Woodburn High School€¦ · Web viewBy the end of the year, read and comprehend literary...

Grade 8

Unit 7 Table of Contents

Reading for High School: Applying Strategies to Challenging Texts*

Section Page NumberUnit Essential Questions 2

Unit Goals and Sub Goals (Task Analysis) 2

Unit Language 3, 4

Unit Assessments Checklist 5, 6

Unit Assessment Rubric 7

Sample Unit Calendar 8

Appendices 9, 10

*Presented as Unit 6 In the Calkin’s Text

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Grade 8Content Unit 6

Dates of Unit:

Unit Title: Reading for High School: Applying Strategies to Challenging TextsStage 1Standards:(Alpha-numeric listing of standards incorporated in the unit)

Assessed Standards:8.RL.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.8.RI.10: By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.

Essential Questions: (These questions should be aligned to Standards.)

How does tackling a complex text better prepare us for a richer life?How does tackling a complex text give us power and independence?

How does tackling a complex text change our life or better prepare us for life?Goals:(These should be aligned to the Essential Questions above.)

SWBAT successfully analyze the complexity of a text or elements of a text.

SWBAT successfully analyze the reading strategies that will support my understanding of a complex text.

SWBAT successfully read a complex text.

Learning Targets(aligned to goals)

Black = Assessed CCSS Learning Targets

Purple = Supporting Calkins Learning Targets

I can identify the type of text I encounter.

I can gather the reading strategies I’ve learned that will support my understanding of a complex text (e.g. reread, partner talk, supplemental resources, ask questions, make inferences, etc.)

I can use reading strategies to help me understand a complex text (e.g. reread, partner talk, supplemental resources, ask questions, make inferences, etc.)

I can identify the elements of a complex text that are difficult and will need support to understand.

I can evaluate which type of support(s) would best help me understand a complex text.

I can reread a text to find more information or clarify ideas.

I can closely read a complex text.I can show resilience in working through a

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complex text.Stage 2 Determine Assessment Evidence

Academic Language (What language will students need to sound like experts?)Academic Language Function(s):

Summarizing & Speculating ( #24) Drawing Conclusions

Academic Language Stems:Easy for Beginners

One similarity/difference is _____. I think/believe that _____ because _____. I learned that ____________. This text was about _____________.

Medium for Intermediate By comparing/contrasting _____ to _____, it becomes clear that_____. In my opinion, _____ based on _____. Based on_____, I believe_____. I consider_____ because_____. _____ proves that _____. According to the text, ___________________. In conclusion, ___________________.

Difficult for Advanced and Fluent _____(name of author/title of text) presents the idea that _____. A comparison of_____ to _____ reveals that_____. Upon reflection, I am confident that _____. Due to _____, one might suspect that _____. Initially, _____; however, by the end _____. Following the _____, _____ changes in that _____. Throughout _____, one can see _____.

Non-academic Vocabulary:

objective (adjective) impact style organizational tool (graphic organizer) development setting character plot sub-plot conflict/struggle structure theme central idea life-lesson elements atmosphere metaphor archetype ideal power social commentary literary device stereotype

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Academic Vocabulary:

complex strategy analyze/analysis synthesize evaluate compare/contrast cite/citation infer/inference clarify excerpt/passage evidence reread partner/group talk supplemental resource

Assessment Tools:

Goals Rubric Assessment Checklist

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Unit of Study Assessment Checklist – Assessed CCSS Learning Targets

Student Name

I can

use

read

ing

stra

tegi

es to

hel

p m

e un

ders

tand

a c

ompl

ex

text

(e.g

. rer

ead,

pa

rtne

r tal

k,

supp

lem

enta

l re

sour

ces,

ask

qu

estio

ns, m

ake

infe

renc

es, e

tc.)

I can

rere

ad a

text

to

find

mor

e in

form

ation

or

cla

rify

idea

s.

I can

clo

sely

read

a

com

plex

text

.

Notes

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Unit of Study Assessment Checklist – Supporting Calkins Learning Targets

Student Name I can

iden

tify

the

type

of

text

I en

coun

ter.

I can

iden

tify

how

di

fficu

lt a

com

plex

text

is

for m

e to

und

erst

and.

I can

iden

tify

the

elem

ents

of

a c

ompl

ex te

xt th

at a

re

diffi

cult

and

will

nee

d su

ppor

t to

unde

rsta

nd.

I can

gat

her t

he re

adin

g st

rate

gies

I’ve

lear

ned

that

will

supp

ort m

y un

ders

tand

ing

of a

co

mpl

ex te

xt.

I can

eva

luat

e w

hich

type

of

supp

ort(s

) wou

ld b

est

help

me

unde

rsta

nd a

co

mpl

ex te

xt.

I can

show

resil

ienc

e in

w

orki

ng th

roug

h a

com

plex

text

.

Notes

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Unit of Study Assessment Rubric Reading for High School: Applying Strategies for Challenging Texts

Mastery Proficient Developing Beginning

I can use reading strategies to help me understand a complex text (e.g. reread, partner talk, supplemental resources, ask questions, make inferences, etc.)

I can independently and automatically use the strategies that will best help me understand the deeper meaning of a complex text.

I can independently use reading strategies to help me understand a complex text.

With occasional support, I can use a strategy to help me understand a complex text.

With teacher support, I can identify a strategy that will help me understand a complex text.

I can reread a text to find more information or clarify ideas.

I can independently and automatically reread to help me understand the deeper meaning of a complex text or to investigate an element of the text.

I can independently reread a text to find more information or clarify ideas.

With occasional support, I can reread a text to find more information or clarify ideas.

With teacher support, I can reread a text to find more information or clarify ideas.

I can closely read a complex text.

I can independently read a complex text to understand the various layers of meaning in it.

I can independently closely read a complex text in order to understand it.

With occasional support, I can closely read a complex text in order to understand it

With teacher support, I can closely read a complex text in order to understand it

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Stage 3 Plan Learning Experiences and Instruction

UNIT 6 CALENDAR (Disclaimer – feel free to improve and modify calendar for your classroom use.)

Monday Tuesday Wednesday Thursday Friday

For the remainder of the month, there are 2 options/ideas about how you might proceed (explained to the right)…No matter which you choose, try to emphasize the resilience of reading complex/difficult texts. Hard doesn’t mean bad!

Summative Assessment

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Week 1: intro to tackling difficult texts; identify how/why texts and/or elements of a text are complex, develop close reading strategies

Option 1: week-long whole class text (with modeling of how to deal with challenging texts). This includes gathering/reviewing strategies; book clubs that tackle challenging texts, using the skills together.

Option 2: Book clubs that tackle challenging texts, using the skills together. This includes the clubs gathering/reviewing strategies; week-long whole class text (with modeling of how to deal with challenging texts).

Appendix A: Supporting Mini-lesson Correlation Chart

Teaching Point Reference to Minilessons

I can use reading strategies to help me understand a complex text (e.g. reread, partner talk, supplemental resources, ask questions, make inferences, etc.)I can reread a text to find more information or clarify ideas.

Beers, G. (2003). Constructing Meaning During-Reading Strategies. When Kids Can't Read, What Teachers Can Do: A Guide for Teachers, 6-12 (pp. 110-118, 217). Portsmouth, NH: Heinemann.

I can closely read a complex text. Allam, C. (2012, June 11). ITeach. iCoach. iBlog. Retrieved March 6, 2015, from http://iteachicoachiblog.blogspot.com/2012/06/five-simple-close-reading-strategies.html.

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Appendix B: Anchor Charts

Houser. (2013, November 19). Close Reading Anchor Chart. Retrieved March 6, 2015, from http://www.mshouser.com/teaching-tips/close-reading-anchor-chart.

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Connell, G. (2013, April 25). Investigating Nonfiction Part 2: Digging Deeper With Close Reading. Scholastic.com. Retrieved March 6, 2015.

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