E: Exemplifies CCSS Quality Aligned and exemplifies the quality standard and exemplifies most of the criteria across Dimensions II, III, IV of the rubric. E/I: Approaching CCSS Quality Aligned and exemplifies the quality standard in some dimensions but will benefit from some revision in others. R: Developing toward CCSS Quality Aligned partially and approaches the quality standard in some dimensions and needs significant revision in others. N: Not representing CCSS Quality Not aligned and does not address criteria.