Teaching Toward the Demands of the CCSS 1 s2
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Teaching Toward the Demands of the CCSS 1 We have designed this document to address the NY CCLS so have included the additional standards that NYS has included. We have drawn from guideline documents put out by the state, preparation materials such as those from Ready New York and our best knowledge of how to address the Common Core Standards to create this resource.
Eighth Grade
City/State Focused In other words… Text-Based Example How Else Might These Questions Be Standards: Worded… The Lottery by Shirley Jackson Reading Literature, Grade 8
What the Standards Say… 8.1 Students can cite explicit and In the very beginning of the Lottery, Which statement best summarizes a central implicit textual evidence to there are clues that something violent idea of the passage? Cite the textual demonstrate deep understanding. may soon happen, and that violence evidence that most is, in fact, an integral part of this Which line from strongly supports an Students might… village. How does the following (character1) best represents that character’s analysis of what the - synthesize a variety of complex excerpt demonstrate the idea that attitude about an important issue or event? Why text says explicitly as details to make sense of a time, violence has become a central part of is this line the most representative? well as inferences place, and event life in the village? drawn from the text. - infer from small details about Which setting from the complex characters’ and The children assembled first, of story is the most symbolic of a feeling or an narrators’ traits, emotions, and course. School was recently over for issue that is central to the story? What makes the relationships. the summer, and the feeling of liberty description of this setting so powerful? - hold onto denser collections of sat uneasily on most of them; they tended to gather together quietly for details and assign significance to Write to elaborate on how one particular a while before they broke into these details as their knowledge scene is crafted to help the reader understand boisterous play. Their talk was still of and ideas grow across a text. how complex and/or important an issue or theme the classroom and the teacher, of - cite evidence to prove a theory is in the story. Cite details from the text in your books and reprimands. Bobby Martin or demonstrate understanding of answer. ideas. had already stuffed his pockets full of - cite evidence to analyze a part stones, and the other boys soon or the whole of the text. followed his example, selecting the
Updated 2/15/13 The Teachers College Reading and Writing Project 2013 DRAFT Teaching Toward the Demands of the CCSS 2 We have designed this document to address the NY CCLS so have included the additional standards that NYS has included. We have drawn from guideline documents put out by the state, preparation materials such as those from Ready New York and our best knowledge of how to address the Common Core Standards to create this resource. - cite evidence that is implicit smoothest and roundest stones; and explicit in the text to Bobby and Harry Jones and Dickie demonstrate understanding of Delacroix-- the villagers pronounced the larger meanings. this name "Dellacroy"--eventually - cite evidence about the setting made a great pile of stones in one or the character to demonstrate corner of the square and guarded it ideas that run below the surface against the raids of the other boys. of texts. The girls stood aside, talking among - notice the physical and themselves, looking over their psychological settings of stories shoulders at the boys, and the very and how those are developed in small children rolled in the dust or and across scenes. clung to the hands of their older brothers or sisters.
Why has the author likely included this scene? How does it take on new meaning for the reader later in the story?
What do the lines “The lottery was conducted--as were the square dances, the teen club, the Halloween program--by Mr. Summers, who had time and energy to devote to civic activities” serve to illustrate about the way the lottery is perceived?
8.2 Students will be able to trace ideas The Lottery suggests various How does the author use across a story, gathering text meanings, ideas, or themes. Describe all the elements of story (characterization, plot, Determine a theme or evidence in support of an idea, and one of these, including how the story and setting) to grow a central idea or theme central idea of a text adjusting their thinking as they develops a theme or idea (what parts across the pages of this story? What are a and analyze its move across the text. of the story make this idea visible). number of different ways we could phrase that development over the central idea or theme? Updated 2/15/13 The Teachers College Reading and Writing Project 2013 DRAFT Teaching Toward the Demands of the CCSS 3 We have designed this document to address the NY CCLS so have included the additional standards that NYS has included. We have drawn from guideline documents put out by the state, preparation materials such as those from Ready New York and our best knowledge of how to address the Common Core Standards to create this resource. course of the text, Students will be able to analyze The story of the Lottery is a complex including its themes and issues in texts, and how story of one event taking place in one Re-read the following text. relationship to the these are made visible and town in one afternoon. If you were to characters, setting, developed. describe one of the most important (insert line of text) and plot; provide an themes or central ideas the story objective summary of Students might… suggests, what would you say? How, when, and why did characters’ attitudes the text. What parts of the story specifically change towards each other? - develop ideas about the support your theory? complexities of place or Re-reading the following text. character, and trace how these develop and change across the (insert line of text) text. - analyze issues that the text How do these lines show when and why the tackles, and characters’ characters’ attitudes towards the setting shifted? relationships with these issues. - investigate ideas that the story What can we say about the lessons the suggests, and how the author characters learned after having lived through this develops these ideas across the series of events? story. - determine themes the story Explain the new understandings the reveals, and analyze how these protagonist has about a central issue of the text, themes are developed. after having lived through this series of events. - analyze the voice and perspective (s) offered in a text - synthesize complex narratives, integrating subtle information about the characters, the place, the conflict, and the themes. 8.3 Students will be able to analyze “Lottery in June, corn be heavy Closely reread this line spoken by how the author controls point of soon,” is how one villager describes a (character1) from lines (insert lines) of the Analyze how view and creates sympathy for the saying about the Lottery. What might passage: particular lines of character, through access to inner be the significance of this saying for “…”. By observing (character 1) say this dialogue or incidents thinking and dialogue, as well as what happens in the story? to in a story particular actions on the part of the (character2), which of the following Updated 2/15/13 The Teachers College Reading and Writing Project 2013 DRAFT Teaching Toward the Demands of the CCSS 4 We have designed this document to address the NY CCLS so have included the additional standards that NYS has included. We have drawn from guideline documents put out by the state, preparation materials such as those from Ready New York and our best knowledge of how to address the Common Core Standards to create this resource. or drama propel the character. In this story, it is clear that it takes inferences action, reveal aspects place in a small farming village. How could we make? of a character, or Students might… does the setting play a role in provoke a decision. influencing the events that take What distinction can you make between - analyze what characters say for place? (character 1) and (character 2)? clues about issues that are revealed in the story. Explain the author’s analogy of (insert - compare how different analogy) to (insert issue). Discuss its purpose characters react to the same and cite examples of how the idea is present event or conversation. throughout the text - analyze who they sympathize with in the story at different How does the text categorize the moments, and why information about (insert topic)? - connect moments across a story either because they are related to Which event would not be included in the characters’ motivations, to the category of “events that inspired the main cause of later conflict, or to character to change her life”? thematic development. - analyze the narrator’s voice, and how it affects the reader’s understanding - consider when certain line of texts seem to reveal an author’s meaning or be metaphoric. 8.4 Students will analyze words in At one point early in the story, the Closely reread this sentence from lines 1–2 context. These words might include children are described: of the passage: Determine the words that are connotative, meaning of words and represent the time period, or are The children assembled first, of (insert line of text) phrases as they are figurative in nature. course. School was recently over for used in a text, the summer, and the feeling of liberty In this sentence, (word1) most clearly means including figurative Students might… sat uneasily on most of them. ______and connotative meanings; analyze the - determine the meaning of How might you interpret ‘the feeling Which of the following best describes the impact of specific words that affect the tone or of liberty,’ within this story? meaning of the metaphor (insert metaphor)?
Updated 2/15/13 The Teachers College Reading and Writing Project 2013 DRAFT Teaching Toward the Demands of the CCSS 5 We have designed this document to address the NY CCLS so have included the additional standards that NYS has included. We have drawn from guideline documents put out by the state, preparation materials such as those from Ready New York and our best knowledge of how to address the Common Core Standards to create this resource. word choices on indicate the setting of a text. meaning and tone, - analyze the multiple meanings The title The Lottery has more than Which sentence best describes the meaning including analogies of words (including connotative one meaning for the story. Consider of the simile that begins in the first line of the or allusions to other meanings) to question why they what the word represents and the poem and ends in the third? texts. have been used and their effect significance of the term in the on the text and the reader. beginning, middle, and end of the Which of these words from the second - determine deeper meanings story. stanza has the most strongly negative behind figurative language in a connotation? text. By the end of the story, the notion of - trace symbolic meaning across a ‘feeling of liberty’ in this Explain the personification in the second a text community might have more than one stanza. meaning. How would you explain a ‘feeling of liberty’ in the context of Closely reread lines 13-16 in the poem. In events in the story? this stanza, (insert word or phrase) most clearly means______? 8.5 Students will compare and contrast The Lottery is often compared with Which statement best describes how the how stories, plays, and poems are The Hunger Games – but the stories structure in (text 1) contributes to its meaning? Compare and contrast put together and what that structure are structured very differently. How the structure of two or does to reveal the larger meaning of does the tight, in-one-afternoon- time How is the use of repetition in (text 1) and more texts and texts. They will further be able to span of The Lottery create an (text 2) similar or different? analyze how the use that knowledge to look deeper atmosphere that is different from the differing structure of into how the author presents theme, longer time span of The Hunger Compare and contrast how the structure of each text contributes setting or the plot. Games? (text 1) and (text 2) supports the meaning of to its meaning and each poem. Include textual evidence from each style. Students might… The Lottery takes place within a fairly poem to support your answer. short span of time. Discuss how the - analyze the structure of a text, author’s choice to structure the story How does the structure of each poem affect including how and when as taking place in just one single the style of writing? information is released, how afternoon contributes to its meaning. time moves, when the structure is conventional and unconventional and how those choices affect the reader. - delve deeper into the author’s
Updated 2/15/13 The Teachers College Reading and Writing Project 2013 DRAFT Teaching Toward the Demands of the CCSS 6 We have designed this document to address the NY CCLS so have included the additional standards that NYS has included. We have drawn from guideline documents put out by the state, preparation materials such as those from Ready New York and our best knowledge of how to address the Common Core Standards to create this resource. purpose for creating a certain structure. - describe the structure and how it develops the theme, conflict, or setting. - analyze and evaluate a scene and how various scenes fit into the overall trajectory of the text. - compare and contrast how the structure of texts are the same and different. 8.6 Students will analyze how the The author of the Lottery has created Closely reread this sentence from lines authors develop and suggest various a contrast between the ignorance of (insert line number) of the passage: Analyze how perspectives and voices in a text. the reader of what the lottery means differences in the and the knowledge of the characters. What effect does this sentence provide the points of view of the Students will also analyze how Analyze what effect(s) are created on reader as the story develops? characters development of perspective creates the reader through this difference in and the audience or irony or other effects which point of view and how it contributes How does a common theme develop reader (e.g., created contribute to the meaning, tone, etc. to the meaning of the story. differently in (story1) than in ( poem1)? through the use of of texts. dramatic irony) Mrs. Hutchinson’s viewpoint on the create such effects as Students might… Lottery seems to change drastically How is the narrator’s voice in (story1) suspense or humor. - analyze the narrator’s voice and across the story. Compare her similar and different to the voice of a speaker in how it affects the reader’s viewpoint early in the story, to later, (poem1)? a. Analyze full-length understanding and analyze the various causes of her novels, short stories, - analyze how full or partial the shift in viewpoint. How is her How do the authors of each of these texts poems, and other narrator’s understanding of viewpoint different from Old Man develop the voice of the key character?[Note: genres by authors events is Watson’s? this also connects to Standard 7.6] who represent diverse - compare and contrast different world cultures. characters’ points of view in critical moments. - investigate stereotypes and representation in the text - trace power in the text and how
Updated 2/15/13 The Teachers College Reading and Writing Project 2013 DRAFT Teaching Toward the Demands of the CCSS 7 We have designed this document to address the NY CCLS so have included the additional standards that NYS has included. We have drawn from guideline documents put out by the state, preparation materials such as those from Ready New York and our best knowledge of how to address the Common Core Standards to create this resource. it shifts and where it is visible - critically examine how gender, race, and culture are represented in texts. - bring critical literacy lenses to a text to analyze its effects 8.7 Students will be able to compare There have been many adaptations of and contrast reading a story to the Lottery, from close adaptations, to Analyze the extent to watching it on a video. stories that are informed by its which a filmed or live literary tradition. Compare the scene production of a Students might: of the Reaping from the film version story or drama stays - analyze similarities and of The Hunger Games, to the print or faithful to or departs differences of a text on film film version of the Lottery. How is from the text or versus the same text in print, the later text informed by the earlier script, evaluating the looking at authorial and one? choices made by the directorial choices, comparing director or actors. overall affects as well as small details. - compare and contrast how the author represents themes in a text and in a movie - compare and contrast the setting of a movie and a text in terms of atmosphere and how it is created. - compare the changes that were made to a text when it became a film, and the affect of those changes.
(RL.8.8 not applicable to literature) 8.9 Students will be able to compare The Lottery fits within a tradition of How does the author convey the same and contrast the portrayal of how dystopian literature. Explain how the theme found in the other story? Updated 2/15/13 The Teachers College Reading and Writing Project 2013 DRAFT Teaching Toward the Demands of the CCSS 8 We have designed this document to address the NY CCLS so have included the additional standards that NYS has included. We have drawn from guideline documents put out by the state, preparation materials such as those from Ready New York and our best knowledge of how to address the Common Core Standards to create this resource. Analyze how a authors represent time, place and novel acts as a dystopian narrative. modern work of setting within a text. They will be What shared theme is suggested in both fiction draws on able to discuss differences in tone, The author of The Lottery has texts? themes, patterns of in shades of meaning, in structure, deliberately chosen a small village events, or character and in context, and tie these to within which to set her short story. Citing evidence of story events and types from myths, specific examples from both texts Consider historical accounts of small character types, write about how the plot of traditional stories, or as a way to compare and contrast villages such as ones from Salem (text1) reinterprets the story of (text2) religious works such not just what the authors suggest, during the Salem Witch trials. How as the Bible, including but how they develop themes, has the author drawn on historical How are the story events in (text1) mirrored describing how the issues, and ideas. events to create this story? in the modern tale of (text 2)? material is rendered new. Students might… How is (character1) an updated version of - investigate the way different (character2)? genres develop similar ideas or themes. - Investigate literary traditions and the literary devices of certain genres, looking at archetypes, narrative trajectory, and common themes. - look at stories across genres and how they can carry the same or similar themes across genres – as well as analyze what is different in terms of how these themes are developed. - compare and contrast topics that are developed through different structures or genres - compare and contrast how the approaches to develop the themes are different in one text
Updated 2/15/13 The Teachers College Reading and Writing Project 2013 DRAFT Teaching Toward the Demands of the CCSS 9 We have designed this document to address the NY CCLS so have included the additional standards that NYS has included. We have drawn from guideline documents put out by the state, preparation materials such as those from Ready New York and our best knowledge of how to address the Common Core Standards to create this resource. versus other types of literature 8.11. Students will interpret, analyze and The Lottery is often compared to the evaluate different genres for artistic, short story “Most Dangerous Game” Interpret, analyze, content, and ethical connections to and to the novel the Hunger Games. and evaluate other texts Choose a text from among these, or narratives, poetry, another you know well, that you think and drama, Students will be able to: conveys similar ideas or themes. artistically and What are those ideas or themes, and ethically by making - analyze texts that are how do the two texts treat them connections to: related by theme, content, or the differently? other texts, ideas, issues they raise cultural perspectives, - evaluate how texts are If you were to put together a text set eras, personal events, informed by other texts and that included The Lottery and other and situations. discourse. works of film and/or literature, what - make informed judgments might you include and why? about the relationship between quality texts and their purposes.
City/State In other words… Text-Based Example How Else Might These Questions Be Worded… Focused Standards: Steve Jobs’ commencement speech at Stanford
Updated 2/15/13 The Teachers College Reading and Writing Project 2013 DRAFT Teaching Toward the Demands of the CCSS 10 We have designed this document to address the NY CCLS so have included the additional standards that NYS has included. We have drawn from guideline documents put out by the state, preparation materials such as those from Ready New York and our best knowledge of how to address the Common Core Standards to create this resource. University: Reading http://www.forbes.com/sites/davidewal Informational t/2011/10/05/steve-jobs-2005-stanford- Texts, Grade 8 commencement-address/
What the paired with Standards Say… A report on Mark Zuckerberg’s commencement speech at a local middle school. 8.1 Students can determine central Why did Steve Jobs feel like these three stories Closely reread these sentences from lines ideas in texts and support those would engage the audience and help them (insert line number) of the passage: Cite the textual with reasons and evidence, even understand the decisions that he made and the evidence that when the ideas are not explicit recommendations he is making for their future? Why does the author make this most strongly and on the surface of the text. recommendation? supports an How does the author of the speech make analysis of what Students might… recommendations to the students at their Explain how the author’s relationship with the text says - Determine an author’s graduation? (topic 1) is different from his relationship with explicitly as well main points and how he (topic 2). Use two details from the passage to as inferences or she supports those How does Steve Jobs refer to his own story - support your answer. Write your answer in drawn from the with evidence. to personal moments in his life– to stir and complete sentences. text. - synthesize across dense sway the audience? texts, connecting parts in support of related ideas. Which choice in the strongest piece of evidence to support this claim? - determine central ideas that are subtle as well as Which of the following choices best those that are explicit explains why the author believes (insert and obvious. author’s belief)? - sort out the relevance of details and how they Based on the article, which statement by relate to ideas. the author most strongly supports his/ her - determine the author’s position? stance on a subject and Updated 2/15/13 The Teachers College Reading and Writing Project 2013 DRAFT Teaching Toward the Demands of the CCSS 11 We have designed this document to address the NY CCLS so have included the additional standards that NYS has included. We have drawn from guideline documents put out by the state, preparation materials such as those from Ready New York and our best knowledge of how to address the Common Core Standards to create this resource. what informs that stance. Which detail from the article illustrates that (insert a main point) 8.2 Students will be able to analyze How does Steve Jobs develop his central The passage suggests all of the following a text for the ideas it presents, message through the speech ? as strategies for (insert goal. Ex- saving the Determine a sorting out which evidence rain forest) EXCEPT central idea of a supports these ideas, Steve Jobs has a message for the students he is text and analyze synthesizing across the text. speaking to. How does that message develop Closely reread the following sentences its development and grow throughout his speech? from lines (insert lines) of the passage: over the course Students might… of the text, - Determine the most How do these sentences reflect the including its significant points an author author’s changing relationship with (insert relationship to makes, and how he or she topic)? supporting makes these points ideas; provide - evaluate the strength of Describe ______’s changing attitudes an objective supporting details toward the author. Use two details from the summary of the - find evidence to support passage to support your answer. Write your text. central ideas and a given answer in complete sentences. author’s purpose - explain how details, features and structures support central ideas - clarify the author’s meaning, distinct from the reader’s ideas on a subject.
8.3 Students will be able to discern What distinction can you make about Steve How did the author compare (topic1) to connections between references Jobs and how he reacts to certain events in his (topic2). Analyze how a in the texts, across parts of a life? text makes text, and between events, ideas, Which statement accurately compares connections and change. How did the decisions Steve Jobs make led (idea1) to (idea2)? among and him towards success? distinctions How does the text categorize the
Updated 2/15/13 The Teachers College Reading and Writing Project 2013 DRAFT Teaching Toward the Demands of the CCSS 12 We have designed this document to address the NY CCLS so have included the additional standards that NYS has included. We have drawn from guideline documents put out by the state, preparation materials such as those from Ready New York and our best knowledge of how to address the Common Core Standards to create this resource. between Students might: information about (idea1) and (idea2)? individuals, - Analyze how the references ideas, or events made in a text connect to What is the connection between all of the (e.g., through central ideas or influence the details in paragraph 4? comparisons, audience analogies, or - Research the context of a categories). text historically or in terms of its affect on others. - Analyze the assumptions made in a text, and how the text reinforces certain ideas, views, or discourse.
8.4 Students will analyze words in As used in the passage, the word (insert context. These words might word) is closest in meaning to______Determine the include words that are Jobs remarks: “But I naively chose a meaning of connotative, represent the time college.” What does the word naively mean in Which statement best explains why the words and period, or are figurative in this sentence, but also in the larger context of author has used the words (word1), (word 2) phrases as they nature. Job’s message in this speech? and (word3) in the first paragraph? are used in a text, including Students might: Word choices in the 5th paragraph such as figurative, - analyze the meaning of (wrod1), (word2) and (word3) suggest that the connotative, and words that develop the tone is…. technical or indicate the context of a meanings; text Which statement best explains the effect of analyze the - determine the meaning of the figurative language used in paragraph 4? impact of words that represent time, specific word place, mood, setting Why does the author use words like choices on - analyze the meaning of (word1), (word2) and (word3) to describe meaning and words that have a (insert topic). What do these word choices tone, including connotative meaning reveal about how the author would like readers analogies or - analyze figurative language to feel about (insert topic). Use specific allusions to and how it affects meaning examples in your response. other and tone
Updated 2/15/13 The Teachers College Reading and Writing Project 2013 DRAFT Teaching Toward the Demands of the CCSS 13 We have designed this document to address the NY CCLS so have included the additional standards that NYS has included. We have drawn from guideline documents put out by the state, preparation materials such as those from Ready New York and our best knowledge of how to address the Common Core Standards to create this resource. Texts. 8.5 Students will analyze the overall “On the back cover of their final issue was a Closely reread the following paragraph structure of the text. photograph of an early morning country road, from lines (insert line number) of the text: Analyze in detail the kind you might find yourself hitchhiking on the structure of a Further, they will analyze how if you were so adventurous. Beneath it were Why does the author write that(insert specific sentences, paragraphs, features, the words: "Stay Hungry. Stay Foolish." It was line)? paragraph in a and sections fit together and are their farewell message as they signed off. Stay text, an important part of the overall Hungry. Stay Foolish. And I have always Which of the following details from including the structure of the text. wished that for myself. And now, as you paragraph 1 best supports the paragraph’s key role of graduate to begin anew, I wish that for you.” concepts? particular Students might: How does this statement fit in with the whole sentences in - analyze the structure of a message of this speech? Reread the following lines developing and text, including how refining a key information and ideas are (insert lines) concept. presented, and how parts of the text fit together. How do these sentences help to develop the key - delve deeper into the concept in paragraph 3? author’s purpose for creating certain structures. Which sentence in paragraph (insert - analyze and evaluate a paragraph number) is most helpful in proving particular section and how one of the author’s main ideas? that section plays a specific, deliberate role in forwarding Reread the following lines central idea(s). - consider unconventional (insert lines) structure choices and how those affect understanding. How do these sentences help to develop the key concept in paragraph 3?
Which of the following details from paragraph 1 best supports the paragraph’s key concepts?
Updated 2/15/13 The Teachers College Reading and Writing Project 2013 DRAFT Teaching Toward the Demands of the CCSS 14 We have designed this document to address the NY CCLS so have included the additional standards that NYS has included. We have drawn from guideline documents put out by the state, preparation materials such as those from Ready New York and our best knowledge of how to address the Common Core Standards to create this resource. 8.6 Students will understand that Steve Jobs wrote this text to instruct students the authors develop and to……? This text was written to instruct… Determine an represent perspectives or point author’s point of of view, and develop an Steve Jobs’ point of view about higher Which sentence best describes the author’s view or purpose awareness for conflicting or education is…? point of view? in a text and missing voices. analyze how the The author’s purpose for writing this speech The sentence best expresses the author’s author Students might: was……? point of view toward the (insert issue)? acknowledges - Analyze the author’s and responds to overall perspective and how What test evidence best supports your conflicting that is made clear in the text. inference about the author’s point of view? evidence or - Compare and contrast viewpoints. authors’ points of view on a Explain the author’s purpose for writing subject this article. Cite evidence from the text that - Consider which viewpoints helps you infer what she hoped to accomplish. are most honored in a text, and which are marginalized This speech was written to persuade or missing. ______- Analyze whose perspective is strengthened by a text. Describe how you determined the author’s - Analyze how an author purpose for writing this article citing the creates sympathy with his or evidence that led to this inference. her point of view. - Analyze claims and counterclaims in a text, questioning the relevancy, sufficiency and accuracy of evidence which each side provides. 8.7 Students will be able to evaluate What are the advantages of Steve Jobs What are the advantages of hearing a advantages and disadvantages of delivering this speech and what could be the speech as opposed to reading a speech? Evaluate the different forms of media to help negative consequences of his words? advantages and understand a topic or issue. What lens does this presentation give you? disadvantages of You can watch a clip of Steve Jobs delivering
Updated 2/15/13 The Teachers College Reading and Writing Project 2013 DRAFT Teaching Toward the Demands of the CCSS 15 We have designed this document to address the NY CCLS so have included the additional standards that NYS has included. We have drawn from guideline documents put out by the state, preparation materials such as those from Ready New York and our best knowledge of how to address the Common Core Standards to create this resource. using different Students might: this speech: http://www.youtube.com/results? The advantages to reading a book over mediums (e.g., - integrate and compare search_query=steve+jobs+commencement+sp seeing the film version seem to be…? The print or digital information from many eech+at+stanford&oq=steve+jobs+commence disadvantages might include…? text, video, different sources to gain ment+speech+at+stanford&gs_l=youtube.3...2 multimedia) to coherence around a topic or 315.4154.0.4297.10.8.0.0.0.0.0.0..0.0...0.0...1a present a subject and to contextualize c.1. particular topic a text or idea. - analyze why and how Does the experience of actually watching Jobs authors use different deliver the speech versus reading it make it mediums for different more memorable or meaningful? Does it make purposes and why the speech seem more effective? Take a - compare the craft and position on whether or not the medium matters. technique that are Cite details from the texts to support your available to authors in answer. different media, and how these are deployed to develop ideas and stir audiences. 8.8 Students will be able to trace What evidence does the author provide to and evaluate an argument, What is Steve Jobs’ argument about college support her reasoning that(insert author’s Delineate and including its reasoning, or and following your passion? What evidence claim)? evaluate the warrant, as well as making some does he give to support this argument? argument and judgment about its validity and Which of the statements best explains the specific claims relevance. The advice to not give up is often given during author’s claim? in a text, commencement speeches. Does Jobs make this assessing Students might: advice feel fresh and move beyond cliché? Which of the following statements is whether the - analyze the overall strength Does he have sound reasoning and relevant and evidence supporting the author’s reasoning that reasoning is of the author’s argument by sufficient evidence? Evaluate how effectively (insert author’s claim) sound and the analyzing the relevance and Jobs’ makes his argument. Cite details from the evidence is significance of the reasons text to support your assessment of the Evaluate the author’s argument about the relevant and and evidence presented. argument. (insert issue). Explain whether the author backs sufficient; - Evaluate the logic of up her claim with sound reasoning and relevant recognize when argument, including any evidence.
Updated 2/15/13 The Teachers College Reading and Writing Project 2013 DRAFT Teaching Toward the Demands of the CCSS 16 We have designed this document to address the NY CCLS so have included the additional standards that NYS has included. We have drawn from guideline documents put out by the state, preparation materials such as those from Ready New York and our best knowledge of how to address the Common Core Standards to create this resource. irrelevant logical fallacies evidence - Analyze how persuasive Which evidence from the article is is introduced. techniques influence the irrelevant to the author’s reasoning that (insert audience versus logic. claim)? - Research the subject to evaluate the validity and How well does the author make her relevance of the argument argument? Using details from the article, presented. evaluate whether the reasoning is sound and the - Research to add to this evidence is relevant and sufficient. argument or to refute it - Evaluate the claims and counterclaims, weighing and evaluating overalls strengths. - Consider the historical and ethical implications of the argument. - 8.9 Students will be able to analyze Which fact about (insert topic) do the two two or more texts to compare Read this citation from Steve Jobs: articles agree on, but interpret differently? Analyze a case arguments, perspectives and in which two or interpretations “I’m pretty sure none of this would have Which statement best summarizes how more texts happened if I hadn’t been fired from Apple. It (author1) and (author2’s) ideas conflict? provide Students might: was awful tasting medicine, but I guess the conflicting - analyze different patient needed it. Sometimes life hits you in the Using evidence from both articles, explain information on arguments and their head with a brick. Don’t lose faith. I’m how technological innovations have led to the same topic conflicting information and convinced that the only thing that kept me discoveries about ______. and identify perspectives to compare going was that I loved what I did. You’ve got where the texts different interpretations on to find what you love. And that is as true for Reread the this sentence from (author 1): disagree on the same topic. your work as it is for your lovers. Your work is matters of fact or - read different going to fill a large part of your life, and the “______” interpretation. viewpoints on a topic to only way to be truly satisfied is to do what you evaluate validity and believe is great work. And the only way to do Which of the following from (author 2’s) a. Use their relevance. great work is to love what you do. If you article conflicts most with this?
Updated 2/15/13 The Teachers College Reading and Writing Project 2013 DRAFT Teaching Toward the Demands of the CCSS 17 We have designed this document to address the NY CCLS so have included the additional standards that NYS has included. We have drawn from guideline documents put out by the state, preparation materials such as those from Ready New York and our best knowledge of how to address the Common Core Standards to create this resource. experience and - Bring critical literacy haven’t found it yet, keep looking. Don’t settle. their knowledge lenses to evaluate who As with all matters of the heart, you’ll know How do the facts the author’s chose shape of language and benefits from an argument when you find it. And, like any great their conflicting interpretations of the effect of logic, as well as and who is marginalized or relationship, it just gets better and better as ______? culture, to think negated. the years roll on. So keep looking until you analytically, find it. Don’t settle.” (Jobs, 2005) Which claim from (article 1) does (article address 2) contradict? problems Based on Zuckerberg’s speech, how would he creatively, and respond to this statement? Which information have the author’s of advocate (article 1) and (article 2) interpreted differently? persuasively. Steve Jobs offers one viewpoint on college and Mark Zuckerberg offers another. How do these two speeches conflict or agree with each other?
Which statement best summarizes both speeches?
What claim from speech one contradicts with the claim in speech two that college wastes people’s time?
Updated 2/15/13 The Teachers College Reading and Writing Project 2013 DRAFT