Module 7 - Backwards Planning

5/28/2018 Module 7 - Backwards Planning

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Module #7 Backwards Planning:

Designing Units Based on

Argumentative Performance

Tasks

Boise State Writing Project2013

Created by Rachel Bear and PaulaUriarte, BSWP Teacher Consultants

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Brought to you by the State Department of

Education and the Boise State Writing Project


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Opening Moment


Created by Rachel Bear, Paula Uriarte,and Rhonda Urquidii,BSWP Teacher

Consultants

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Candy Bar Arguments

Your task: Choose the candy bar you think is the BEST candy bar (limited

# so get there fast)

Find 2-3 people with the same candy bar

Work together to develop an ARGUMENT for why the candy isthe best candy

Dont forget:

Make claimsdont forget to qualify

Gather data/evidencefrom wrappers, from bag, from experience

Explainwhy data/evidence supports the claim Address counterargumentswith rebuttals

Click here to see a video of this activity.


Rhonda Urquidi, Boise State WritingProject

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http://www.youtube.com/watch?v=2y_HZ-wsO5U&feature=em-upload_ownerhttp://www.youtube.com/watch?v=2y_HZ-wsO5U&feature=em-upload_owner


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Step One: Group Standards

Step Two: Write Essential Question(s) Step Three: Create Performance Task(s) for

backwards planning

Step Four: Brainstorm POSSIBLE texts anddocuments that could be used to teach standards

and prepare students for the Performance Task.

Unit Planning to Meet the

CCSS



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From the Introduction to the Common Core

State Standards

A Key Design Consideration: An IntegratedModel of Literacy:

Although the standards are divided into Reading,Writing, Speaking and Listening, and Languagestrands for conceptual clarity, the processes ofcommunication are closely connected, as reflectedthrough this document. For example, Writingstandard 9 requires that students be able to writeabout what they read. Likewise, Speaking andListening standard 4 sets the expectation thatstudents will share findings from their research.



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Planning a Unit Step One:

Articulating Goals

Though considerations about what toteach and how to teach it may dominateour thinking as a matter of habit, the

challenge is to focus first on the desiredlearnings from which appropriate teachingwill logically follow. . .Our lessons, unitsand courses should be logically inferredfrom the results sought, not the methods,books, and activities with which we aremost comfortable.

(Wiggins & McTighe, 2005)



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From Understanding

by Design by Wiggins

and McTighe

Created by Rachel Bear and Paula Uriarte,

BSWP Teacher Consultants


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Think-Pair-Share

What is your go-toEntry Point for Unit Planning?

Established goals or content standards

An important topic or content

An important skill or process

A significant test

A key text or resource

A favorite activity or familiar unit



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Standards Grouping Activity

Purpose:

To become more familiar with grade and content-

specific standards

To explore how standards from different strands(Reading, Writing, Speaking & Listening and

Language) can be integrated and grouped together

To articulate goals for a unit plan aligned to the Idaho

Core (CCSS) with a focus on ARGUMENT

Click here for an overview of this

activity.Created by Rachel Bear and PaulaUriarte, BSWP Teacher Consultants


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http://www.youtube.com/watch?v=gNq6XqjiFMUhttp://www.youtube.com/watch?v=gNq6XqjiFMUhttp://www.youtube.com/watch?v=gNq6XqjiFMUhttp://www.youtube.com/watch?v=gNq6XqjiFMU


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PREPARATION

You will work in teams by grade

level, with 2-4 teachers to a team.

Place cards on table top in rows by

strand.

Reading

Literature

Reading

InformationWriting Speaking and

Listening

Language

RL.8.1 RI.8.1 W.8.1 SL.8.1 L.8.1

RL.8.2 RI.8.2 W.8.2 SL.8.2 L.8.2

RL.8.3 RI.8.3 W.8.3 SL.8.3 L.8.3

ETC ETC ETC ETC ETC



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Standards Grouping (cont.)

Click here to see a video of this activity.

Step One: Place cards out on table by strands. Start with acard that is RELATED to ARGUMENT and represents animportant, core goal for a unit

Step Two: In groups of 2,3 or 4, decide which standards mostlogically fit together as goals for an instructional unit and pull thecorresponding cardsremember to try and pull from each of thestrands. Start with one really rich, complex standard thatcould be the central focus of a unit.

Step Three: Use the note-catcher to record the set of standards

you have identified. REMEMBER: the cyclical nature of instruction.Many standards will be repeated/reviewed throughout the year; however,only those standards that will be the focus of instruction/mastery shouldbe included in each group

Step Four: Return cards and repeat process, beginning with a differentcentral standard. A post it or tape flag on the card keeps track of how

often it is used. Created by Rachel Bear and Paula Uriarte, BSWP TeacherConsultants


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http://www.youtube.com/watch?v=dhfy8pRbgaQ&feature=em-upload_ownerhttp://www.youtube.com/watch?v=dhfy8pRbgaQ&feature=em-upload_owner


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Example

Central Standard: (RI.7.8) Trace and evaluate the

argument and specific claims in a text, assessing

whether the reasoning is sound and the evidence is

relevant and sufficient to support claims.



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Next Steps

Creating Essential Questions

Smarter Balanced (SBAC) Assessment Overview

Writing Performance Tasks



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Step Two: Write Essential Question(s)

Step Three: Brainstorm POSSIBLE texts and

documents that could be used to teach standards

and prepare students for the Performance Task.

Step Four: Create Performance Task(s) for

backwards planning


CCSS



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Essential Questions



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The Importance of Purpose:Crafting Essential Questions

Many studies in cognition highlight thereason its so important for students torealize why we ask them to do what we ask

them to do. The purpose of an activitydrives our motivation and engagement inthe activity.(Smith & Wilhelm, 2010)

Without purpose, significant learning isdifficult if not impossible to achieve(Wilhelm, 2007).


Created by Cecilia Pattee, BSWPTeacher Consultant

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Characteristics ofEssential Questions

Engaging- offers potential for intriguing students andmotivating student learning

Enduring - it leads to learning big ideas that have valuebeyond the classroom

At the heart of a discipline- it is used by practitioners to dothe subject, and solve problems and create knowledge in

that subject area

In need of uncoverage- it involves a background offoundational principles, rich concepts, theories andprocedures that require unpacking.



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Essential Questions Are Not

Answerable through information retrieval;they require operating on information to seepatterns and implications, and often requires

developing new sets of data through criticalinquiry on the part of students

Understood in one day or even one week

Easily agreed upon

Not one right answer



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Sample Essential QuestionsEngaging Readers & Writers With InquiryWihelm 2007

What makes a good home? For us? For Bears? ForLobsters? (Habitat Unit)

What is a responsible community? (Community Unit)

What makes a great leader? (Presidents, Civil War etc.)

How has our climate shaped how we live and work?(Weather)

What harms relationships? (friendship, family, Romeo andJuliet)

What geometry concepts would be essential to build a newgymnasium, including the ordering of materials?

What makes a good friend?

How does rap music and its counterpart, oratorical poetry(Whitman, Ginsberg, et al.), work for/against social change?Boise State Writing Project

2012Created by Rachel Bear and PaulaUriarte, BSWP Teacher Consultants

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Some Ways to GenerateQuestions

Reframing a required text or topic so thatit matters/solves a problem/fulfills the

original purpose Reframing a standardso that it matters

Looking around the community for aconnection to the topic

Identify the problem/question from thediscipline that this data addresses



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Central Standard: (RI.7.8) Trace and evaluate the argumentand specific claims in a text, assessing whether thereasoning is sound and the evidence is relevant andsufficient to support claims.

Big Ideas: truth, evidence, argument, claims, reasoning

Essential Questions:

What is the truth? How important is knowing the true story?

How do people make decisions?

What is valid evidence? What makes a good argument?

How do we know something is true?

Why is it important to find truth?

Example of process of creating

Essential Questions



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Central Standard:

Possible Essential Questions:Whats the connection between style and substance?

How do you know beauty when you see it?

What moves us?

What makes something meaningful?How can changing structure change meaning?

When does an opinion become a belief?

Whats the relationship between values and behaviors?

Example of process of creatingEssential Questions

12.6 Determine an authors point of view

or purpose in a text in which the rhetoric is

particularly effective, analyzing how style

and content contribute to the power,

persuasiveness or beauty of the text.



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Click here to see a video of this

activity.
http://www.youtube.com/watch?v=C16BlMyhUUc&feature=em-upload_ownerhttp://www.youtube.com/watch?v=C16BlMyhUUc&feature=em-upload_ownerhttp://www.youtube.com/watch?v=C16BlMyhUUc&feature=em-upload_ownerhttp://www.youtube.com/watch?v=C16BlMyhUUc&feature=em-upload_owner


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Step One: Setting a Purpose--Brainstorming Essential Questions

Choose one group of standards from your standards groupingactivity. Brainstorm possible Essential Questions based on thestandards you grouped together. Write the questions in the spaceABOVE your grouping

Example:

Tips to Remember: Ask Qs that. . .

o get at the heart of your discipline (What is the story of ahistorical event? Whose story gets told?)

o require students to make judgments (good, best, great, mostinfluential, etc.)

o are ethical or moral (What are the costs and benefits ofcloning?)

o matter for students now and in the future



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U it Pl i t M t th


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Step Three: Brainstorm POSSIBLE texts and

documents that could be used to teach

standards and prepare students for the

Performance Task.

Step Four: Create Performance Task(s) for

backwards planning


CCSS



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Brainstorm possible texts

Consider your standards grouping and performance

task

Brainstorm possible texts (videos, images, novels,

primary source documents, articles) that you could

use to teach that standards grouping

Write them in the space below the standards



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U it Pl i t M t th


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Step Three: Brainstorm POSSIBLE texts anddocuments that could be used to teach standardsand prepare students for the Performance Task.

Step Four: Create Performance Task(s) forbackwards planning


CCSS



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+


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Last 12 weeks of year*

SBAC: End-of-Year

Assessment

23-Mar-14

Composed of approximately 40 to 65 questions per content

areatraditional selected response, non-traditional

selected response, and constructed response

Uses adaptive delivery

Scores from items that can be scored immediately will be

reported, and then updated as scores from those requiringhuman scoring or artificial intelligence are completed.

The summative assessments may be given twice a year.

* Time windows may be adjusted based on results from the research agenda and final implementation decisions.

COMPUTER

ADAPTIVE

ASSESSMENT


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Last 12 weeks of year*

SBAC: Performance Tasks

23-Mar-14

Text Types (Stimuli)Grades 3-5: 50% Literary/50% Informational Text

Grades 6-8: 45% Literary/55% Informational Text

Grades 9-11: 30% Literary/70% Informational Text

Roughly half of the performance tasks for grades 9-11 will assess ELA or math

within the context of science or social studies.

TimeGrade 3: 60 to 90 minutes

Grades 4-7: 90 to 120 minutes

Grades 8-11: 180 minutes

Organization:

Research OR reading, writing-narrative

Research OR reading, writing-informational

Research OR reading, writing-argumentativeResearch OR reading, speaking

* Time windows may be adjusted based on results from the research agenda and final implementation decisions.

PERFORMANCE

TASKS

ELA

Math


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This makes me happy. By embedding these kinds

of tasks in instruction, the SBAC test becomes just

what students routinely do. I hope when my 7thgrade son gets to 2015, he says, this is no big

deal to read, analyze, write, revise, and present.

Well, he would never put it that way, but you know

what I mean.

Scott Cook, Idaho State Department of EducationContent Director and SBAC Item Writer

Preparing Students for the Next

Generation of Assessments



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According to the Smarter Balanced Performance

Task Specifications,a performance task must. . .

Reflect a real-world task and/or scenario-basedproblem (Darling-Hammond, 1997; Wiggins, 1998).

Performance Tasks



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Four Claims:

Claim #1 has 14 targets




Smarter Balanced Test Design:

Claims and Targets



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Claim #1 - Students can read closely and analytically tocomprehend a range of increasingly complex literary and

informational texts.

Claim #2 - Students can produce effective and well-

grounded writing for a range of purposes and audiences.

Claim #3 - Students can employ effective speaking and

listening skills for a range of purposes and audiences.

Claim #4 - Students can engage in research/inquiry to

investigate topics, and to analyze, integrate, and present

information.

SBAC Claims



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General Guidelines for

Developing Performance Tasks Integrate knowledge and skills

Measure understanding, research skills, analysis, and

the ability to provide relevant evidence

Require student to plan, write, revise, and edit

Reflect a real-world task

Demonstrate knowledge and skills

Allow for multiple points of view

Feasible for classroom environmentBoise State Writing Project

2012Created by Rachel Bear and PaulaUriarte, BSWP Teacher Consultants

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C bi ti f Cl i d


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Combinations of Claims and

Targets Measured

Writing-narrative, research, reading

Writing-informational/explanatory, research,

reading

Writing-argumentative, research, reading

Writing-opinions, research, reading

Speaking, research, reading, listening



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General Specifications for


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General Specifications for

Performance Tasks

Allowable teacher and peer interactions

and group work

Organization of complex task directions

Simulated Internet access

Rubrics



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Design of Performance


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Tasks

Stimulate cognition

Process information

Produce extended response



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Tasks

Components of a Performance Task

Stimulus

Readings

Video clips

Audio clips

Graphs, charts,

other visuals Research topic/issue/

problem

etc.

Information

Processing Research

questions

Comprehension

questions

Simulated Internet

search

etc.

Product/Performance

Essay, report, story,

script

Speech with/without

graphics, other

media

Responses to

embedded

constructed

response questions.

etc.

Use 1-2 Stimuli for Grade 3. Use up to 5 stimuli for high school.Emphasis on stimuli related to science, history, and social studies.



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Parts of Performance Task

Part 1: Student reads sources (stimuli)

and responds to prompts (Claim 1 or 4)

Part 2: Student plans, writes, and reviseshis or her full essay (Claim 2) or plans and delivers a

speech (Claim 3)



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Performance Task example

Central Standard: Central Standard: (RI.7.8) Trace

and evaluate the argument and specific claims in a

text, assessing whether the reasoning is sound and

the evidence is relevant and sufficient to supportclaims.

Boise State Writing Project2012Created by Rachel Bear and PaulaUriarte, BSWP Teacher Consultants 44

Performance task:


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Performance task:

claims


Performance task:


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Performance task:

topic

School Lunches


Performance task:


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Performance task:

Stimuli



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Specifics of task



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Task overview



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Start with your standards grouping you wrote an Essential Questionfor

Write a plan for a Performance Task for that group of standardsremember Performance Tasks are based on SKILLS notCONTENT.

Claim #1 - Students can read closely and analytically to comprehenda range of increasingly complex literary and informational texts.

Claim #2 - Students can produce effective and well-grounded writingfor a range of purposes and audiences.

Claim #3 - Students can employ effective speaking and listening skills

for a range of purposes and audiences. Claim #4 - Students can engage in research/inquiry to investigate

topics, and to analyze, integrate, and present information.

Writing Performance Tasks



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Frame the Unit with an

Essential Question

Assess Learning with a

Culminating Project that

represents the students

answer to the EQ

Scaffol

d

ConceptualandProceduralSkills

through

Sequencing

FrontloadConcepts, Procedures

and Prior Schema and Motivate

Sequenced, Cyclical, Engaging Instruction to

Practice Concepts and Procedures

Gradual Release of Responsibility as Students

Work Toward Culminating Project, Collecting

Feedback

Created by Rachel Bear and Paula Uriarte, BSWP Teacher ConsultantsBoise State Writing Project201251


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SoYou Think You Can Argue


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What is Argument?

We need to teach kids what it means to argue, and weneed to teach kids how to argue effectively.

Have your class develop their own discussion normsthrough a collaborative discussion. Write these on ananchor chart to be displayed in your room.

Give students discussion stems to help them effectivelystate opinions, provide justification, agree, disagree, andchange the topic.

Created by Jackie Miller, BSWPTeacher Consultant


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Discussion Guidelines

Be respectful to others and listen to what they are saying.

To make a good discussion, listen and offer your own ideas without blurting out.

Its okay to disagree nicely. Dont agree like a commander. Duh!

Dont say negative comments. Dont call other people names. When you disagree, benice

When other people need help, lend them a hand

Dont make the topic seem really boring if it is cool. If you dont know information aboutit, be sure to do your homework! You can look for ideas and evidence to support youropinion. Then youre thinking. Then you can be sure.

On task talk! No A.D.D.

A = No addiction to craziness!

D = No Ding Dongs or Doofuses!!

D = No Dumb Talk!!!

Created byJackie Miller, BSWP Teacher

Consultant


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Discussion Stems

If you want to express an opinion, say

In my opinion

I think/believe

Based on ___________, I think/believe ______________.

If you want someone to provide evidence for his/her opinion, say

What is your evidence to support your opinion?

What makes you say so?

So what? (*In a respectful tone)

How would you justify your opinion?

If you want to agree, say

I agree with ____________ because

I liked it when ____________ said, _____________. I thought that was a really good comment because

If you want to disagree, say I disagree with ____________ because

I have a different opinion than _________ because

If you want to add on to what someone said, say

In addition to what _____________ said, I want to add __________________.

If you want to change the subject, say

I think it is time that we move on to something different.

Created by Jackie Miller, BSWP

Teacher Consultant


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Argument Opinionaire

Next to each statement, write whether you strongly agree

(SA), agree (A), disagree (D), or strongly disagree (SD).

Then provide some evidence or justification to support

your opinion.

Example:

Opinion Statement Justification

(What makes you say so?)

_____

An argument often includes people

yelling at each other.


C


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Four Corners

The four corners of a room are labeled: strongly agree,

agree,disagree,and strongly disagree. Move to the

corner that represents your opinion. You now have theopportunity to try to convince your classmates to move to a

different corner by presenting your reasoning.

Click here to see a video of these activities.

http://www.youtube.com/watch?v=keW8169auS0&feature=em-upload_ownerhttp://www.youtube.com/watch?v=keW8169auS0&feature=em-upload_owner


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On the Line/Fold the Line

Students stand along a continuum, somewhere between

strongly agree and strongly disagree in regards to a

statement or question (oftentimes form an opinionaire).

Then the line is folded in half, so the people with thestrongest opinions are facing one another. Students

each get one minute to try to persuade their partner

about their opinion.

Strongly Disagree Strongly Agree

Created byJackie Miller, BSWP TeacherConsultant


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Judge and Jury

Work in groups to argue for an opinion or side. There

should be approximately 5 people per group (a

prosecutor, a defender, two jury members, and a judgewho will also read the scenario). The reader/judge will

share the scenario and then the prosecutor and defender

will present their arguments. The jurors will listen and

collaborate to make a decision on who wonthe

argument. Then they will present this to the judge who

will bring down the verdict.

Created by Jackie Miller, BSWP

Teacher Consultant

J d d J


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Draw for roles Prosecutor, Defender, Juror 1, Juror 2, Judge, and Reader (optional)

Read the scenario

Give the prosecutor and defender 1 minute to prepare theirarguments and write down evidence to make their cases

Give the prosecutor 1 minute to make his/her case

Give the defender 1 minute to make his/her case

Allow the jurors to convene and determine who made the stronger

argument and present their verdict with justification to the judge

Finally, the judge will deliver the verdict

Judge and Jury

Created byJackie Miller, BSWP Teacher

Consultant


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RAFT

You, an educationalprofessionalRole

Your future selfAudience

Journal entryFormat

How you will use argument inyour classroom in the futureTopic

Created by Jackie Miller, BSWP TeacherConsultant


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Created by Jackie Miller, BSWP TeacherConsultant

Click here to see a video of these activities.

Argument Linguistic
http://www.youtube.com/watch?v=xFhB1OXY3Gg&feature=c4-overview&list=UUqtULAmllfo0qFAv9sapapghttp://www.youtube.com/watch?v=xFhB1OXY3Gg&feature=c4-overview&list=UUqtULAmllfo0qFAv9sapapg


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Argument Linguistic

Frames

I used to think/believePast

Then this happenedPresent

Now I think/believeFutureCreated by Jackie Miller, BSWP Teacher Consultant


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Model lesson:Author says/author does

Boise State Writing Project

2012

Created by Rachel Bear and Paula

Uriarte, BSWP Teacher Consultants 64


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Frame the Unit with an

Essential Question

Assess Learning with a

Culminating Project that

represents the students

answer to the EQ

Scaffold

ConceptualandProceduralS

kills

through

Sequencing

FrontloadConcepts, Procedures

and Prior Schema and Motivate

Sequenced, Cyclical, Engaging Instruction to

Practice Concepts and Procedures

Gradual Release of Responsibility as Students

Work Toward Culminating Project, Collecting

Feedback

Created by Rachel Bear and Paula Uriarte, BSWP Teacher ConsultantsBoise State Writing Project

201265


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Whats the relationship between

values and behaviors?

http://www.youtube.com/watch?v=jA4DR4vEgrs


2012



Hunks and
http://www.youtube.com/watch?v=jA4DR4vEgrshttp://www.youtube.com/watch?v=jA4DR4vEgrs


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Hunks andHandmaidens

Victoria Register-Freeman

Whats a hunk?

Whats a handmaiden?

What expectations does this title set up for thepiece?


2012



Fi t R d


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First Read

Coding text

In the margins watch the ways the author uses

LANGUAGE in her piece. Put an asterisk* in the

margin and give what she is a doing a name. If you

aren't sure what it is, describe why its effective.


2012



What the author says/


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What the author says/

what the author does

Her son gothandsome at about

age15

A lot of girls were payingattention to her son

Analogy Tom Sawyerto Tom Cruise

Rhetts Gidgets

(allusion)

Flaxen-haired surfer girls(epithet)

Like fruit fliesdense

buzzing massesextended simile shows how

prevalent these girls wereconnotation: annoying


2012



What issues are brought up in


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What issues are brought up in

the text?

Prevalence of single mother households


2012



At t bl


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At your table

Designate a person for each role (try at least

one in each category:

The author, Mom, Victoria Register-

Freeman

Rhett and Robert the hunks

Shauna, Tiffany, Kendra, Kimberly, Bonnie

the handmaidens

The dad


2012



Table activities


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Table activities

1-Tableaucreate a living picture of the people in the

essay. What would they be doing? What would that

look like?

2-Oprah showThese people are on an Oprah show

focusing on gender roles. What would happen?

3-Episode of This American LifeWhat does the

essay tell us about current roles in America?

4-Talk Radio show with callers on the topic ofWhat

s

the relationship between values and behaviors?

using these people as your guests.


2012




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2012



Click here to see a video of thisactivity.

E it ticket
http://www.youtube.com/watch?v=KN0XSMlkFdA&feature=em-upload_ownerhttp://www.youtube.com/watch?v=KN0XSMlkFdA&feature=em-upload_ownerhttp://www.youtube.com/watch?v=KN0XSMlkFdA&feature=em-upload_ownerhttp://www.youtube.com/watch?v=KN0XSMlkFdA&feature=em-upload_owner


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Exit ticket

3most important things you

want to remember from today

2questions you still have

1ah-ha!moment from today

Documents

Module 7 - Backwards Planning