Stage One: Immerse Inquiry Lesson 20 "Create Research Notebooks"

 Stage One: Immerse

Inquiry Lesson 20

"Create Research Notebooks"

Stage One: Immerse

Inquiry Lesson 19

"Model Your Own Inquiry Process"

Immerse

Searching for Relevant Information

Common Core State Standards

Alignment to Stage 1: Immerse

Inquiry Circles in Action

Stage Two: Investigate

Stage Two: Investigate

• Develop Questions• Search for Information• Discover Answers

Investigate

Close Reading of the Primary Source:The Preamble to the Constitution p. 93, Appendix B, CCSS and Bill of Rights p 166, appendix B, CCSS 

 Close Reading of the Secondary Source:

Words We Live By: Your Annotated Guide to the Constitution

Stage Two: Investigate

Inquiry Lesson 21

"Explore and Use Multiple Sources"

Stage Two: Investigate

Inquiry Lesson 24

"Create Question Webs"

Performance Task

• Page 76, Grades 4-5• Page 93, Grades 6-8• Page 129, Grades 9-10• Page 171, Grades 11-12

Performance TaskTASK 12 TEMPLATE (Informational or Explanatory/Definition L1, L2): How does studying the past help you understand the present, plan for the future and shape who you are today? After reading the Preamble to the Constitution, The Bill of Rights, The Words We Live By  and other texts regarding the right to privacy, write an informative/explanatory text that defines and explains how the right to privacy is being supported and/or undermined. W.5-12.2 & 7Support your discussion with evidence from the text(s). L2 What implications can you draw? 

Common Core State Standards

Alignment to Stage 2: Investigate

Inquiry Circles in Action

Stage Three: Coalesce

Stage Three: Coalesce

• Intensify Research• Synthesize Information• Build Knowledge 

   Stage Three: Coalesce

Inquiry Lesson 18

"I Beg to Differ: Disagreeing Agreeably" 

   Stage Three: Coalesce

Inquiry Lesson 23

"Checking Our Sources"

University of Kansas Center for Research on Learning 2006

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Building knowledge by grappling with  informational texts of exceptional  craft  and thought that offer profound  insight into the human condition and  serve  as  models for students’ own  thinking  and writing 

Research

Complex Texts

1. Common Core State Standards and Appendices2. CCSS Videos

1. Characteristics of Informational Texts 2. Qualitative Measures3. Text Features 4. Text Structures5. Author’s Purpose6. Blended Texts7. Characteristics of Literary Nonfiction

1. Building Community 2. Immerse3. Investigate4. Coalesce5. Go Public

1. How do teachers select appropriately complex informational/literary nonfiction texts?2. How does close reading differ from informational/literary nonfiction as opposed to literature?3. How do I integrate the strands of reading, writing, speaking and listening and language, during close reading and analysis of informational/literary nonfiction texts?  4. How do students use writing to deepen their understanding of informational/literary nonfiction texts?

AnalyzeDiscussSynthesizeEvaluate 

Writing Narrative Reading and Writing Informational Text

Debrief HomeworkResearchCharacteristics of Informational TextCharacteristics of Literary NonfictionMini-Inquiry CirclesGuided and Independent PracticePerformance Tasks

Research and Argument

Modeled and Guided Practice of Inquiry Circles

Independent Practice of Inquiry Circles

1.2. 3. 4. 5.

1. 2. 3. 4. 5. 

CLASS

based on

using

by providing

by providing

evidenced by Writing Informative/Explanato

ry Texts

Quick Write...

How has your thinking changed regarding the implementation of Literary Nonfiction text in your classroom practice?

Reflection

Day 8

Stage Three: Coalesce Part 2

Performance TaskTASK 12 TEMPLATE (Informational or Explanatory/Definition L1, L2): How does studying the past help you understand the present, plan for the future and shape who you are today? After reading the Preamble to the Constitution, The Bill of Rights, The Words We Live By  and other texts regarding the right to privacy, write an informative/explanatory text that defines and explains how the right to privacy is being supported and/or undermined. W.5-12.2 & 7Support your discussion with evidence from the text(s). L2 What implications can you draw? 

Common Core State Standards

Alignment to Stage 3: Coalesce

Inquiry Circles in Action

Stage Four: Go Public

Stage Four: Go Public

• Share Learning• Demonstrate Understanding• Take Action

Video

Stage Four: Go Public

Inquiry Lesson 27

 "Response Options: Take Learning Public" 

Characteristics of Informational Texts

• Text Structures• Text Features• Author's Purpose• Blended Texts

Common Core State Standards

Alignment to Stage 4: Go Public

University of Kansas Center for Research on Learning 2006

NAMEDATEThe Unit Organizer BIGGER PICTURE

LAST UNIT /Experience NEXT UNIT /Experience

UNIT SELF-TEST QUESTIONS

is about...

UNIT RELATIONSHIPS

UNIT SCHEDULE UNIT MAP

CURRENT UNIT1 32

4

5

6

7

8

Building knowledge by grappling with  informational texts of exceptional  craft  and thought that offer profound  insight into the human condition and  serve  as  models for students’ own  thinking  and writing 

Research

Complex Texts

1. Common Core State Standards and Appendices2. CCSS Videos

1. Characteristics of Informational Texts 2. Qualitative Measures3. Text Features 4. Text Structures5. Author’s Purpose6. Blended Texts7. Characteristics of Literary Nonfiction

1. Building Community 2. Immerse3. Investigate4. Coalesce5. Go Public

1. How do teachers select appropriately complex informational/literary nonfiction texts?2. How does close reading differ from informational/literary nonfiction as opposed to literature?3. How do I integrate the strands of reading, writing, speaking and listening and language, during close reading and analysis of informational/literary nonfiction texts?  4. How do students use writing to deepen their understanding of informational/literary nonfiction texts?

AnalyzeDiscussSynthesizeEvaluate 

Writing Narrative Reading and Writing Informational Text

Debrief HomeworkResearchCharacteristics of Informational TextCharacteristics of Literary NonfictionMini-Inquiry CirclesGuided and Independent PracticePerformance Tasks

Research and Argument

Modeled and Guided Practice of Inquiry Circles

Independent Practice of Inquiry Circles

1.Building Community 2.Immerse3.Investigate4.Coalesce5.Go Public

1. Research Notebook2. Research Plan3. Question Web4.Annotating Texts5. Going Public

CLASS

based on

using

by providing

by providing

evidenced by Writing Informative/Explanato

ry Texts

Assessing the Inquiry Circle Process

• Co-created• Standards based

Assessing the Performance TaskTASK 12 TEMPLATE (Informational or Explanatory/Definition L1, L2): How does studying the past help you understand the present, plan for the future and shape who you are today? After reading the Preamble to the Constitution, The Bill of Rights, The Words We Live By  and other texts regarding the right to privacy, write an informative/explanatory text that defines and explains how the right to privacy is being supported and/or undermined. W.5-12.2 & 7Support your discussion with evidence from the text(s). L2 What implications can you draw? 

Proportional Alignment of Writing

Inquiry Circles in Action

Independent/Group Work Time

Stage One: Immerse

• Invite Curiosity• Build Background• Find Topics• Wonder

 Stage Two: Investigate

• Develop Questions• Search for Information• Discover Answers

Stage Three: Coalesce

• Intensify Research• Synthesize Information• Build Knowledge 

Stage Four: Go Public

• Share Learning• Demonstrate Understanding• Take Action

Assess

• Product• Process

Next Steps...3-2-1 Reflection

Homework for Implementation- Conduct an Inquiry Circle in one of your classes, and return to day 9 with artifacts/evidence of student work and teacher 

planning.