| Ohio Aspire Professional Development Network



Teaching Strategies, Learning Activities, and Differentiation Techniques Reasoning through Language Arts & Social StudiesSkill2014 GED? Assessment Target Required Skills**Based Upon GED? Assessment Target Content IndicatorsTeaching StrategiesLearning ActivitiesDifferentiation TechniquesCCR Anchor StandardAnalyzing and Creating Text Features and Technique (35%)2014 GED? Assessment Target R.3: Analyze how individuals, events, and ideas develop and interact over the course of a R Reading Anchor 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. R.3.1: Order sequences of events in texts. Look for sequence key words. teacher led “think aloud”semantic mapping, flow chart, timelinemake sure students’ have prior knowledge (Socratic)Explicit Instruction on timelinesgraphic organizer—cause & effectgraphic organizer (connecting philosophies of contemporary, important, historical figures). Highlight sequence key words (first, then, finally, etc)Identify a selection of texts relating to Japanese-American Internment (USH.f.11) each one utilizing a different perspective- use think aloud as a model for one text.Help students use the same strategy on their own for other text choices.Create a timeline using post it notes that places the Japanese-American Internment in historical perspective, identifying key historical figures and events. create own timelines, graphic organizers, venn diagrams, etc. based on an important historical event. independent research (guided questions ex: “what was Jefferson Davis’ philosophy on states’ rights. students must use graphic organizers to decide which side (in sticking with the Civil War theme) each historical figure was on.find a selection of multi-level of textspaired readingvenn diagram, timeline, graphic organizer (different types based on level)higher level students write short essay…lower levels simply answer questions.R.3.2: Make inferences about plot/sequence of events, characters/people, settings, or ideas in texts. R.3.3: Analyze relationships within texts, including how events are important in relation to plot or conflict; how people, ideas, or events are connected, developed, or distinguished; how events contribute to theme or relate to key ideas; or how a setting or context shapes structure and meaning. R.3.4: Infer relationships between ideas in a text (e.g. an implicit cause and effect, parallel, or contrasting relationship). R.3.5: Analyze the roles that details play in complex literary or informational texts. 2014 GED? Assessment Target R.4 / L.4: Interpret words and phrases that appear frequently in texts from a wide variety of disciplines, including determining connotative and figurative meanings from context and analyzing how specific word choices shape meaning or R Reading Anchor 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. CCR Language Anchor 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.R.4.1 / L.4.1: Determine the meaning of words and phrases as they are used in a text, including determining connotative and figurative meanings from context. R.4.2 / L.4.2: Analyze how meaning or tone is affected when one word is replaced with another. R.4.3 / L.4.3: Analyze the impact of specific words, phrases, or figurative language in text, with a focus on an author's intent to convey information or construct an argument. 2014 GED? Assessment Target R.5: Analyze the structure of texts, including how specific sentences or paragraphs relate to each other and the R Reading Anchor 5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. R.5.1: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. Background reading (text)Target I or 2 topics related to readingUse primary documents: The Missouri Compromise (Congress), The Dredd Scott Case (Supreme Court), slave narratives, abolitionist’s speech, runaway slave wanted poster.Look at organizational structure and tone of each document. Jigsaw ActivityResearch on WebbResource booksPrevious experience: Select Graphic Organizer to use for rhetorical analysis of each document.Cooperative groups: each group does a different document, then presents/explains to the whole group Jigsaw ActivityMatrix Organizer to compile features/information related to all documentsStudent and teacher read together.Pair lower/higher students togetherAsk low readers to analyze concepts.Use graphic organizers w/colors to breakdown concepts of related subjects and predicate.Use a basic paragraph organizer to identify main idea and supporting details. Cooperative groupsVenn Diagram to compare two documentsR.5.2: Analyze the structural relationship between adjacent sections of text (e.g., how one paragraph develops or refines a key concept or how one idea is distinguished from another). R.5.3: Analyze transitional language or signal words (words that indicate structural relationships, such as consequently, nevertheless, otherwise) and determine how they refine meaning, emphasize certain ideas, or reinforce an author's purpose. R.5.4: Analyze how the structure of a paragraph, section, or passage shapes meaning, emphasizes key ideas, or supports an author's purpose. 2014 GED? Assessment Target R.6: Determine an author’s purpose or point of view in a text and explain how it is conveyed and shapes the content and style of a R Reading Anchor 6: Assess how point of view or purpose shapes the content and style of a text. R.6.1: Determine an author’s point of view or purpose of a text. What type of writing is it: persuasive, propaganda, informational?Find main idea of text reading orally/silentlyEliminate “noise” wordsLook for detailsWhat is author trying to do—fact/opinionVocabularyDoes student have contrary views—prior knowledge? Does author address that?Does the author cite other reliable sources or just own opinion.What is author’s tone?Who is the author? Any background knowledge? Setting of article? Read title carefully and all pictures, subtitles, captionsConnotation of words, are certain things repeated? What are analogies and are they being used? Are there any qualifying statements?CG.a.1 Using the Declaration of Independence, students will determine the authors’ purpose.As a group do KWL chart: what they know, what they want to know, and what they learned.Vocabulary:Direct democracyRepresentative democracyMonarchyCreate a presentation explaining why the colonists were no longer happy being controlled by England.Specifically discuss John Hancock’s signature and the reason for its size. This will help students to remember the lesson and understand the author’s purpose and point of view.Group students to do different activities—some do vocabulary, some will look up the author background, others would work on main idea? Graphic organizer to pull out main and supportive detailsRepresent the article in a tattooShow video on similar topics for background information from youtube or Khan AcademyAsk student to mimic author’s rhetorical method—pick own topic and come up with their own points (i.e. analogies)Create powerpoint of topic to present to classHave students silently read a selection from the Declaration of Independence.In small groups, have student write a paragraph explaining the authors’ purpose or point of view. Have groups report back. (Teacher selects spokesperson from each group in order to encourage equal participation.)Students complete the KWL chart summarizing what they learned.Pairing up and working in groups.Group projectDemonstrate the article in pictures—self drawn posters, collage from magazines, internet imagesWrite a response to authorCreate a wordle/word bankChunk readingEncourage whisper reading for people with low comprehension.Group students in multi-level groups to enhance learning.R.6.2: Analyze how the author distinguishes his or her position from that of others or how an author acknowledges and responds to conflicting evidence or viewpoints. R.6.3: Infer an author's implicit as well as explicit purposes based on details in text. R.6.4: Analyze how an author uses rhetorical techniques to advance his or her point of view or achieve a specific purpose (e.g., analogies, numerations, repetition and parallelism, juxtaposition of opposites, qualifying statements). 2014 GED? Assessment Targets R.7 / R.9: Analyze how two or more texts address similar themes or R Reading Anchor 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. CCR Reading Anchor 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.R.7.1 / 9.1: Draw specific comparisons between two texts that address similar themes or topics or between information presented in different formats (e.g., between information presented in text and information or data summarized in a table or timeline). Fiction/non-fiction pairs; close reading strategies; comparison – graphic organizers; utilizing multi-media selections.Grouping (individual, pairs, specific grouping)Model Table/Chart/ListPost-it-notes to organize info Venn DiagramChoose articles/text, Talk about big idea “concept” and vocabulary,Read together as a group, Reread articles/text as a group and draw conclusions.VocabularyUse technology for research/gather informationSequential Graphic Organizer Compare fiction to non-fiction as well as multi-media to find pare similar news stories from different locations.Use Venn Diagram to represent similarities and differences.Activity sorting/classifying objects/thingsPost-it-notes in table or chart formUse to show like, differences, and traits in commonIntroduce concepts using Primary Source documentsIndependently highlight vocab. & key pointsIndependently define vocabularyVenn DiagramCreate a timeline of Martin Luther King’s / Malcolm X Compare/Contrast the two men’s lives in a narrativeSequential Graphic OrganizerLevel the reading lexile level;Differentiate the expected outcomes:One medium, multiple mediumChunk out portions of the reading to compare.Representation options – written, verbal, media, etc.Various reading levelsNumber of modeling or instructional activities before independent practiceEncourage peer to peer learningEncourage learners to find other resources to include digital, print or audioInstitute chunkingPaired ReadingChunk Websites ProvidedParagraph / Essay ExpectationR.7.3: Compare two documents that present related ideas or themes in different genre or formats (e.g., a feature article and an online FAQ or fact sheet) in order to evaluate differences in scope, purpose, emphasis, intended audience, or overall impact when comparing. R.9.2: Compare two passages in similar or closely related genre that share ideas or themes, focusing on similarities and/or differences in perspective, tone, style, structure, purpose, or overall impact. 2014 GED? Assessment Target W.2: Produce an extended analytic response in which the writer introduces the idea(s) or claims(s) clearly; creates an organization that logically sequences information; develops the idea(s) or claim(s) thoroughly with well-chosen examples, facts, or details from the text; and maintains a coherent R Writing Anchor 2: Write informative/ explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.Create an outline and/or graphic organizerExplicit instruction (I do, we do, you do) using examples Create a timeline from a social studies time period (ex. Amendments)Create a flow chart (ex. How a bill becomes a law)Create an outline and/or graphic organizerExplicit instruction (I do, we do, you do) using examples Create a timeline from a social studies time period (ex. Amendments)Create a flow chart (ex. How a bill becomes a law)Choosing appropriate sources of historical documents both primary and secondaryUse graphic organizer to demonstrate and analyze main ideas, content and sequence Instruction in relevant vocabularyInstruction in Cause & Effect*Identifying the details and facts which support a claim or focus*Use computer-based documentsReal world connection to create interest (ex.Calamity day bill)Pass out handout with key words and vocabularyPresent the text about how a bill becomes a law Discuss the process and relevance to text and real world connectionCreate flow chartCreate outline using a 5 paragraph essay format including key words and evidence from the text Type, edit, revise essayReal world connection to create interest (ex.Calamity day bill)Pass out handout with key words and vocabularyPresent the text about how a bill becomes a law Discuss the process and relevance to text and real world connectionCreate flow chartCreate outline using a 5 paragraph essay format including key words and evidence from the text Type, edit, revise essayCreate graphic organizer using the evidence from historical documents to identify details and facts.Vocabulary notebook kept and CLOZE activities with vocabularyIdentify and then create Cause & Effect relationships through writing*students organize information on cards either in cause and effect or chronological order of events.*discuss which details/facts support a claim or attach to a cause or effect*use computer-based documents for these activitiesJigsaw (Break up students into groups and assign an excerpt from the text for each group to read and master. The students then present their excerpt to the class and answer any questions other students my have.Hand write or TypePeer editingIntegrate learning styles (auditory, visual, and tactile)Jigsaw (Break up students into groups and assign an excerpt from the text for each group to read and master. The students then present their excerpt to the class and answer any questions other students my have.Hand write or TypePeer editingIntegrate learning styles (auditory, visual, and tactile)Use sentences or paragraphs to construct chronological and cause & effect relationships.Matching exercises for vocabulary*connect details to the main ideaSkill2014 GED? Assessment Target Required Skills**Based Upon GED? Assessment Target Content IndicatorsTeaching StrategiesLearning ActivitiesDifferentiation TechniquesCCR Anchor Standard Using Evidence to Understand, Analyze, and Create Arguments (45%)2014 GED? Assessment Target R.2: Determine central ideas of themes of texts and analyze their development; summarize key supporting details and R Reading Anchor 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. R.2.1: Comprehend explicit details and main ideas in text. Introduce what main idea and supporting details areDiscuss vocabularyExplicit InstructionInquiryAnalyze dataModel readingTechnology (video clip)VocabularyVocabulary:SuffrageCivil RightsPreambleDiagrams:VennEssays:Essay format and citing sourcesRead and Discuss an article or current event (example: News for You).Intro Life Activity:Find a life topic that is of an interest to the students (Clothes, Sports, Movies, Food and Cars) and have them create an outline that demonstrates the theme or central point and the supporting details that make them fall into that category. For instance items that make a casual outfit vs a formal outfit. Compare and ContrastRead a passage on the forms of government and provide them with a main idea. The students are then to generate the supporting details from the passageShow a political cartoon, map and/or chart/graph and have the student tell the main idea and draw conclusions from what is stated or shownFrame the activity as an investigationVideo clip of current news story on U.Sinvolvement in Russia/Ukraine Address United Nations and policy-Read a persuasive article (as in investigator) on Russia/Ukraine:annotateid lit featuresmain ideas/supporting details-Organize ideas into graphic organizer-Write a short response in agreement or disagreement with the point of view, citing evidence to supportRead 2 speeches:Susan B. Anthony 1873 speech after being arrested for illegal voting.Sojourner Truth 1851 “Ain’t I a women?Compare/contrast each speech in relation to women’s rights.Discuss fact that Anthony did not see fruition of the amendment.Short Response vs Extended ResponseFree Write vs Rubric ScoredPair Team or Whole Class WorkShort Passage vs Long PassageOral Reading or Group Reading vs Silent ReadingProvide the graphic organizer with some areas filled inPeer read of materialPeer notesR.2.2: Summarize details and ideas in text. R.2.3: Make sentence level inferences about details that support main ideas. R.2.4: Infer implied main ideas in paragraphs or whole texts.R.2.5: Determine which detail(s) support(s) a main idea.R.2.6: Identify a theme, or identify which element(s) in a text support a theme. R.2.7: Make evidence based generalizations or hypotheses based on details in text, including clarifications, extensions, or applications of main ideas to new situations. R.2.8: Draw conclusions or make generalizations that require synthesis of multiple main ideas in text. 2014 GED? Assessment Target R.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the R Reading Anchor 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. R.8.1: Delineate the specific steps of an argument the author puts forward, including how the argument’s claims build on one another. Think aloud, graphic organizerDraw conclusions, analyzeCompare/contrast, diagram it, fact or opinion, reliable sources, key words, highlighters to color code fact vs. opinionSupporting details from text; do not make inferencesThink aloud, teach logic, make connections; explicate instructionInference, logic with if/then statementsFlow Chart, pyramid, vocabulary checkCan each statement or the argument stand alone, identify supporting detailsVenn diagram, opposing viewpoints on the same issue, key words, highlighters, use post-its for text marking Outline, use post itsUse assorted logic statements: if/thenLogos, pathos, ethos; Same as 8.5, poll students and whether or not they made an assumption and what it was, support their opinionSmall groups, pairs, chunk the reading, word bankSmall group, pairsPartially completed graphic organizers, text markingSmall groups and present to classSmall groups, vary the examples and relate to their experiencesSame as 8.5, tutorsR.8.2: Identify specific pieces of evidence an author uses in support of claims or conclusions. R.8.3: Evaluate the relevance and sufficiency of evidence offered in support of a claim. R.8.4: Distinguish claims that are supported by reasons and evidence from claims that are not. R.8.5: Assess whether the reasoning is valid; identify fallacious reasoning in an argument and evaluate its impact. R.8.6: Identify an underlying premise or assumption in an argument and evaluate the logical support and evidence provided. 2014 GED? Assessment Target R.7 / R.9: Analyze how two or more texts address similar themes or R Reading Anchor 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. CCR Reading Anchor 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. R.7.2: Analyze how data or quantitative and/or visual information extends, clarifies, or contradicts information in text, or determine how data supports an author's argument.R.7.4: Compare two passages that present related ideas or themes in different genre or formats in order to synthesize details, draw conclusions, or apply information to new situations. R.9.3: Compare two argumentative passages on the same topic that present opposing claims (either main or supporting claims) and analyze how each text emphasizes different evidence or advances a different interpretation of facts. 2014 GED? Assessment Target W.1: Determine the details of what is explicitly stated and make logical inferences or valid claims that square with textual evidence. CCR Reading Anchor 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Read closely and navigate text:look for explicit detailsmake inferences connect to text-based evidenceWhat the teacher will do:select appropriate reading(s)provide a graphic organizer that is appropriate to the use questioning strategiesExplain/Model:Define terms (difference between explicit and inferences)Find the point(s) of a piece of professional writing Fill out a T-chart stating inferences and valid claims Technology:Use Word documentWhat the students will do:read and discuss in large groupdevelop a profile of the author’s purpose infer meaning through common situations (tone of voice, etc.) Graphic organizersCompose a paragraph based on the inferences and claims outlined on the T-chartHow to adjust for levels within class:use a paragraph, use multiple paragraphs, use a larger excerpt (chunking) (leveled reading)audio options value self to self-comparison through portfolio pieces rather than comparing with other studentsuse volunteers for specific writing technique or reading gaps Scaffold texts and writing prompts of varying complexity Select individual learning activities to fit the student’s abilitySkillCCR Anchor StandardRequired Skills* *Based Upon GED? Assessment Target Content IndicatorsTeaching StrategiesLearning ActivitiesDifferentiation TechniquesAssessment TargetApplying Knowledge of English Language Conventions and Usage (20%)2014 GED? Assessment Target W.3: Write clearly and demonstrate sufficient command of standard English conventions. CCR Writing Anchor 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. CCR Language Anchor 1:Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCR Language Anchor 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCR Language Anchor 3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. discuss prior knowledge purpose of writingsample writingsplanning-webbingorganizewrite and editfact vs. opinionusing proper punctuation using a keyboardquoting from documentsgive a paragraph to write facts, details, opinions and main idea proof for errors and make revisionsgive 2 documents and have compare and contrastchoose document to support argument to support thorough and logical responsesample documents to practice paraphrasing, quoting, and discuss plagiarismpeer editingrevising mistakes in passagesgroup activity- 2 opposing viewpointsstations2014 GED? Assessment Target L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or R Language Anchor 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.1.1: Edit to correct errors involving frequently confused words and homonyms, including contractions (passed, past; two, too, to; there, their, they're; knew, new; it's its).Use explicate instruction vocabulary and what homonyms, contractions, and frequently confused Teach grammar, sentence developmentSame as L1.2Teach idioms, formal vs. informal writing, Recognize what is slangHelping students in writing processShared WritingDaily punctuation activity, daily vocabulary, practice finding incorrect word useSame as L1.1, diagraming sentences, practice writingSame as L1.2Review samples of different writing passages and discuss how they make you feel, practice writing in informal and formal styles—take one passage and rewrite it in both stylesAssign letters, response to prompts, persuasive essays, fiction, reports, etc.Step 1. Teacher edits student work with student.Step 2. Peer editing followed by rewrite; then edit with teacher.Step 3. Student edit’s own writing, then brings final copy to teacher.Students present their finished product orally.Conferencing, tutors, leveled practice sheets, templates that they fill outSame as L1.1Same as L1.2Tutors, different reading levels of the passagesWriting prompts vary according to difficulty.The complexity of the expectation.L.1.2: Edit to correct errors in straightforward subject-verb agreement.L.1.3: Edit to correct errors in pronoun usage, including pronoun antecedent agreement, unclear pronoun references, and pronoun case.L.1.4: Edit to eliminate non-standard or informal usage (e.g., correctly use try to win the game instead of try and win the game).L.1.5: Edit to eliminate dangling or misplaced modifiers or illogical word order (e.g., correctly use to meet almost all requirements instead of to almost meet all requirements).L.1.6: Edit to ensure parallelism and proper subordination and coordination.L.1.7: Edit to correct errors in subject-verb or pronoun antecedent agreement in more complicated situations (e.g., with compound subjects, interceding phrases, or collective nouns).L.1.8: Edit to eliminate wordiness or awkward sentence construction.L.1.9: Edit to ensure effective use of transitional words, conjunctive adverbs, and other words and phrases that support logic and clarity.2014 GED? Assessment Target L.2: Demonstrate command of the conventions of standard English capitalization and punctuation when R Language Anchor 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.2.1: Edit to ensure correct use of capitalization (e.g., proper nouns, titles, and beginnings of sentences).Helping Students in the Writing Process Lecture with Explicit InstructionExamining Historical Text/Documents with highlighters and projector piecing(alternative media format)Identifying Theme Through Biographies and non-fiction textDemonstrationRole PlayExplanation Vocabulary EAEShow document in alternative media form. Ie. 19th AmendmentLecture about theme; ie. Women’s Suffrage and conventions of writing(using explicit instruction)As we re-read document, we search for the conventions of writing Paraphrase chunk of document and apply correct caps and punctuationLetter WritingAddressing and Envelope Provide examples of correct spelling and punctuationRole Play, “Eg Reporter reporting a story”Use current books magazines examplesPair-sharing in heterogeneous levels Vocabulary skill bankGraphic organizerLeveled GroupsScaffolding Use level appropriate books and magazines for examples L.2.2: Edit to eliminate run-on sentences, fused sentences, or sentence fragments.L.2.3: Edit to ensure correct use of apostrophes with possessive nouns.L.2.4: Edit to ensure correct use of punctuation (e.g., commas in a series or in appositives and other non-essential elements, end marks, and appropriate punctuation for clause separation.Skill2014 GED? Social Studies PracticeRequired Skills**Based Upon GED? SocialStudies PracticesTeaching StrategiesLearning ActivitiesDifferentiation TechniquesCCR CorrelationsAnalyzing and Creating Text Features in a Social Studies Context (30%)2014 GED? Social Studies Practice SSP.1: Drawing conclusions and making inferencesCCR Anchor Standards for Reading: R.1, R.8SSP.1.a: Determine the details of what is explicitly stated in primary and secondary sources and make logical inferences or valid claims based on evidence.Review a document with class to model strategyPass out leveled reading passages to paired students for summaryWarm up:SurveyTargeted vocabularyPresentation:KWL group discussion on topicDraw conclusion from chart/graph/political cartoonSemantic Mapping--Graphic organizer Reading on given topicGraphic organizerExplicit instructionSmall group/pair—text protocol reading activity to look for frequently used words and phrasesDraw conclusion from SS readingMake inference from political cartoon/editorialAnswer questions on text/cartoonPair workTiered readingWord bankPartially completed word bankPartner readingReduced number of questions/answer choices 2014 GED? Social Studies Practice SSP.2: Determining central ideas, hypotheses, and conclusionsCCR Anchor Standard for Reading: R.2SSP.2.a: Determine the central ideas or information of a primary or secondary source document, corroborating or challenging conclusions with evidence.Herringbone – use graphic organizer, demonstrate with talk aloudSemantic Mapping – use graphic organizer, demonstrate with talk aloudClose reading with text-dependent questionsHerringboneSemantic MappingStudents answer text-dependent questionJigsaw – expert groups, teaching groups, whole-class reviewTiered text, edit/chunk reading , include word bankHave students read/work togetherThink-Ink-Pair-Share for answering text-dependent questions2014 GED? Social Studies Practice SSP.4: Interpreting meaning of symbols, words, and phrases CCR Anchor Standard for Reading: R.4 CCR Anchor Standard for Language: L.4SSP.4.a: Determine the meaning of words and phrases as they are used in context, including vocabulary that describes historical, political, social, geographic, and economic aspects of social studies.Beta. - determine the meaning of words in contextMark unknown words in text, attempt to determine their meanings from context, use reference materials to confirm meaningMagnet SummariesFrayer ModelClose ReadingConnotative vs Denotative meaningsConcept CirclesAnalyze vocabulary:PreambleSuffrageInteractive WebsitesTimelineSocrativeEach student creates a personal glossary of terms.Reading the newspaper, biographies, and original documents.Read Susan B. Anthony’s speech of 1873, research her biography, read preamble to the constitution.Understand her progression in the suffrage movement and analyze her point of view for referencing the preamble.Leveled textsReading level, choice of relevant topicsConcept circles-utilize the 3 different types of circles based on abilityAudio of materialPrintout of materialOral reading2014 GED? Social Studies Practice SSP.5: Analyzing purpose and points of viewCCR Anchor Standard for Reading: R.6SSP.5.a: Identify aspects of a historical document that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).InquiryAnalyzingDiscoveryVocabulary BuildingCreative ExpressionShifting ParadigmsUsing a historical document like Bill of Rights, Gettysburg Address, Constitution students will use paraphrasing, readers theatre, you tube videos and/or acting out a section of the document to answer questions. Such as: -What was the author’s motive behind the document?-How did the vocabulary support the author’s perspective?-What was not addressed in the document?Use a graphic organizer to organize these details. Using different venues for delivery of the materialOffer different ways to organize the data collectedExtension higher level activity for more advanced students-using Magna CartaOr Articles of Confederation2014 GED? Social Studies Practice SSP.7: Evaluating reasoning and evidence CCR Anchor Standard for Reading: R.8SSP.7.a: Distinguish among fact, opinion, and reasoned judgment in a primary or secondary source document.Grouping, teams, debate, independent writingCreate their own rubric (criteria) to determine if an item is credible.Use “The Onion” or Wikipedia to determine what features lend to credible, not credible.Create their own Differentiate the lexile level of the readings.Representations: list, chart, t-table, defend a position, evidence list.Highlight rather than defendSSP.7.b: Distinguish between unsupported claims and informed hypotheses grounded in social studies evidence. 2014 GED? Social Studies Practice SSP.8: Analyzing relationships between textsCCR Anchor Standards for Reading: R.7, R.9 SSP.8.a: Compare treatments of the same social studies topic in various primary and secondary sources, noting discrepancies between and among the sources.Define compare and contrastPrimary documents will require chunking, direct/explicit instructionGraphic organizer—venn diagramhighlighting2014 GED? Social Studies Practice SSP.9: Writing analytic response to source textsCCR Anchor Standard for Reading: R.1CCR Anchor Standards for Writing:, W.1, W.2, W.4, W.5CCR Anchor Standards for Language: L.1, L.2, L.4SSP.9.b: Produce writing that introduces the idea(s) or claim(s) clearly; creates an organization that logically sequences information; and maintains a coherent focus.Ask for main idea. Give view points and argue for or against.Model: Pros and cons Proper note taking skills, using an organizer,I do, we do, you doMappingCheck for understandingChunkingReview, analyze, and summarize primary and/or secondary source documents.Small group activitiesTiered level activities and readingsChunkingSSP.9.c: Write clearly and demonstrate sufficient command of standard English conventions.Skill2014 GED? Social Studies PracticeRequired Skills**Based Upon GED? SocialStudies PracticesTeaching StrategiesLearning ActivitiesDifferentiation TechniquesCCR CorrelationApplying Social Studies Concepts to the Analysis and Construction of Arguments (40%)2014 GED? Social Studies Practice SSP.1: Drawing conclusions and making inferences CCR Anchor Standards for Reading: R.1, R.8SSP.1.b: Cite or identify specific evidence to support inferences or analyses of primary and secondary sources, attending to the precise details of explanations or descriptions of a process, event, or concept.2014 GED? Social Studies Practice SSP.2: Determining central ideas, hypotheses, and conclusions CCR Anchor Standard for Reading: R.2SSP.2.b: Describe people, places, environments, processes, and events, and the connections between and among them.2014 GED? Social Studies Practice SSP.3: Analyzing events and ideas CCR Anchor Standards for Reading: R.3, R.8SSP.3.a: Identify the chronological structure of a historical narrative and sequence steps in a process.WW1 ended with The Treaty of Versailles:Highlight key events of history from 1918 through 1939.Discuss main points of the treatyInflation of currencyWorldwide depressionNationalisms and arms buildupHitler’s aggression in EuropeWorld War llCreate a time-line for key events:Give students a card labeled with a key event.Have students arrange themselves in order of their given key event card.Access online resources: National ArchivesDocumentsPicturesVideosUse vocabulary listComputer instructionSSP.3.b: Analyze in detail how events, processes, and ideas develop and interact in a written document; determine whether earlier events caused later ones or simply preceded them.SSP.3.c: Analyze cause-and-effect relationships and multiple causation, including the importance of natural and societal processes, the individual, and the influence of ideas.SSP.3.d: Compare differing sets of ideas related to political, historical, economic, geographic, or societal contexts; evaluate the assumptions and implications inherent in differing positions.2014 GED? Social Studies Practice SSP.5: Analyzing purpose and point of view CCR Anchor Standard for Reading: R.6SSP.5.b: Identify instances of bias or propagandizing.SSP.5.c: Analyze how a historical context shapes an author's point of view.SSP.5.d: Evaluate the credibility of an author in historical and contemporary political discourse.2014 GED? Social Studies Practice SSP.9: Writing analytic response to source textsCCR Anchor Standard for Reading: R.1, CCR Anchor Standards for Writing: W.1, W.2, W.4, W.5CCR Anchor Standards for Language: L.1, L.2, L.4SSP.9.a: Produce writing that develops the idea(s), claim(s) and/or argument(s) thoroughly and logically, with well-chosen examples, facts, or details from primary and secondary source documents.Ask for main idea.Give view points and argue for or against.Model: Pros and cons Proper note taking skills, using an organizer,I do, we do, you doMappingCheck for understandingChunkingResources:Articles from pro/ re gun controlGraphic organizerHighlightersTechnology:ComputerVocabularyReview, analyze, and summarize primary and/or secondary source documents.Watch online news story about the Columbine shootingGuided class discussion about the topic of gun controlStudents read both articles silentlySplit class into two groups – one will focus on pro position, one will focus on con. Students highlight claims, examples, facts and details. Then each group will present it position to the class based on evidence/argument presented in the articles.As a whole, class decides which side had the strongest articleSmall group activitiesTiered level activities and readingsChunkingGroups can be split according to reading levelActivity could focus on specific elements of argument rather than whole Skill2014 GED? Social Studies PracticeRequired Skills**Based Upon GED? SocialStudies PracticesTeaching StrategiesLearning ActivitiesDifferentiation TechniquesCCR CorrelationReasoning Quantitatively and Interpreting Data in Social Studies Contexts (30%)2014 GED? Social Studies Practice SSP.6: Integrating content presented in different ways CCR Standards for Reading R.9.1, R.7.1, R.7.2CCR Standards for Mathematics: 7.RP, 3.MD.3, S-ID.1, 8.SP.1, S-ID.6, S-ID.7 SSP.6.a: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.Expose students to different types of graphs and charts (ex. maps, political cartoons, graphs, timelines, photographs, etc.) Show DVD’sVideo clips from online resourcesExpose students to different types of graphs and charts (ex. maps, political cartoons, graphs, timelines, photographs, etc.)Present a data set to students and have students create a pie chart, bar graph, scatter plot, and a line graph.Use current events and have students draw a political cartoonUse current events to create a timeline or flow chartGive a data set and have the students fill out a map (Ex. discuss different types of industry and color code a map based on the data)Distribute 5 different cartoons about current events and have the students get in groups and analyze and present the cartoon to the class.As a group create student driven survey and chart results in different ways (i.e. pie chart, bar chart, post-it note chart)Utilize Excel to create charts and graphsPresent a data set to students and have students create a pie chart, bar graph, scatter plot, and a line graph.Use current events and have students draw a political cartoonUse current events to create a timeline or flow chartGive a data set and have the students fill out a map (Ex. discuss different types of industry and color code a map based on the data)Distribute 5 different cartoons about current events and have the students get in groups and analyze and present the cartoon to the class.Small groups and individualDifferent reading levels will receive appropriate data, cartoons, and textUse technology for creating charts and graphs (ex. Excel)Depending on the student’s computer literacy; model, model, model.Small groups and individualDifferent reading levels will receive appropriate data, cartoons, and textUse technology for creating charts and graphs (ex. Excel)SSP.6.b: Analyze information presented in a variety of maps, graphic organizers, tables, and charts; and in a variety of visual sources such as artifacts, photographs, political cartoons.SSP.6.c: Translate quantitative information expressed in words in a text into visual form (e.g., table or chart); translate information expressed visually or mathematically into words.2014 GED? Social Studies Practice SSP.10: Reading and interpreting graphs, charts, and other data representation CCR Standards for Mathematics 7.RP., 3.MD.3, S-ID.1, 8.SP.1, S-ID.6, S-ID.7 SSP.10.a: Interpret, use, and create graphs (e.g., scatterplot, line, bar, circle) including proper labeling. Predict reasonable trends based on the data (e.g., do not extend trend beyond a reasonable limit).Take poll and create various types if graphs.Interpret each graph for understanding.E.d.10 UnemploymentResources:Labor market informationCounty unemployment figuresTechnology:SocrativeVocabularyDiscuss labeling on various graphs.Generate graphs based on information found in a newspaper article.Socrative question – entrance ticketGuided class discussion regarding county economy and unemploymentStudents given charts demonstrating current unemployment rates and those of 5 years agoIn pairs, students analyze charts and predict trends.Pairs share with class and discrepancies in findings are discussedLow level– supply informationSelect graphing methodsUse large print Use a screen readerSSP.10.b: Represent data on two variables (dependent and independent) on a graph; analyze and communicate how the variables are related. SSP.10.c: Distinguish between correlation and causation.2014 GED? Social Studies Practice SSP.11: Measuring the center of a statistical dataset CCR Standards for Mathematics 6.SP.3, S-MD.2, 6.SP.2, 6.SP.5., S-ID.2, S-ID.3, S-ID.4, S-ID.9SSP.11.a: Calculate the mean, median, mode, and range of a dataset.Box and whisker plot Exercise involving the mean, median etc… on the class demographics (birth month, average age, number of children)Worksheets on bank Investment ratesExplore “check into Cash” and rent to ownGuest presenter from the Credit unionChunking, work in small groups or with partners, learning centers, graphic organizer, peer -to-peer learning, modeling ................
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