common core lesson planning

1

Common CoreCommon CoreWhat does it mean in the everyday classroom?What does it mean in the everyday classroom?

By Mandel Holland, M.F.A., M.A.T.

By Mandel Holland, M.F.A., M.A.T.

2

What does it all mean?First, a little history...Common Core Standards were first formed at a Conference of Governors where they discussed how colleges and universities are finding incoming students ill-equipped for the rigors of post-secondary study.

3

What does it all mean?

These institutions also found that the level of preparation varied greatly from state to state & district to district. Even among those who were taking “higher level” courses like Advanced Placement, college readiness was below desired levels.

4


To address this, 42 of the 50 United States, including New York, agreed to have the same K-12 curriculum standards. 85% of which would be identical. The other 15% will be decided by each state.

5


Simply put: Too many kids graduate from high school and are not ready for college or post-secondary work.

The Common Core Standards (“CCS”) and the College & Career Readiness standards (“CCR”, also known as the “Anchor Standards”) are designed to remedy this.

6

How will we teach with the Common

Core?The short answer: Not much different than we always have.

In U.S. History, for example, we would follow the same curriculum we always have. We would simply take the old lessons and apply the new standards.

7

Sample Objective: To understand how those opposed to New Deal Initiatives found moral justification.

How will we teach with the Common Core?

8

The Old Lesson: From the NYS Social Studies Curriculum - Unit 5, II.B.8: “Opposition to The New Deal”


9

The New Standard (CCR): (Reading) #2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

The New Standard (CCS):#RH.11-12.1. (p.74). Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.http://www.corestandards.org/the-standards/english-language-arts-standards/anchor-standards-hssts/college-and-career-readiness-anchor-standards-for-reading/


10

Sorting & Identifying Standards

• At a glance, it looks complicated; framing each assignment with a College & Career Readiness (CCR) anchor standard AND a Common Core Standard (CCS). But this is one place where the powers that be made things simple.

11

Sorting & Identifying Standards

• Each Common Core Standard (CCS) is set within its College & Career Readiness (CCR) anchor standard counterpart. So when you base your lesson in one or more CCS, it automatically falls within its appropriate CCR anchor standard.

12

The Anchor Standards (CCR)

For READING

13

These are your “CCR” Anchor Standards

These are your “CCS” Standards

(For READING)

14

The Anchor Standards (CCR)

For WRITING

15

These are your “CCR” Anchor Standards

These are your “CCS” Standards

(And WRITING)

16

Think of the Standards as “MACRO” & “MICRO”...

• The College & Career Readiness (CCR) Anchor Standards are the “MACRO” standards.

• The Common Core Standard (CCS) are the “MICRO” standards.

17

THE LESSON: To understand how those opposed to New Deal Initiatives found moral justification.

So... How do we teach with the Common

Core?

18

Analysis & Evaluation of two documents: 1. “One Third of a Nation”: FDR’s Second Inaugural Address; and 2. “Invisible Hands - The Businessmen’s Crusade Against The New Deal” - By Kim Phillips-Fein, pages 71-73. (see packet handout)


19

“One Third of a Nation”: FDR’s Second Inaugural Address

• Although President Franklin Delano Roosevelt neither came from the working and lower classes nor always acted in their interests, he did, at significant moments, speak for and to the “forgotten man.” One of those key moments came in January 1937 when he was inaugurated for his second term—the first time that the presidential inauguration was held on January 20 rather than March 4 (a change brought about by the twentieth amendment). Roosevelt’s stirring words help explain why that one-third of the nation went to the polls in November 1936 and reelected him in one of the great landslides in American political history

BACKGROUND INFO ON FDR

20

“One Third of a Nation”: FDR’s Second Inaugural Address

• True, we have come far from the days of stagnation and despair. Vitality has been preserved. Courage and confidence have been restored. Mental and moral horizons have been extended.

• But our present gains were won under the pressure of more than ordinary circumstances. Advance became imperative under the goad of fear and suffering. The times were on the side of progress.

• To hold to progress today, however, is more difficult. Dulled conscience, irresponsibility, and ruthless self-interest already reappear. Such symptoms of prosperity may become portents of disaster! Prosperity already tests the persistence of our progressive purpose.

• Let us ask again: Have we reached the goal of our vision of that fourth day of March 1933? Have we found our happy valley?

• I see a great nation, upon a great continent, blessed with a great wealth of natural resources. Its hundred and thirty million people are at peace among themselves; they are making their country a good neighbor among the nations. I see a United States which can demonstrate that, under democratic methods of government, national wealth can be translated into a spreading volume of human comforts hitherto unknown, and the lowest standard of living can be raised far above the level of mere subsistence.

• But here is the challenge to our democracy: In this nation I see tens of millions of its citizens—a substantial part of its whole population—who at this very moment are denied the greater part of what the very lowest standards of today call the necessities of life.

FDR’S ADDRESS IN PRINT (also provide audio if possible)

21

Invisible Hands (except)By Kim Phillips-Fein

HERE’S THE BIG CHANGE:Use ‘Trade Books’, not Textbooks.

SOME OF THE SAME BOOKS WE USE FOR RESEARCH AND P.D. AS PEDAGOGUES, AND USED AS CO-EDS & GRAD STUDENTS ARE NOW TO BE USED TO TEACH SUBJECT MATTER TO SECONDARY STUDENTS

22

Invisible Hands (except)By Kim Phillips-Fein

BUT TRADE BOOK TEXT IS TOO HARD FOR H.S. KIDS, ISN’T IT?

IN MANY, IF NOT MOST CASES, THE ANSWER IS “YES”. HOWEVER, UNLIKE COLLEGE STUDENTS, THESE BOOKS WILL BE ‘DIGESTED’ IN SMALLER BITES. SECTIONS, NOT ENTIRE BOOKS, WILL BE EXAMINED BY H.S. STUDENTS, WITH SUBJECT TEACHERS WORKING WITH THEM TO UNDERSTAND WHAT THEY READ, BOTH LANGUAGE AND CONTENT.

23

summarize/synthesize the opposing viewpoints

Evaluate retention with rigorous assessment. (see packet handout)


24

1. How did FDR make the case for a societal response to the nations economic ills? Use quotes from his inaugural address in your response.

COMPREHENSIVEASSESSMENT

25

2. Can his arguments be used to address today’s economic issues? Explain your answer referencing FDR’s inauguration speech and current events?


26

3. How did Business Conservatives use a grass roots campaign to make the case against The New Deal? Use quotes from “Invisible Hands” and the definition of ‘Spiritual Mobilization’ in your response.


27

4. Compare & Contrast the positions of the FDR to those of the conservatives. Who was right? Explain in detail.


28

Now that we’ve assessed the lesson...

• How do we score the assessment?

• Create a Rubric using the new standards

29


11TH/12TH GRADE SOCIAL SCIENCES WRITING RUBRIC - TEXT TYPES and PURPOSES #1

“MACRO” Standard: Text Types and Purposes

“MICRO” Standard: #1. Write arguments focused on discipline-specific content.(p. 77 of the E.L.A./History, et. al. standards)

30


ADVANCED - 4 PROFICIENT - 3 BASIC - 2 BELOW BASIC - 1

a. Insightfully introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create a sophisticated organization that logically sequences the claim(s), counterclaims, reasons, and evidence that go beyond the reporting of facts and excepted theory.

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.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

b. Develop claim(s) and counterclaims fairly and completely, supplying the most relevant data and evidence for each while evaluating the strengths and limitations of all claims and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.

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.

b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.

b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

c. Use above grade-level 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.

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.

c. Use words, phrases, and clauses 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.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

d. Establish & maintain a formal, sophisticated style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

d. Establish & maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

d. Establish & maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

d. Establish and maintain a formal style.

e. Provide a concluding statement or section that follows from or supports the argument presented.



e. Provide a concluding statement or section that follows from and supports the argument presented.

11TH/12TH GRADE SOCIAL SCIENCES WRITING RUBRIC - TEXT TYPES and PURPOSES #1

31

So... How will we teach with the Common

Core?In short... THE SAME WAY, DOING THE SAME THINGS WE'VE ALWAYS DONE!

common core lesson planning

Education