Unit 2: Against the Odds (Cluster 1) Page 1 of 3 Week/Dates: Weeks 7-8/Oct 3-14 CORE TEXTS & RESOURCES EDGE C. Unit 2 Cluster 1 BEEP Edge C.2 # 01 10 Each cluster takes about 2 weeks to complete. There is not enough time to complete all lessons and all activities. Instructional decisions should be based on data. Reteaching Prescriptions, Edge projects, Edge online and other resources provide differentiated instruction based on informal and formative assessments. Literature/genre study is woven in as time allows for building motivation, stamina and engagement with varying genres, types, lengths, and themes in text. The Comprehension Instructional Sequence should be incorporated at various points during the year to provide scaffolded instruction to promote deep comprehension. Unit 2 EDGE C TE & SE EDGE C Practice Book (pp 44-52) EDGE C Assessment Handbook (15b-15e) Reading Transparency #6: Nonfiction Text Features Edge C Audio CD (as available) Edge Online Teacher Resources (access through BEEP Teacher Portal) http://beep.browardschools.co m/ssoportal/index.html ESSENTIAL QUESTION: How Do People Challenge Expectations? UNIT 2 CLUSTER 1 SSS CONTENT SPECIFIC PACING GUIDE OBJECTIVE: Context Clues Analyze word structure (e.g. affixes, root words) Analyze words derived from Latin, Greek, Other Languages) Author s purpose (within/across texts) Author s perspective (within/across texts) Author s bias (within/across texts) Main idea (stated or implied) Summary statement Relevant details Conclusions/inferences Predictions Compare (similarities within/across texts) Contrast (differences Text Features (e.g., titles, subtitles, headings, subheadings, sections, charts, tables, graphs, illustrations, maps, diagrams, captions, italicized text, text boxes) Edge Lessons 1 & 2 Unit Launch/How to Read Edge Lessons 3 Prepare to Read Edge Lessons 4 Before Reading and Read: La Vida Robot Edge Lessons 5 Before Reading and Read: Reading Writing, and Recreation Edge Lessons 6 Reflect and Assess; and Edge Lessons 7 & 8 and Cluster One Test Edge Lessons 9 Workplace Workshop Edge Lessons 10 Vocabulary Workshop; and Reflection/Learning Logs and Cluster Wrap Up & Benchmark Assessment) Edge Benchmark Assessment Give district assessments as required. GENRE FOCUS: Nonfiction SSS BENCHMARK FOCUS: Reporting Category 1: Vocabulary LA.910.1.6.3 The student will use context clues to determine the meanings of unfamiliar words. LA.910.1.6.7: The student will identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words. Reporting Category 2: Reading Application LA.910.1.7.2 The student will analyze the author s purpose and/or perspective in a variety of text and understand how they affect meaning. LA. 910.1.7.3 The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details. LA.910.1.7.7 The student will compare and contrast elements in multiple texts. Reporting Category 4:Informational Text/Research Process LA.910.2.2.1 The student will analyze and evaluate information from text features (e.g. transitional devices, table of contents, glossary, index, bold or italicized text, headings, charts and graphs, illustrations, subheadings). READING STRATEGY: Determine Importance ASSESSMENTS FORMAL: Progress Monitoring using the FAIR or FORF (3x yr) Ongoing Progress Monitoring (as needed) FAIR Toolkit BATs (district schedule) BAT minis (school schedule) FCAT Practice/Release Tests (school schedule) Edge Placement/Gains Test (as needed) FCAT (and other district/state assessments) CONTENT SPECIFIC Reader Reflections Cluster 1, 2, 3 Tests Oral Reading Fluency Unit Reading and Literary Analysis Test Unit Project Rubric Unit Self Assessment Reteaching Prescriptions Learning Logs Edge Benchmark Assessment Tests for Clusters 1, 2, 3 Version 8/14/11 10
Unit 2: Against the Odds (Cluster 1) Page 2 of 3 DAILY STRATEGIES VOCABULARY BEFORE READING DURING READING AFTER READING SCIENTICALLY BASED READING RESEARCH Activate Prior Knowledge Anticipation Guides Before, During and After Reading Strategies Comprehension Monitoring/Metacognition Cooperative Learning Do Now Engage and Connect Essential Questions Explicit Instruction Make and Confirm Predictions Modeling Paraphrasing Personal Connections Preview and Predict Read Aloud Reading to learn, to solve problems, for completing life tasks, for pleasure, Rigorous Bell-to-Bell Instruction Set Purposes for Reading Students Ask and Answer Their Own Questions Student Inquiry/ Discussions Oral Language/ Using Discussions to Learn Text Connections (Self, World, Text) Think Aloud Text Pattern/Structure Summarizing Word Study Writing to Learn WORD STUDY Content Specific Vocabulary: Contemplate Designate Disciplined Implement Innovative Perpetually Procrastinate Spontaneously Academic Vocabulary: Communicate Emphasize Highlight Primary Research Analogy Allusion Word Study Contextual analysis: Definitions, context clues Expanded Meaning Map Word Maps Make Words Your Own Identify synonyms and antonyms Sentence frames Edge Vocabulary Routines: Make Words Your Own Vocabulary Study Cards Word Bench Text Talk Read Aloud Word Sorts Discussion Games and Drama Word Walls DIRECT, EXPLICIT INSTRUCTION (I Do) Unit Launch How do people challenge expectations? Three Step interview Anticipation Guide Preview and Predict: Activate prior knowledge Determine what s important Clarify vocabulary (word parts, prior knowledge, context clues) Set purposes for reading Preview (titles, illustrations, text features) and set a purpose Read first few paragraphs. Make and confirm predictions. Monitor comprehension. Literary Analysis Genre Focus: How to read narrative nonfiction Magazine article News feature Literary Analysis Focus: Text features Analyze nonfiction text features Analyze news features Analyze analogy and allusion Reading Strategies Focus: Determine Importance: Relate main ideas and details GUIDED (We Do) Comprehension Monitoring: Structural analysis (prefix, suffix, root) to determine meanings of unknown words Contextual analysis (context clues, signal words, punctuation clues, multiple meanings) to determine meanings of unknown words Confirm and make new predictions Analyze text structure Analyze test features Analyze visuals/data Paraphrase and summarize Clarify ideas: reread/read on Compare across texts Graphic Organizers: Two column notes: Text features and what they show Cause-Effect Map: Conflict and its effect Timeline Acronyms: What they mean T-Charts: Compare and contrast Detail/Main Idea Sequence Chart 5 Ws: Relate main ideas and details Determine Importance T115 Study the Photograph T118 Make A Connection T124 Nonfiction Text Features T125 News Feature T149 COMPREHENSION CHECK (You Do) Speaking/Writing to Learn: Reflect & Assess Summarize/Connect/Extend from graphic organizers Opinion statement News Feature RAFT: Students creatively analyze and synthesize information from a text by taking on a unique role or perspective (Role), defining the target audience (Audience), and choosing an appropriate written format (Format) to convey their understanding (Task). Literacy Learning Logs Summarize. Paraphrase, predict, interpret, analyze, compare, speculate, and imagine as responses to text/reading Reflective writing, independent responses and response to prompts from unit selections, literature/genre study, and independent reading. Update cumulative vocabulary words lists, adding graphic organizers, use in sentences, and/or summarize strategies used during this unit to analyze words and to learn new vocabulary. Re-teaching prescriptions with Collaborative work/literature circles, unit project, and/or centers Cluster Assessments Version 8/14/11 11
Unit 2: Against the Odds (Cluster 1) Page 3 of 3 HIGHER ORDER QUESTION STEMS La Vida Robot 1. Why do you think the author began this narrative with details about the setting? 2. Identify the text features used in this article and explain their impact on the meaning in the text. 3. What is the author s point of view about each boy s contribution to the team? Cite information to support your opinion. 4. After reading p. 134, predict how well you think the boys will do in the competition. 5. How do the graphics on pp. 140-141 clarify the characteristics of each robot? 6. Why did the author use an epilogue? 7. What is the theme of this narrative? Reading, Writing, and Recreation 1. What is the author s point of view about participation in extracurricular activities? Cite statements that support her argument. 2. Why did the author feature the activities of actual students in the news article? 3. What is the meaning of access in the third paragraph on p. 151? 4. How does it differ from the meaning of excess? 5. How does the main idea of this article support the theme of LaVida Robot? 6. Based on this article what advice would you give someone who is considering participating in extracurricular activities? Item Specifications Questions 1. Read the sentence from the passage. What does the word mean as used in the sentence above? (Context clues) 2. In the excerpt above, the author uses the comparison to? (Author s purpose) 3. According to the article, what do (two or more elements from the passage) have in common? (Compare) 4. The use of bold face words (or other text feature) throughout the (name of text) helps the reader to? (Text Features) DIFFERENTIATED INSTRUCTION Teacher Directed Re-teaching: Explicit and systematic re-teaching Re-teaching Prescriptions (Edge Online) Teacher monitoring fluency with literature circles with collaborative groups and individuals Teacher progress monitoring (3x year per district schedule) Teacher Ongoing Progress Monitoring (Fair Tool Kit) Collaborative Groups/Independent Centers: Literature/Genre Study Unit Projects Literacy Learning Logs Fluency Focus/Routines Collaborative Assignments Before/ During/After Reading Fluency Focus: Expression Accuracy and rate Fluency Routines Choral or Echo Reading Marking the Text Collaborative/Paired Reading Echo Reading Listening While Reading Timed Repeated Reading Recorded Reading Reader s Theatre ESOL/ESE Strategies A8 Modeling E6 Discussion E10 Think-Pair-Share F1 Prior Knowledge E3 Games* *Marzano s High Yield Strategy LITERATURE CIRCLES/ GENRE STUDY Edge Novels: Necessary Roughness (750L) And the Earth Did Not Devour Him (690L) Spike Lee: By Any Means Necessary (1170L) Literature Circles/Genre Study provides opportunities for students to self-select texts that engage and motivate them as readers and life-long learners. Texts will vary and should reflect non-fiction and fiction across many different genres. Literature/Genre Study may incorporate independent reading or small group reading/literature circles. It should be monitored by the teacher daily using Status of the Class, Clipboard Cruising and/or other teacher/student conferencing strategies. Literature/genre study might include/but is not limited to: Reader response logs (provide prompts for print learning logs, literature notebooks or journals, or use online tools such as teacher monitored blogs or wikis Responses and analysis within and across genres (i.e. news article to song lyric) Multimedia analysis and response (Comic Life, imovie, etc.) Literary analysis (character, setting, plot, theme, etc.) Text Structure/ Organization Book talks, reviews, presentations, and recommendations, including posting to FL DOE By Teens, For Teens. See novel/genre study guide for more strategies for implementation. SUPPLEMENTAL DIGITAL TOOLS & RESOURCES Topics from the Restless Impact Book 3 FAIR Toolkit BEEP Student Portal Resources http://www.broward.k12.fl.us/casdl/textbooks/ index.asp FCAT Focus/FCAT Explorer http://focus.florida-achieves.com/ Content Area Literacy Guide f/reading_resources/content_area_literac y_guide.pdf Glossary of Reading Strategies f/reading_resources/glossary_of_strategie s.pdf Webb s-bloom s Correlation Chart f/reading_resources/webbsblooms_correl ation_chart.pdf CNN Students News Desk http://www.cnn.com/studentnews/ National Geographic Kids http://kids.nationalgeographic.com/kids/ NY Times Learning Blog http://learning.blogs.nytimes.com/ SunSentinel online www.sunsentinel.com Time for Kids (Teachers) http://www.timeforkids.com/tfk/teachers/wr/ 0,27955,090508,00.html Free Rice Vocabulary Project http://www.freerice.com Version 8/14/11 12
Unit 2: Against the Odds (Cluster 2) Page 1 of 3 Week/Dates: Weeks 9-10/Oct 17-28 CORE TEXTS & RESOURCES EDGE C. Unit 2, Cluster 2 BEEP Edge C.2 # 11-17 Each cluster takes about 2 weeks to complete. There is not enough time to complete all lessons and all activities. Instructional decisions should be based on data. Reteaching Prescriptions, Edge projects, Edge online and other resources provide differentiated instruction based on informal and formative assessments. Literature/genre study is woven in as time allows for building motivation, stamina and engagement with varying genres, types, lengths, and themes in text. The Comprehension Instructional Sequence should be incorporated at various points during the year to provide scaffolded instruction to promote deep comprehension. Unit 2 EDGE C TE & SE Edge C Practice Book (pp 56-66) Edge C Assessment Handbook (15f-15i) Reading Transparency 7 & 8: Definition Map and Autobiography Edge C Audio CD (as available) ESSENTIAL QUESTION: How Do People Challenge Expectations? UNIT 2 CLUSTER 2 SSS CONTENT SPECIFIC PACING GUIDE OBJECTIVE: Edge Lesson 11 Within/Across Texts Prepare to Read Context Clues Multiple meanings Edge Lesson 12 Main Idea (stated or implied) Before Reading and Read: My Left Relevant Details Foot Conclusions/Inferences Synthesize Information Edge Lesson 13 (within/across texts) Before Reading and Read Success Analyze and Evaluate Is a Mind-Set Information (within/across texts) Edge Lesson 14 Text Reflect and Assess; and Structures/Organizational Patterns (e.g., comparison/contrast, Edge Lesson 15-16 cause/effect, chronological Cluster Two Assessment) order, argument/support, Integrate Language Arts (Literary definition/explanation, Analysis and Vocabulary Study) and question/answer, Cluster Two Test listing/description) Determine the Validity and Edge Lesson 17 Reliability of Information Listening and Speaking Workshop; (within/across texts) and Text Features (e.g., Reflection/Learning Logs and headings, subheadings, titles, subtitles, charts, maps, diagrams, captions, illustrations, graphs, bold or italicized text, text boxes.) Cluster Wrap Up & Benchmark Assessment) and Edge Benchmark Assessment Give district assessments as required. GENRE FOCUS: Nonfiction ASSESSMENTS Reporting Category I: Vocabulary LA.A. 910.1.6.3 The student will use context clues to determine meanings of unfamiliar words. LA. 9101.6.9 The student will determine the correct meaning of words with multiple meanings in context Reporting Category 2: Reading Application LA.A. 910.1.7.3 The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details LA.910.1.7.5 The student will analyze a variety of text structures (e.g., comparison/ contrast, cause/effect, chronological order, argument/support, lists) and text features (main headings with subheadings) and explain their impact on meaning in text. Reporting Category 4: Informational and Research Text LA.A.910.6.2.2 The student will organize, synthesize, analyze, and evaluate the validity and reliability of information from multiple sources (including primary and secondary sources) to draw conclusions using a variety of techniques, and correctly uses standardized citations. Reporting Category 4: Informational and Research Text LA.A. 910.6.1.1 The student will explain how text features (e.g., charts, maps, diagrams, subheadings, captions, illustrations, graphs) aid the readers understanding READING STRATEGY: Determine Importance ASSESSMENTS FORMAL: Progress Monitoring using the FAIR or FORF (3x yr) Ongoing Progress Monitoring (as needed) FAIR Toolkit BATs (district schedule) BAT minis (school schedule) FCAT Practice/Release Tests (school schedule) Edge Placement/Gains Test (as needed) FCAT (and other district/state assessments) CONTENT SPECIFIC Reader Reflections Cluster 1, 2, 3 Tests Oral Reading Fluency Unit Reading and Literary Analysis Test Unit Project Rubric Unit Self Assessment Reteaching Prescriptions Learning Logs Edge Benchmark Assessment Tests for Clusters 1, 2, 3 Edge Online Teacher Resources (access through BEEP Teacher Portal) http://beep.browardschools.co m/ssoportal/index.html Version 8/14/11 13
Unit 2: Against the Odds (Cluster 2) Page 2 of 3 DAILY STRATEGIES VOCABULARY BEFORE READING DURING READING AFTER READING SCIENTICALLY BASED READING RESEARCH Activate Prior Knowledge Anticipation Guides Before, During and After Reading Strategies Comprehension Monitoring/Metacognition Cooperative Learning Do Now Engage and Connect Essential Questions Explicit Instruction Make and Confirm Predictions Modeling Paraphrasing Personal Connections Preview and Predict Read Aloud Reading to learn, to solve problems, for completing life tasks, for pleasure, Rigorous Bell-to-Bell Instruction Set Purposes for Reading Students Ask and Answer Their Own Questions Student Inquiry/ Discussions Oral Language/ Using Discussions to Learn Text Connections (Self, World, Text) Think Aloud Text Pattern/Structure Summarizing Word Study Writing to Learn WORD STUDY Content Specific Vocabulary: Consequence Contend Conviction Dictate Endeavor Momentous Profound Transition Academic Vocabulary: Communicate Emphasize Highlight Primary Research Analogy Allusion Word Study Concept of Definition Maps/Frayer Models Context clues for multiple meaning words Edge Vocabulary Routines: Make Words Your Own Vocabulary Study Cards Word Bench Text Talk Read Aloud Word Sorts Discussion Games and Drama Word Walls DIRECT, EXPLICIT INSTRUCTION (I Do) Preview and Predict: Activate prior knowledge/ Make a connection: Activate prior knowledge/make a connection: Think Pair Share Determine what s important to you Clarify vocabulary (word parts, prior knowledge, context clues) Set purposes for reading Preview (titles, illustrations, text features) and set a purpose Read first few paragraphs. Make and confirm predictions. Monitor comprehension. Literary Analysis Genre Focus: How to read narrative nonfiction Autobiography Online interview Literary Analysis Focus: Narrative nonfiction Analyze information Author s purpose Text Structure Point of view Reading Strategies Focus: Determine Importance: Summarize Admit Slips: At the beginning of class students are given a slip of paper or card with a specific prompt. Students may keep the admit slips throughout class to refer to and add to as they read. GUIDED (We Do) Comprehension Monitoring: Structural analysis (prefix, suffix, root) to determine meanings of unknown words Contextual analysis (context clues, signal words, punctuation clues, multiple meanings) to determine meanings of unknown words Confirm and make new predictions Analyze text structure Analyze test features Analyze visuals/data Paraphrase and summarize Clarify ideas: reread/read on Compare across texts Preview and Predict: Use illustrations and text features to confirm comprehension. Continue to confirm predictions and make new predictions during reading using plot structure. Graphic Organizers: Main idea detail maps Plot sequence/ Timelines/ Sequence Flow Chart QAR: Students answer three types of questions: Text explicit, text implicit, and script implicit. Make A Connection T158 Online Magazine Interview T173 COMPREHENSION CHECK (You Do) Speaking/Writing to Learn: Reflect & Assess Summarize/Connect/Extend from graphic organizers Narrative presentation Opinion statement Summary statement Admit Slips: Students revise their responses after reading. Teacher may ask for volunteers to read their admit slips to the class or the students may turn them in so the teacher can read some of them aloud anonymously and respond to them. Literacy Learning Logs Summarize. Paraphrase, predict, interpret, analyze, compare, speculate, and imagine as responses to text/reading Reflective writing, independent responses and response to prompts from unit selections, literature/genre study, and independent reading. Update cumulative vocabulary words lists, adding graphic organizers, use in sentences, and/or summarize strategies used during this unit to analyze words and to learn new vocabulary. Re-teaching prescriptions with Collaborative work/literature circles, unit project, and/or centers Cluster Assessments Version 8/14/11 14
Unit 2: Against the Odds (Cluster 2) Page 3 of 3 HIGHER ORDER QUESTION STEMS My Left Foot 1. Read the title and examine the photograph on p. 161. Construct two questions about what you want to learn as you read about the author Christy Brown. 2. What does the word inevitable mean in the context of the second paragraph on p. 163? 3. How do Christy s parents reaction to the advice they were getting from family and friends reflect their strength of character? 4. What is the relationship between the article about cerebral palsy and Mr. Brown s autobiography? 5. How does Christy exemplify the essential question? Success is a Mind-Set 1. What is the theme of this interview with Ben Carson? 2. Why did the magazine include a diagram about neurosurgery with this interview? 3. What relationship is Dr. Carson describing when he uses the analogy at the bottom of P. 131? Illustrate this analogy with a drawing or sketch. 4. Describe what Dr. Carson meant when he said, If they prepare, they ll have fifty years to reap the benefits. If they don t, they ll have fifty years to suffer the consequences. 5. What characteristics do Dr. Carson and Christy Brown in My Left Foot have in common? Item Specifications Questions: 1. Explain how (the text) persuades readers to? (Author s purpose) 2. What was the author s purpose in writing this passage? (Author s purpose) 3. The author would most likely make the statement next that? (Author s perspective) 4. How does (the author) organize the article? (Text structures/organizational patterns) DIFFERENTIATED INSTRUCTION BASED ON DATA Teacher Directed Re-teaching: Explicit and systematic re-teaching Re-teaching Prescriptions (Edge Online) Teacher monitoring fluency with literature circles with collaborative groups and individuals Teacher progress monitoring (3x year per district schedule) Teacher Ongoing Progress Monitoring (Fair Tool Kit) Collaborative Groups/Independent Centers: Literature/Genre Study Unit Projects Literacy Learning Logs Fluency Focus/Routines Collaborative Assignments Before/ During/After Reading Fluency Focus: Expression Fluency Routines Choral or Echo Reading Marking the Text Collaborative/Paired Reading Echo Reading Listening While Reading Timed Repeated Reading Recorded Reading Reader s Theatre ESOL/ESE Strategies A8 Modeling E6 Discussion E10 Think-Pair-Share F1 Prior Knowledge E3 Games* *Marzano s High Yield Strategy LITERATURE CIRCLES/ GENRE STUDY Edge Novels: Necessary Roughness (750L) And the Earth Did Not Devour Him (690L) Spike Lee: By Any Means Necessary (1170L) Literature Circles/Genre Study provides opportunities for students to self-select texts that engage and motivate them as readers and life-long learners. Texts will vary and should reflect non-fiction and fiction across many different genres. Literature/Genre Study may incorporate independent reading or small group reading/literature circles. It should be monitored by the teacher daily using Status of the Class, Clipboard Cruising and/or other teacher/student conferencing strategies. Literature/genre study might include/but is not limited to: Reader response logs (provide prompts for print learning logs, literature notebooks or journals, or use online tools such as teacher monitored blogs or wikis Responses and analysis within and across genres (i.e. news article to song lyric) Multimedia analysis and response (Comic Life, imovie, etc.) Literary analysis (character, setting, plot, theme, etc.) Text Structure/ Organization Book talks, reviews, presentations, and recommendations, including posting to FL DOE By Teens, For Teens. See novel/genre study guide for more strategies for implementation. SUPPLEMENTAL DIGITAL TOOLS & RESOURCES Topics from the Restless Impact Book 3 FAIR Toolkit BEEP Student Portal Resources http://www.broward.k12.fl.us/casdl/textbooks/ index.asp FCAT Focus/FCAT Explorer http://focus.florida-achieves.com/ Content Area Literacy Guide f/reading_resources/content_area_literac y_guide.pdf Glossary of Reading Strategies f/reading_resources/glossary_of_strategie s.pdf Webb s-bloom s Correlation Chart f/reading_resources/webbsblooms_correl ation_chart.pdf CNN Students News Desk http://www.cnn.com/studentnews/ National Geographic Kids http://kids.nationalgeographic.com/kids/ NY Times Learning Blog http://learning.blogs.nytimes.com/ SunSentinel online www.sunsentinel.com Time for Kids (Teachers) http://www.timeforkids.com/tfk/teachers/wr/ 0,27955,090508,00.html Free Rice Vocabulary Project www.freerice.com Version 8/14/11 15
Unit 2: Against the Odds (Cluster 3) Page 1 of 3 Week/Dates: Wks 11-12/Oct 31-Nov 10 CORE TEXTS & RESOURCES EDGE C. Unit 2, Cluster 3 BEEP Edge C.2 # 18 24 Each cluster takes about 2 weeks to complete. There is not enough time to complete all lessons and all activities. Instructional decisions should be based on data. Reteaching Prescriptions, Edge projects, Edge online and other resources provide differentiated instruction based on informal and formative assessments. Literature/genre study is woven in as time allows for building motivation, stamina and engagement with varying genres, types, lengths, and themes in text. The Comprehension Instructional Sequence should be incorporated at various points during the year to provide scaffolded instruction to promote deep comprehension. Unit 2 EDGE C TE & SE EDGE C Practice Book (Pp 70-76) EDGE C Assessment Handbook (15j-15m) Reading Transparency #9 & #10:Word Square & Diary Edge C Audio CD (as available) Edge Online Teacher Resources (access through BEEP Teacher Portal) http://beep.browardschools.co m/ssoportal/index.html ESSENTIAL QUESTION: How Do People Challenge Expectations? UNIT 2 CLUSTER 3 SSS CONTENT SPECIFIC PACING GUIDE OBJECTIVE: Edge Lessons 18-21 Prepare to Read Before Reading and Read The Freedom Writers Diary and Dreams Before Reading and Read Strength, Courage, and Wisdom Reflect and Assess; and Or Comprehension Instructional Sequence Edge Lesson 22-23 Integrate Language Arts (Literary Analysis and Vocabulary Study), Reader Reflection, and Cluster Three Test Edge Lesson 24 Unit Wrap Up, Review, and Unit Wrap Up Unit Test and Reading and Literary Analysis Test Writing Project: Autobiography (opt) Unit Project: Press Conference (opt) Edge Benchmark Assessment Test Give district assessments as required. Context Clues Multiple meanings Main Idea (stated or implied) Relevant Details Conclusions/Inferences Synthesize Information (within/across texts) Analyze and Evaluate Information (within/across texts) Text Structures/Organizational Patterns (e.g., comparison/contrast, cause/effect, chronological order, argument/support, definition/explanation, question/answer, listing/description) Determine the Validity and Reliability of Information (within/across texts) Text Features (e.g., headings, subheadings, titles, subtitles, charts, maps, diagrams, captions, illustrations, graphs, bold or italicized text, text boxes.) GENRE FOCUS: Nonfiction SSS BENCHMARK FOCUS: Reporting Category I: Vocabulary LA.A. 910.1.6.3 The student will use context clues to determine meanings of unfamiliar words. LA. 9101.6.9 The student will determine the correct meaning of words with multiple meanings in context Reporting Category 2: Reading Application LA.A. 910.1.7.3 The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details LA.910.1.7.5 The student will analyze a variety of text structures (e.g., comparison/ contrast, cause/effect, chronological order, argument/support, lists) and text features (main headings with subheadings) and explain their impact on meaning in text. Reporting Category 4: Informational and Research Text LA.A.910.6.2.2 The student will organize, synthesize, analyze, and evaluate the validity and reliability of information from multiple sources (including primary and secondary sources) to draw conclusions using a variety of techniques, and correctly uses standardized citations. Reporting Category 4: Informational and Research Text LA.A. 910.6.1.1 The student will explain how text features (e.g., charts, maps, diagrams, subheadings, captions, illustrations, graphs) aid the readers understanding READING STRATEGY: Determine Importance ASSESSMENTS FORMAL: Progress Monitoring using the FAIR or FORF (3x yr) Ongoing Progress Monitoring (as needed) FAIR Toolkit BATs (district schedule) BAT minis (school schedule) FCAT Practice/Release Tests (school schedule) Edge Placement/Gains Test (as needed) FCAT (and other district/state assessments) CONTENT SPECIFIC Reader Reflections Cluster 1, 2, 3 Tests Oral Reading Fluency Unit Reading and Literary Analysis Test Unit Project Rubric Unit Self Assessment Re-teaching Prescriptions Learning Logs Edge Benchmark Assessment Tests for Clusters 1, 2, 3 Version 8/14/11 16
Unit 2: Against the Odds (Cluster 3) Page 2 of 3 DAILY STRATEGIES VOCABULARY BEFORE READING DURING READING AFTER READING SCIENTICALLY BASED READING RESEARCH Activate Prior Knowledge Anticipation Guides Before, During and After Reading Strategies Comprehension Monitoring/Metacognition Cooperative Learning Do Now Engage and Connect Essential Questions Explicit Instruction Make and Confirm Predictions Modeling Paraphrasing Personal Connections Preview and Predict Read Aloud Reading to learn, to solve problems, for completing life tasks, for pleasure, Rigorous Bell-to-Bell Instruction Set Purposes for Reading Students Ask and Answer Their Own Questions Student Inquiry/ Discussions Oral Language/ Using Discussions to Learn Text Connections (Self, World, Text) Think Aloud Text Pattern/Structure Summarizing Word Study Writing to Learn WORD STUDY Content Specific Vocabulary: Alienation Commiserate Empathize Ethnicity Integrate Perception Segregation Tolerance Academic Vocabulary: Communicate Emphasize Highlight Primary Research Analogy Allusion Word Study: Contextual Analysis: (definitions, synonyms, and examples) Context clues for multiple meaning words Word Square/Frayer Models Link to essential questions Edge Vocabulary Routines: Make Words Your Own Vocabulary Study Cards Word Bench Text Talk Read Aloud Word Sorts Discussion Games and Drama Word Walls DIRECT, EXPLICIT INSTRUCTION (I Do) Preview and Predict: Activate prior knowledge/make a connection: Quick write Determine what s important Clarify vocabulary (word parts, prior knowledge, context clues) Set purposes for reading Preview (titles, illustrations, text features) and set a purpose Read first few paragraphs. Make and confirm predictions. Monitor comprehension. Literary Analysis Genre Focus: How to read narrative nonfiction Diary Poem Song Lyrics Literary Analysis Focus: Narrative nonfiction Text features of a diary Social Context Historic Criticism Compare across texts Analyze, interpret, compare, speculate, draw conclusions Reading Strategies Focus: Determine Importance: Determine what s important to you GUIDED (We Do) Comprehension Monitoring: Structural analysis (prefix, suffix, root) to determine meanings of unknown words Contextual analysis (context clues, signal words, punctuation clues, multiple meanings) to determine meanings of unknown words Confirm and make new predictions Analyze text structure Analyze test features Analyze visuals/data Paraphrase and summarize Clarify ideas: reread/read on Compare across texts Graphic Organizers: Detail/Main Idea Sequence Chart Determine What s importance Two column notes: Idiomatic expressions and meanings Two column notes: Song Lyric (Text)/Personal Response Venn Diagram (compare settings, characters, text to self) T-Chart/Circle Chart: Compare Mark the Text: Margin Notes: Students use sticky-notes to note passages that are particularly important, interesting, confusing, surprising, etc. Make A Connection T184 The Writer and Her Experiences T186 Song Lyrics T204 COMPREHENSION CHECK (You Do) Speaking/Writing to Learn: Reflect & Assess Summarize/Connect/Extend from graphic organizers Elaborate a description Advice letter Writing on demand (test practice) Literacy Learning Logs Summarize. Paraphrase, predict, interpret, analyze, compare, speculate, and imagine as responses to text/reading Reflective writing, independent responses and response to prompts from unit selections, literature/genre study, and independent reading. Update cumulative vocabulary words lists, adding graphic organizers, use in sentences, and/or summarize strategies used during this unit to analyze words and to learn new vocabulary. Re-teaching prescriptions with Collaborative work/literature circles, unit project, and/or centers Unit Project (Opt): Press Conference Writing Project (Opt): Autobiographical Narrative Cluster and Unit Assessments Version 8/14/11 17
Unit 2: Against All Odds (Cluster 3) Page 3 of 3 HIGHER ORDER QUESTION STEMS Skins 1. The narrator hints of bad blood between Jimmy T and Randolph. What do you think caused it? What do you predict will happen? 2. What does accessorizing mean on p. 78? 3. Why did Jimmy T avoid Mitchell? 4. How did the advice of Uncle Tommy help Mitchell in dealing with the situation at half time in the locker room? 5. What is the theme of this story? 6. How did the subheadings serve as transitions in the story? One/Nicole 1. Choose one stanza in One and tell how it applies to you. 2. In Nicole, the author says her position in life is like having to work for a job I didn t apply for. What does she mean? 3. What part of the passage does the picture on p.94 symbolize? 4. If the author were giving advice to others on how to deal with racism, which do you think is her best advice? Item Specification Questions 1. Based on the rest of the passage, which sentence best restates the meaning of the lines/quotation above? (Analyze words/text) 2. Which pair of words from the article best describes conveyed in the pictures on page? (Word relationships) 3. How does the narrator s impression of (Character/event) change throughout the passage? (Contrast) 4. According to the article, what is one reason for (element from the text)? (Answer stem is an effect). (Cause- Effect) 5. Based on the passage, which caption would be most appropriate for the picture on page? (Text Features) DIFFERENTIATED INSTRUCTION BASED ON DATA Teacher Directed Re-teaching: Explicit and systematic re-teaching Re-teaching Prescriptions (Edge Online) Teacher monitoring fluency with literature circles with collaborative groups and individuals Teacher progress monitoring (3x year per district schedule) Teacher Ongoing Progress Monitoring (Fair Tool Kit) Cooperative Learning/Collaboration Collaborative Groups/Independent Centers: Literature/Genre Study Unit Projects Literacy Learning Logs Fluency Focus/Routines Collaborative Assignments Before/ During/After Reading Fluency Focus: Intonation Fluency Routines Choral or Echo Reading Marking the Text Collaborative/Paired Reading Echo Reading Listening While Reading Timed Repeated Reading Recorded Reading Reader s Theatre ESOL/ESE Strategies A8 Modeling E6 Discussion E10 Think-Pair-Share F1 Prior Knowledge E3 Games* *Marzano s High Yield Strategy LITERATURE CIRCLES/ GENRE STUDY Edge Novels: Stuck in Neutral, (820L) The Metamorphosis, Graphic novel (670L) Farewell to Manzanar (1040L) Literature Circles/Genre Study provides opportunities for students to self-select texts select texts that engage and motivate them as readers and life-long learners. Texts will vary and should reflect non-fiction and fiction across many different genres. Literature/Genre Study may incorporate independent reading or small group reading/literature circles. It should be monitored by the teacher daily using Status of the Class, Clipboard Cruising and/or other teacher/student conferencing strategies. Literature/genre study might include/but is not limited to: Reader response logs (provide prompts for print learning logs, literature notebooks or journals, or use online tools such as teacher monitored blogs or wikis Responses and analysis within and across genres (i.e. news article to song lyric) Multimedia analysis and response (Comic Life, imovie, etc.) Literary analysis (character, setting, plot, theme, etc.) Text Structure/ Organization Book talks, reviews, presentations, and recommendations, including posting to FL DOE By Teens, For Teens. See novel/genre study guide for more strategies for implementation. SUPPLEMENTAL DIGITAL TOOLS & RESOURCES Topics from the Restless Impact Book 3 FAIR Toolkit BEEP Student Portal Resources http://www.broward.k12.fl.us/casdl/textbooks/ index.asp FCAT Focus/FCAT Explorer http://focus.florida-achieves.com/ Content Area Literacy Guide f/reading_resources/content_area_literac y_guide.pdf Glossary of Reading Strategies f/reading_resources/glossary_of_strategie s.pdf Webb s-bloom s Correlation Chart f/reading_resources/webbsblooms_correl ation_chart.pdf CNN Students News Desk http://www.cnn.com/studentnews/ National Geographic Kids http://kids.nationalgeographic.com/kids/ NY Times Learning Blog http://learning.blogs.nytimes.com/ SunSentinel online www.sunsentinel.com Time for Kids (Teachers) http://www.timeforkids.com/tfk/teachers/wr/ 0,27955,090508,00.html Free Rice Vocabulary Project www.freerice.com Version 8/14/11 18
Unit 3: The Ties that Bind (Cluster 1) Page 1 of 3 Week/Dates: Wks 13-14/Nov 14-22 CORE TEXTS & RESOURCES EDGE C. Unit 3, Cluster 1 BEEP Edge C.3 # 01 10 Each cluster takes about 2 weeks to complete. There is not enough time to complete all lessons and all activities. Instructional decisions should be based on data. Reteaching Prescriptions, Edge projects, Edge online and other resources provide differentiated instruction based on informal and formative assessments. Literature/genre study is woven in as time allows for building motivation, stamina and engagement with varying genres, types, lengths, and themes in text. The Comprehension Instructional Sequence should be incorporated at various points during the year to provide scaffolded instruction to promote deep comprehension. Unit 3 EDGE C TE & SE Edge C Practice Book (pp. 82-90) Edge C Assessment Handbook (30b-30e) Reading Transparency 11: Style/Language EDGE C Audio CD (as available) Edge Online Teacher Resources (access through BEEP Teacher Portal) http://beep.browardschools.co m/ssoportal/index.html ESSENTIAL QUESTION: What Tests a Person s Loyalty? UNIT 3 CLUSTER 1 SSS CONTENT SPECIFIC PACING GUIDE OBJECTIVE: Edge Lessons 1 & 2 Within and Across Texts: Unit Launch/How to Read Analyze word structure (e.g. affixes, root words) Edge Lesson 3 Analyze words derived from Prepare to Read Latin, Greek, Other Languages) Edge Lesson 4 Author s purpose Before Reading and Read: Amigo (within/across texts) Brothers. Author s perspective (within/across texts) Edge Lesson 5 Author s bias (within/across Before Reading and Read: Lean on texts) Me. Main idea (stated or implied) Summary statement Edge Lesson 6 Relevant details Reflect and Assess; and Conclusions/inferences Predictions Compare (similarities Edge Lesson 7-8 within/across texts) Cluster One Test) Contrast (differences Integrate Language Arts (Literary Theme Analysis and Vocabulary Study) Character Development (e.g., Cluster One Test protagonist/antagonist) Character Point of View Edge Lesson 9 Setting Workplace workshop Plot Development Conflict (e.g., internal or Edge Lesson 10 external) Vocabulary Workshop; and Resolution Text Features (e.g., headings, Reflection/Learning Logs and subheadings, sections, titles, subtitles, charts, tables, maps, diagrams, captions, illustrations, graphs, italicized text, text boxes) Cluster Wrap Up & Benchmark Assessment) and Edge Benchmark Assessment Give district assessments as required. GENRE FOCUS: Short Stories SSS BENCHMARK FOCUS: Reporting Category 1: Vocabulary LA.910.1.6.7: The student will identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words. LA.910.1.6.11 The student will identify the meaning of words and phrases from other languages commonly used by writers of English (e.g. ad hoc, post facto, RSVP). Reporting Category 2: Reading Application LA.910.1.7.2 The student will analyze the author s purpose and/or perspective in a variety of text and understand how they affect meaning. LA. 910.1.7.3 The student will determine the main idea or essential message in grade-level or higher texts through inferring, paraphrasing, summarizing, and identifying relevant details. LA.910.1.7.7 The student will compare and contrast elements in multiple texts. Reporting Category 3: Literary Analysis LA.910.2.1.5 The student will analyze and develop an interpretation of a literary work by describing an author s use of literary elements (e.g., theme, point of view, characterization, setting, plot) and explain and analyze different elements of figurative language (e.g., simile, metaphor, personification, hyperbole, symbolism, allusion, imagery). Reporting Category 4:Informational Text/Research Process LA.910.6.1.1: The student will explain how text features (e.g., charts, maps, diagrams, sub-headings, captions, illustrations, graphs) aid the reader s understanding. READING STRATEGY: Make Inferences ASSESSMENTS FORMAL: Progress Monitoring using the FAIR or FORF (3x yr) Ongoing Progress Monitoring (as needed) FAIR Toolkit BATs (district schedule) BAT minis (school schedule) FCAT Practice/Release Tests (school schedule) Edge Placement/Gains Test (as needed) FCAT (and other district/state assessments) CONTENT SPECIFIC Reader Reflections Cluster 1, 2, 3 Tests Oral Reading Fluency Unit Reading and Literary Analysis Test Unit Project Rubric Unit Self Assessment Reteaching Prescriptions Learning Logs Edge Benchmark Assessment Tests for Clusters 1, 2, 3 Version 8/14/11 19
Unit 3: The Ties that Bind (Cluster 1) Page 2 of 3 DAILY STRATEGIES VOCABULARY BEFORE READING DURING READING AFTER READING SCIENTICALLY BASED READING RESEARCH Activate Prior Knowledge Anticipation Guides Before, During and After Reading Strategies Comprehension Monitoring/Metacognition Cooperative Learning Do Now Engage and Connect Essential Questions Explicit Instruction Make and Confirm Predictions Modeling Paraphrasing Personal Connections Preview and Predict Read Aloud Reading to learn, to solve problems, for completing life tasks, for pleasure, Rigorous Bell-to-Bell Instruction Set Purposes for Reading Students Ask and Answer Their Own Questions Student Inquiry/ Discussions Oral Language/ Using Discussions to Learn Text Connections (Self, World, Text) Think Aloud Text Pattern/Structure Summarizing Word Study Writing to Learn WORD STUDY Content Specific Vocabulary: Acknowledgement Devastating Dispel Evade Improvise Opponent Pensively Surge Academic Vocabulary: Evaluate Infer Feinted Word Study Structural Analysis Word families (root words) Word sorts True Sentences Slang terms Word pyramid Word Family Round Robin Edge Vocabulary Routines: Make Words Your Own Vocabulary Study Cards Word Bench Text Talk Read Aloud Word Sorts Discussion Games and Drama Word Walls DIRECT, EXPLICIT INSTRUCTION (I Do) Unit Launch EQ: What tests a person s loyalty? Inside Outside Circle Anticipation Guide Preview and Predict: Determine what s important Clarify vocabulary (word parts, prior knowledge, context clues) Set purposes for reading Preview (titles, illustrations, text features) and set a purpose Read first few paragraphs. Make and confirm predictions. Monitor comprehension. Anticipation Guide Before reading, engage students with the topic and encourage them to explore their own thoughts and opinions using statements related to themes in the reading. Literary Analysis Genre Focus: How to read short stories: Style Short story Song Lyrics Literary Analysis Focus: Language Analyze style: language Analyze rhyme Analyze word choice in description Compare themes in literature Reading Strategies: Make Inferences GUIDED (We Do) Comprehension Monitoring: Structural analysis (prefix, suffix, root) to determine meanings of unknown words Contextual analysis (context clues, signal words, punctuation clues, multiple meanings) to determine meanings of unknown words Confirm and make new predictions Analyze text structure Analyze test features Analyze visuals/data Paraphrase and summarize Clarify ideas: reread/read on Compare across texts Graphic Organizers: Venn Diagram compare authors 3 Column Inference Chart: Two Column Notes: Descriptive language Two Column Notes: Informal language/meaning Text Connections: Connect to Music Text-to-self - students connect what they read to their own lives. Text-to-world students connect their reading to other people and events. Text-to-text students make connections of current text with other reading. Make A Connection T234 The Writer and His Experiences T236 Song Lyrics T253 COMPREHENSION CHECK (You Do) Speaking/Writing to Learn: Reflect & Assess Summarize/Connect/Extend from graphic organizers Comparison Essay Debate Journal from the point of view of a character Literacy Learning Logs Summarize. Paraphrase, predict, interpret, analyze, compare, speculate, and imagine as responses to text/reading Reflective writing, independent responses and response to prompts from unit selections, literature/genre study, and independent reading. Update cumulative vocabulary words lists, adding graphic organizers, use in sentences, and/or summarize strategies used during this unit to analyze words and to learn new vocabulary. Re-teaching prescriptions with Collaborative work/literature circles, unit project, and/or centers Cluster Assessments Version 8/14/11 20
Unit 3: The Ties that Bind (Cluster 1) Page 3 of 3 HIGHER ORDER QUESTION STEMS Amigo Brothers 1. The suffix ment can change a verb into a noun: acknowledge, acknowledgement. Write five other words that follow this pattern. 2. What can you infer about the character of each boy based on the description on p. 238? 3. Why do you think the author used the painting on p. 239 to contrast with his description of the setting? 4. What does the description of how each boy prepared for the fight tell about the tension each was feeling? 5. How would you change the end of the story? Lean on Me 1. As you listen to/read the lyrics of the song, what do you infer was the author s purpose? 2. What is the effect of using the repeating four lines in the song? 3. Explain the problems and the solutions this song defines. 4. How is Lean on Me a reciprocal relationship? 5. How does this song reflect the relationship between Antonio and Felix in Amigo Brothers? Item Specifications Question Stems 1. Which phrase best describes both the and the in the passage? (Word relationships) 2. Explain how (the text) persuades readers to? (Author s purpose) 3. According to the article, what do (two or more elements from the passage) have in common? (Compare) 4. From reading the article, the reader can infer that. (Conclusions/inferences) 5. Which line from (title of poem) most clearly reveals its theme? (Theme) DIFFERENTIATED INSTRUCTION BASED ON DATA Teacher Directed Re-teaching: Explicit and systematic re-teaching Re-teaching Prescriptions (Edge Online) Teacher monitoring fluency with literature circles with collaborative groups and individuals Teacher progress monitoring (3x year per district schedule) Teacher Ongoing Progress Monitoring (Fair Tool Kit) Collaborative Groups/Independent Centers: Literature/Genre Study Unit Projects Literacy Learning Logs Fluency Focus/Routines Before/ During/After Reading Activities Fluency Focus: Intonation Fluency Routines Choral or Echo Reading Marking the Text Collaborative/Paired Reading Echo Reading Listening While Reading Timed Repeated Reading Recorded Reading Reader s Theatre ESOL/ESE Strategies A8 Modeling E6 Discussion E10 Think-Pair-Share F1 Prior Knowledge E3 Games* *Marzano s High Yield Strategy LITERATURE CIRCLES/ GENRE STUDY Edge Novels: The Wave, Todd Strasser (770L) Two Badges, Mona Ruiz (940L) Things Fall Apart, Chinaua Achebe (890L) Literature Circles/Genre Study provides opportunities for students to self-select texts that engage and motivate them as readers and life-long learners. Texts will vary and should reflect non-fiction and fiction across many different genres. Literature/Genre Study may incorporate independent reading or small group reading/literature circles. It should be monitored by the teacher daily using Status of the Class, Clipboard Cruising and/or other teacher/student conferencing strategies. Literature/genre study might include/but is not limited to: Reader response logs (provide prompts for print learning logs, literature notebooks or journals, or use online tools such as teacher monitored blogs or wikis Responses and analysis within and across genres (i.e. news article to song lyric) Multimedia analysis and response (Comic Life, imovie, etc.) Literary analysis (character, setting, plot, theme, etc.) Text Structure/ Organization Book talks, reviews, presentations, and recommendations, including posting to FL DOE By Teens, For Teens. See novel/genre study guide for more strategies for implementation. SUPPLEMENTAL DIGITAL TOOLS & RESOURCES Topics from the Restless Impact Book 3 FAIR Tool kit BEEP Student Portal Resources http://www.broward.k12.fl.us/casdl/textbooks/ index.asp FCAT Focus/FCAT Explorer http://focus.florida-achieves.com/ Content Area Literacy Guide f/reading_resources/content_area_literac y_guide.pdf Glossary of Reading Strategies f/reading_resources/glossary_of_strategie s.pdf Webb s-bloom s Correlation Chart f/reading_resources/webbsblooms_correl ation_chart.pdf CNN Students News Desk http://www.cnn.com/studentnews/ National Geographic Kids http://kids.nationalgeographic.com/kids/ NY Times Learning Blog http://learning.blogs.nytimes.com/ SunSentinel online www.sunsentinel.com Time for Kids (Teachers) http://www.timeforkids.com/tfk/teachers/wr/ 0,27955,090508,00.html Free Rice Vocabulary Project www.freerice.com Version 8/14/11 21