Eleventh and Twelfth Grades Science/Technical Standards Copyright Jackson Consulting, Inc., 2014 All rights reserved.
2014 Jackson Consulting, Inc. all rights reserved. All materials, videos, resources and guides are for your personal use only. You are not authorized by Jill Jackson or Jackson Consulting to publicly or privately copy, share, post on any personal or professional website, alter for any reason, use as your own or distribute in any way electronically or otherwise the content herein. Page 1 Jackson Consulting, Inc. 2014 v.1
Table of Contents A Note from Jill Jackson... 3 How to Use the Common Core Lesson Planning Blueprints... 4 Frequently Asked Questions about the Blueprints... 5 Your Grade Level Underpinning Skills by Standard... 7 Your Grade Level Lesson Planning Blueprints, Months 1-9... 11 Special Resource for You!... 20 Page 2 Jackson Consulting, Inc. 2014 v.1
A Note from Jill Jackson September 1, 2014 Pasadena, CA The Common Core Lesson Planning Blueprints were born from a burning desire to answer one question: So, how do I ORGANIZE the Common Core Standards so that I can actually TEACH them? My team and I decided that we would stop our random searches on the internet for lesson plans, curriculum guides and Common Core-aligned activities. After all, what we found were two things: 1. There are a TON of Common Core-aligned (note the quotations, we aren t convinced that the tag Common Core-aligned has any value anymore!) materials online and many for FREE! 2. Those aforementioned Common Core-aligned resources are either regurgitated stuff from the past, too bigpicture to be useful in lesson planning, or just plain cumbersome that it would take 100 hours just to read through a 10-day lesson plan. What we decided to do was listen to what educators just like you were asking and here s what we heard: How do I take my current curriculum and align it to the Common Core, since we are not going to get materials anytime soon? Do I teach the Standards in a particular order or do I make them fit the novels/text/articles that I use already? How do I get my struggling kids to learn Standards at a higher level when they were struggling with the old state standards? and this is what we came up with: Common Core Lesson Planning Blueprints! These brand-new Blueprints were a labor of love for my team and I as we mapped out for you exactly where to start teaching at the beginning of the year skill-wise, where you should be at the middle of the year and where you should come out by the end of the year. My passion is that you focus on lesson preparation (what the lesson will look like as you deliver it to kids) and the actual delivery of the lesson when you re eye-to-eye with them each day. With our Blueprints, you will be able to do just that: focus on the teaching! So, dig in and make sure to drop a line over on our Facebook page my team and I would love to support you and encourage you in any way! www.facebook.com/jacksonconsulting. With love! Jill Jackson Page 3 Jackson Consulting, Inc. 2014 v.1
How to Use the Common Core Lesson Planning Blueprints There are two parts to the Common Core Lesson Planning Blueprints: Part 1: Your Grade Level Underpinning Skills by Standard Part 2: Your Grade Level Lesson Planning Blueprints, Months 1-9 Part 1: Your Grade Level Underpinning Skills by Standard One big lesson learned for us as we developed the Blueprints was that just hammering away at the teaching of the Standards is not sufficient, nor effective, in getting kids to mastery! What we realized is that each and every Standard from K-12 assumes kids already have some skill and that, in order to master each Standard, kids need to have those assumed skills down-pat! So, your grade level s Blueprint is built around the underpinning skills (or sub-skills they mean the same thing!) that lead up to mastery of each and every Standard. On the Underpinning Skills portion of the Blueprint, you will see a list of each of the underpinning skills that is necessary to learn in order for kids to master the corresponding Standard: Note: The underpinning skills are introduced on the Blueprint from simplest to most complex. They should be taught in the order that they appear on the Blueprint. Part 2: Your Grade Level Lesson Planning Blueprints, Months 1-9 The Blueprints are designed to help you determine two things: 1. When you teach the underpinning skills for the Standards 2. When students should have mastered the underpinning skills and the Standards A few tips: Teach the Blueprint in order, as designed. Avoid saying, But this is too tough for my kids! Yep, it is tough, but by routinely teaching the sub-skills, you are equipping even your biggest struggler to meet that end of year benchmark! If you are laying the Blueprint over your curriculum, be focused on how you can teach the Blueprint skills within the text/activities that are in your program. Your pacing plan is what lessons/activities you ll teach, the Blueprint is what skills you ll teach. If kids are struggling with a skill, commit to pre-teaching it for the next day as extra rehearsal more instructional minutes and teaching on the same thing works! Remind yourself that kids have to meet the end of the year Standards benchmarks, but some Standards will need to be met long before the end of the year, giving a foundation for other Standards. Pay attention to the mastery points on the Blueprints! Page 4 Jackson Consulting, Inc. 2014 v.1
Frequently Asked Questions about the Blueprints Should each of the Standards at every grade level be taught? Yes, every Standard should be taught to mastery at every grade level. This is important because each grade level is a distinct set-up for the next grade level s content and skills! Every Standard has a mastery point on the Blueprints. Are the mastery points each month set in stone? We encourage you to keep the mastery points set in stone so that your team and you are not accumulating skills that pile up at the end of the year! One of the important things to remember as you re implementing the Common Core Standards is that they are designed to be a challenge this is on purpose. One of the frustrations that we often hear from teachers is: This is so difficult for my kids! This is a direct (and not surprising!) result of raising the expectation for our kids. What if I can t get everything done from the Blueprints each week? You probably will find yourself thinking, You ve got to be kidding me, I can t teach all of this in one week! If you do find yourself overwhelmed, remind yourself that where an underpinning skill is denoted on the Blueprint, it is the point at which you will first introduce it. After that point, even though it no longer appears on the map (because it has become a mastered skill) you should still weave in the application of that skill every month in order to maintain it. In fact, we often take an introduced, but not totally firmed-up skill and put it on a sticky note in our lesson plan book for the next week this is a simple way of tracking what practice/review needs to happen. What if I am receiving the Blueprints mid-year and I haven t taught them from the very beginning? The first thing you ll need to do to get yourself aligned to the Blueprint is look at what the Blueprint already assumes you ve taught. It wouldn t be a surprise if you ve already covered some ground! Once you find out the underpinning skills that you haven t taught already that year, see where in the Blueprint there is a logical connection to add that underpinning in or link it to another underpinning skill that s yet to be taught. The Standards are so carefully written that they often overlap. Start teaching right where the Blueprints match your school calendar. This means that you will need to make some adjustments to the Blueprints to do a little catch up, but will ensure that you get all of your instruction completed in time for the mastery points each month. Are there certain Standards that are less important than others? There are Standards that make sense to teach first, second and third, but not because some are more important than others. The reason we have ordered the Standards on the Blueprints as designed is because some Standards are the set-up skills for the next. They provide the foundation for what s to come and it makes sense to teach these Standards sequentially. We do not ascribe to past Standards implementation ideas that there are anchor Standards or priority Standards all of the Common Core Standards must be taught at each grade level. The awesome thing is this: the Standards are so clearly designed to dovetail from one grade level to another and if every teacher in your school follows the Blueprints, you will inherit kids who have the skills ready to take on your Standards. Yay! Page 5 Jackson Consulting, Inc. 2014 v.1
How can I use the Blueprints to help me differentiate instruction? Let s take, for example, a small group of students who are struggling with a particular Standard. In order to differentiate instruction for them, I can go back to either the prior grade level s underpinning skills from that exact Standard to see if they have mastered those skills. If they have not, then my targeted, small group instruction should be done to fill the gap of the underpinning skills from the previous grade level or from the beginning of the school year. The same is true for differentiating instruction for advanced students! If they have mastered the content that you are teaching this school year, just grab the Blueprint for the grade level above and provide your advanced kids with targeted, small group instruction on the underpinning skills for next year s Standards. Why are some Standards bolded in Month 9? RI.10, RL.10, W.10, SL.6, and L.6 are all teacher reminder Standards. They are designed to remind teachers of skills that should be incorporated all year long - we bolded them to remind you of this. Page 6 Jackson Consulting, Inc. 2014 v.1
Your Grade Level Underpinning Skills by Standard RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. Teach how to read closely Teach how to cite textual evidence to support analysis of what to text says explicitly Teach how to draw inferences RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. Teach how to draw conclusions RST.11-12.5 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas. Teach how to recognize and analyze importance of words to create meaning and tone Teach how to understand figurative language RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. Teach how to compare and contrast texts using various media and formats: Documentary, News Article Teach how to analyze author s message RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Teach how to determine two or more theme/central ideas Teach how to summarize text provide an objective summary Teach how to analyze the development of the central ideas over the course of the text RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics. Teach how to interpret meaning of unfamiliar words Teach how to understand impact of word choice RST.11-12.6 Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. Teach how to analyze text by sentences, paragraphs, scene, chapter, and/or stanza Teach how to understand point of view RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. Teach how to evaluate data, arguments and claims in text to distinguish those supported by evidence and those not Teach how to evaluate if there is enough evidence to support claim within text RST.11-12.10 By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently. Page 7 Jackson Consulting, Inc. 2014 v.1
Teach how to compare and contrast two authors' presentation of events: Personal memoir and persons biography W.11-12.1 Write arguments focused on discipline-specific content. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the argument presented. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, N/A W.11-12.2 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. 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). 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 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 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. Page 8 Jackson Consulting, Inc. 2014 v.1
between reasons and evidence, and between claim(s) and counterclaims Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing Provide a concluding statement or section that follows from or supports the argument presented. W.11-12.3 N/A W.11-12.5 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. Teach how to work with peers to plan, revise, edit, rewrite or try new approach with writing Teach how to determine what is important or most significant for a specific purpose or audience W.11-12.7 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. Teach how to research a question using several sources to refocus the inquiry 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 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) W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Teach how to produce clear and coherent writing adhering to specific task, audience and purpose W.11-12.6 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. Teach how to use technology to produce writing 3 page minimum in single sitting Teach how to collaborate with others via Internet, blogs, wikis, etc. to interact about writing W.11-12.8 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. Teach how to gather information from various print and digital sources Teach how to judge each source for credibility Teach how to integrate information by paraphrasing (avoid plagiarism) Teach how to prepare accurate works cited page (bibliography) Page 9 Jackson Consulting, Inc. 2014 v.1
W.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research. Teach how to draw conclusions from informational text to support analysis, reflection and research W.11-12.10 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. Write numerous pieces throughout the year over both extended and shorter time frames Teach how to write to a variety of tasks, purpose and audiences Page 10 Jackson Consulting, Inc. 2014 v.1
Your Grade Level Lesson Planning Blueprints, Months 1-9 Month 1 Week 1 Underpinning Week 2 Underpinning Week 3 Underpinning Week 4 Underpinning Standards to Be Mastered by the End of the Month Reading Standards for Literacy Teach how to read closely Teach how to cite textual evidence to support analysis of what to text says explicitly Teach how to draw inferences Writing Standards for Literacy Teach how to introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence Teach how to develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience's knowledge level, concerns, values, and possible biases Page 11 Jackson Consulting, Inc. 2014 v.1
Month 2 Week 1 Underpinning Week 2 Underpinning Week 3 Underpinning Week 4 Underpinning Standards to Be Mastered by the End of the Month Reading Standards for Literacy Teach how to determine two or more theme/central ideas Teach how to summarize text provide an objective summary Teach how to analyze the development of the central ideas over the course of the text RST.1 RST.2 Writing Standards for Literacy Teach how to 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 Teach how to 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 W.1a-b W.2a-b Page 12 Jackson Consulting, Inc. 2014 v.1
Month 3 Week 1 Underpinning Week 2 Underpinning Week 3 Underpinning Week 4 Underpinning Standards to Be Mastered by the End of the Month Reading Standards for Literacy Teach how to follow multi-step directions and analyze results Teach how to use scientific text to analyze results of a multi-step experiment RST.3 Writing Standards for Literacy Teach how to use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims Teach how to establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing Teach how to 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 Teach how to use precise language, domainspecific 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 W.1c-d W.2c-d Page 13 Jackson Consulting, Inc. 2014 v.1
Month 4 Week 1 Underpinning Week 2 Underpinning Week 3 Underpinning Week 4 Underpinning Standards to Be Mastered by the End of the Month Reading Standards for Literacy Teach how to find symbols, key terms and important vocabulary to impact comprehension Teach how to the author uses symbols, key terms and important vocabulary specifically to get his point across RST.4 Writing Standards for Literacy Teach how to provide a concluding statement or section that follows from or supports the argument presented Teach how to 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) Teach how to produce clear and coherent writing adhering to specific task, audience and purpose W.1e W.2e W.4 Page 14 Jackson Consulting, Inc. 2014 v.1
Month 5 Week 1 Underpinning Week 2 Underpinning Week 3 Underpinning Week 4 Underpinning Standards to Be Mastered by the End of the Month Reading Standards for Literacy Teach how to analyze text structure, specifically focusing on categories of information Teach how to analyze text structure, specifically focusing on hierarchies of information RST.5 W.5 Writing Standards for Literacy Teach how to work with peers to plan, revise, edit, rewrite or try new approach with writing Teach how to determine what is important or most significant for a specific purpose or audience Page 15 Jackson Consulting, Inc. 2014 v.1
Month 6 Week 1 Underpinning Week 2 Underpinning Week 3 Underpinning Week 4 Underpinning Standards to Be Mastered by the End of the Month Reading Standards for Literacy Teach how to analyze the why the author provides a specific explanation or procedure Teach how the author s choices might lead to particular issues remaining unresolved RST.6 W.6 Writing Standards for Literacy Teach how to use technology to produce writing 3 page minimum in single sitting Teach how to collaborate with others via Internet, blogs, wikis, etc. to interact about writing Page 16 Jackson Consulting, Inc. 2014 v.1
Month 7 Week 1 Underpinning Week 2 Underpinning Week 3 Underpinning Week 4 Underpinning Standards to Be Mastered by the End of the Month Reading Standards for Literacy Teach how to integrate multiple sources of media/information Teach how to evaluate various sources of media/information and how the source address, question or solve a problem RST.7 W.7 Writing Standards for Literacy Teach how to research a question using several sources to refocus the inquiry Page 17 Jackson Consulting, Inc. 2014 v.1
Month 8 Week 1 Underpinning Week 2 Underpinning Week 3 Underpinning Week 4 Underpinning Standards to Be Mastered by the End of the Month Reading Standards for Literacy Teach how to evaluate data, arguments and claims in text to distinguish those supported by evidence and those not Teach how to draw conclusions, evaluate if there is enough evidence to support claim within text and verify or corroborate said conclusions Writing Standards for Literacy Teach how to gather information from various print and digital sources Teach how to judge each source for credibility Teach how to Integrate information by paraphrasing (avoid plagiarism) Teach how to prepare accurate works cited page (bibliography) RST.8 W.8 Page 18 Jackson Consulting, Inc. 2014 v.1
Month 9 Week 1 Underpinning Week 2 Underpinning Week 3 Underpinning Week 4 Underpinning Standards to Be Mastered by the End of the Month Reading Standards for Literacy Teach how to synthesize information from multiple sources into a coherent representation Teach how to use the synthesis of information from multiple sources to resolve conflicting information By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently RST.9 RST.10 Writing Standards for Literacy Teach how to draw conclusions from informational text to support analysis, reflection and research Write numerous pieces throughout the year over both extended and shorter time frames Teach how to write to a variety of tasks, purpose and audiences W.9 W.10 Page 19 Jackson Consulting, Inc. 2014 v.1
Special Resource for You! Thank you so much for purchasing the Common Core Lesson Planning Blueprints! We are so honored to have the opportunity to serve you and, hopefully, make your education life simpler. As a special gift to you, I have prepared a special FREE download just for you! Page 20 Jackson Consulting, Inc. 2014 v.1