language arts and social studies a cross-curricular approach to instruction session 3

Language Arts and Social Studies

A cross-curricular approach to instruction

Session 3

Debrief Homework

Discuss the process

Share your text-dependent questions

Pick the best from each person

Write on chart paper

Session Outcomes

• Unpack extended response prompts

• Examine evidence based extended response writing

• Explain the extended response rubric

Standards Addressed

Language Arts Assessment TargetsW.2. Produce an extended analytic response in which the writer introduces the idea(s) or claim(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 focus.

Social Studies PrinciplesSSP.9. Writing analytic responses to source texts.

EXTENDED RESPONSE PROMPTS

Integrating reading and writing

What is extended response?

• Assessment items that ask students to apply knowledge, skills, and critical thinking abilities

• Requires students to “construct” answers without the benefit of any suggestions or choices

• Requires students to generate and intertwine ideas into a response that is directly related to the texts

• Can be short or extended1

RLA Extended Response1

Social Studies Extended Response1

Explain a key similarity between Truman’s speech and Roosevelt’s speech. Use evidence from both articles to support your response.

Type your response in the box. This task may require approximately 25 minutes to complete.1

Unpacking a Prompt Do/What?

Do What

ExplainKey similarity between the two speeches

Use Evidence from both articles

Type Your response

Take Approximately 25 minutes


PromptThe article presents arguments from both supporters and critics of Daylight Savings Time who disagree about the practice’s impact on energy consumption and safety.

Directions for the Task

In your response, analyze both positions presented in the article to determine which one is best supported. Use relevant and specific evidence from the article to support your response.

Type your response in the box. This should take approximately 45 minutes to complete.1


Do What

analyze both positions

determine which position is best supported

use relevant and specific evidence

type your response

take 45 minutes

Quick

Evaluate the argument and specific claims about the “spirit of liberty” in Learned Hand’s I Am an American Day Address, assessing the relevance and sufficiency of the evidence and the validity of his reasoning.

Quick

Do What

evaluate argument and claims

assess relevance and sufficiency of evidence

assess validity of author’s reasoning

DEVELOPING AN EXTENDED RESPONSE

Steps for Drafting Extended Responses

1. Read the passage and question.

2. Unpack the prompt (identify key words).

3. Rewrite the question in your own words and turn the question into a topic sentence/thesis statement.

4. Collect relevant details from passage.

5. Organize details into a logical order.

6. Draft your answer.

7. Reread and revise/edit your answer making sure all parts of the question are answered.1

An Effective Informative Writer

• Understands the task and develops a clear and precise thesis, which identifies the writer’s central purpose

• Critically reads the text and makes thoughtful decisions when selecting textual evidence to support the thesis

• Examines the effectiveness of connections between selected textual information and the thesis

• Organizes the information in a structure that ensures the reader can effectively follow the writer’s development of ideas

Develop a Thesis Statement

Thesis Statement = The main idea or main point of a written assignment

• Clearly identifies a topic• Contains a claim or stance on the topic• Creates a roadmap for the writing• Answers the question:

“What am I trying to prove?”• Usually located in the introduction1

Start with Thesis Frames

Although _______________ (believes, demonstrates, argues) that ________________________________, _________________ supports/provides the clearest evidence __________________________________.

When comparing the two positions in this article, ____________ provides the clearest evidence that ________________________________________.

Looking at the arguments regarding ___________, it is clear that _____________________________.

Thesis Statement

Prompt:Evaluate the argument and specific claims about the “spirit of liberty” in Learned Hand’s I Am an American Day Address, assessing the relevance and sufficiency of the evidence and the validity of his reasoning.

Thesis Statement:Looking at the arguments regarding the “spirit of liberty” in the I Am an American Day address, it is clear that Learned Hand has some very specific ideas about what liberty means to the people of the United States and what liberty means to him personally.

The Writing Process Planning

PlanningText

Production

Evaluation Revision

Self Regulation

Goals Content Organize

What supports the claim? It’s the evidence!

Evidence - that which tends to prove or disprove something

• Reasons and explanations• Facts, examples, statements, details• Key words – for example, however,

because of this reason1

Reasons, evidence, and explanation

Explaining the Evidence1

Claim

What is your thesis statement or claim?

Using a Direct Quote

What direct quote supports the claim?

Paraphrasing

How can you rewrite the direct quote in your own words?

Explanation

How does the evidence support the claim?

Organize the Information

Claim Evidence


I often wonder whether we do not rest our hopes too much upon constitutions, upon laws and upon courts. These are false hopes; believe me, these are false hopes. Liberty lies in the hearts of men and women; when it dies there, no constitution, no law, no court can even do much to help it. While it lies there it needs no constitution, no law, no court to save it.


Claim EvidenceLiberty is in people’s hearts If there is no liberty in our

hearts, no laws or courts could bring it back.

When liberty is in our hearts, we don’t need laws or courts to keep it there.

Liberty lies in the hearts of men and women; when it dies there, no constitution, no law, no court can even do much to help it. While it lies there it needs no constitution, no law, no court to save it.


It is not the ruthless, the unbridled will; it is not freedom to do as one likes. That is the denial of liberty, and leads straight to its overthrow. A society in which men recognize no check upon their freedom soon becomes a society where freedom is the possession of only a savage few; as we have learned to our sorrow.


Claim Evidence

Liberty is not the freedom to do anything you want.

When people are able to do what they want with no constraints, liberty would only belong to those who would take that liberty from others.


Thesis Statement:In the I Am an American Day Address, Learned Hand makes some specific claims about the “spirit of liberty”.


graphic organizer

thesis statement

The Writing Process Drafting

PlanningText

Production

Evaluation Revision

Self Regulation


Extended Response Structure1

• The introduction states the main idea or position. It begins with a topic sentence or thesis statement. The beginning restates the question and sets the stage to answer the prompt.

• Answer the question first.• Provide important information the author stated and

meant. This is where you go to the text and provide examples or evidence and important details to support the answer.

• Sample phrases to introduce each text reference include: … stated, in the text …, for example . . .

• Include background information as required through the prompt.

• Write a closing that summarizes the position taken or restates the thesis statement in a different way.

Beginning

Middle

Ending

The Writing Process Revising

PlanningText

Production

Evaluation Revision

Self Regulation


The Writing Process Revising

Make changes to the substance of the writing.1

• Add• Remove• Move• Substitute

The Writing Process Editing

Practices that Make a Difference

• Dedicate time to writing and writing Instruction across the curriculum.

• Involve students in various forms of writing.

• Treat writing as a process.• Keep students engaged.• Be enthusiastic about

writing.1

Practices that Make a Difference

• Teach often to the whole class, in small groups, and with individual students.

• Model, explain, and provide guided assistance.• Provide support, but move towards

self-regulation.• Adapt writing assignments and instruction to

meet students’ needs.1

• Set high expectations.

Quick

• Write a first draft.• Unpack a prompt.• Organize the evidence.• Edit the response.• Revise the first draft.• Set up a claim (thesis statement).• Identify evidence in the text to support

the claim.

EXTENDED RESPONSE RUBRIC

Language Arts Rubric1

Trait 1 Rubric Overview

• Argument– Creation of argument– Evidence – use of text citations to support created

argument of source texts• Validity

– Assessment of the argument in source texts– Analysis of the issue

• Integration– Integration of claims, explanations and textual

evidence– Connection of purpose to prompt1


• Ideas– Development (reasoning)– Elaboration of ideas

• Progression– Progression (flow)

of ideas– Connection of details

to main ideas

• Organization– Structured to convey

message– Transitional devices

• Words– Appropriate word choice– Advanced vocabulary

application

• Awareness– Demonstrated to

audience and purpose– Form of writing –

objective rhetoric and persuasive1


• Conventions– Application of standard English (e.g., homonyms/contractions,

subject-verb agreement, pronoun usage, placement of modifiers, capitalization, punctuation)

• Sentence Structure– Variety– Clarity– Fluency (e.g., correct subordination, avoidance of wordiness,

run-on sentences, awkwardness, usage of transition words, appropriate usage for formal structure

• Errors– Mechanics and conventions– Comprehension based on errors1

Scoring Student Papers


argument of source texts

• Validity– Assessment of the argument in source texts– Analysis of the issue

• Integration– Integration of claims, explanations, and textual evidence– Connection of purpose to prompt1


argument of source texts

• Validity– Assessment of the argument in source texts– Analysis of the issue

• Integration– Integration of claims, explanations, and textual evidence– Connection of purpose to prompt1

Scoring Student Papers

Social Studies Rubric1

Quick

What are 3 differences between the current GED® essay rubric and the rubric for the extended response?

Quick

3-2-1 Response

3 concepts you learned during this session

2 ideas you can use in your classroom

1 question you still have

Session Resources

1American Council on Education, "GED Testing Service® Train the Trainer Workshop." Accessed August 15, 2013. www.GEDtestingservice.com.

Contact Information

Judy Franks

330-672-0753

[email protected]

Kate Fergus

614-526-8608 [email protected]

Dianna Baycich

330-672-7841

[email protected]

Tricia Fitzgerald

[email protected]

language arts and social studies a cross-curricular approach to instruction session 3

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