the pass guide - s3.amazonaws.coms3.amazonaws.com/scschoolfiles/41/pass_survival_guide.pdf ·...

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FOR GRADES 9-12!Developed by Shanna Mellott

Reading & Literature

Writing, Grammar, Usage and Mechanics

Oral Language, Listening

and Speaking Visual Literacy

Suggested Resources & Support

The PASS GuideSURVIVAL

page 5

page 10

page 16

page 19

page 23

CONTENTS#SURVIVAL! 4! VOCABULARY! 6! COMPREHENSION! 7! LITERATURE! 8! Research and information! 9! Writing Process! 11! Modes and Forms of Writing! 12! Grammar/Usage and Mechanics! 14!

College Grammar Problems! 24! The Appendix of Lifesaving Strategies! 25! Bloom’s Taxonomy Vocabulary! 28! High Frequency Words ! 28! MAPPING IT OUT!! 29! 20 Digital Resource Suggestions! 30! Print Resource Suggestions! 31! Visuals Cited! 31

Dear Fellow Oklahoma Teachers,

I created the PASS Survival Guide to help teachers make it through the next two years with the PASS standards. Honestly, this guide is my curriculum I will use or have already used. This guide has information about “Academic Vocabulary,” “Surviving This Standard,” “Lifesaving Strategies,” “Artifacts,” “Teaching Outside the Box,” a curriculum map template, an example of a curriculum unit, and resource suggestions.

“Surviving This Standard,” expands the ideas and explains what the standard asks students to know. “Lifesaving Strategies” incorporate speaking, writing, and reading ideas to help students better understand the information. The “Artifacts” are formative or summative assessments you can include as possible assignments that relate to the standard. “Teaching Outside the Box” shows what you can do to teach beyond that one standard: combine it with other standards to make it more challenging. The curriculum map shows how to connect the ideas and standards into a unit.

Again, this PASS Survival Guide contains suggestions of what you can do with the standards. I hope it is a beneficial document you can use to create your classroom curriculum.

Sincerely,

Shanna Mellott English Teacher Cache Public School @lsmellott [email protected]

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#SURVIVAL

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S U R V I V A L

Reading & Literature

VOCABULARY!Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts.

Standard 1: Vocabulary --The student will expand vocabulary through word study, literature, and class discussion.

Surviving This Standard!

Students acquire vocabulary through reading and discussing literature. Using technology and relating the curriculum to real-world ideas increases the challenge for this standard. Have the students reflect how diction affects the piece of literature or how the word relates to their lives. Requiring students to comprehend and debate the issues is another way to incorporate speaking and listening skills.

Vocabulary should not be taught as a separate issue: attach it to the writing, listening, and speaking skills.

Academic Vocabulary!connotation, denotation, tone, analogy, word choice, reflection, topic sentence, supporting details, commentary, short story elements, formal outline, claim, counterclaim, introduction, main body paragraphs, conclusion, citations

Lifesaving Strategies!Text, Pair, and Share; Word Walls; Four Corners; Stump the Teacher, Stump your Peers; Create questions using the Question Mark page; Think, Pair, and Share; Socratic Debates; APE; and a vocabulary word game

Artifacts!

Teaching Outside the Box!It’s a Career Interest Project. The students read about their career choice, write summaries using MLA citations and documentation, and reflect. They then create a speech about their career choice, set up a table highlighting the career, and present it to a group.

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Formative Assessments Summative Assessments

Cornell notes iMovie

Socratic debates Essay

Blog, tweet, or email Speech

Venn diagram Application and resume

COMPREHENSION!Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts.

Standard 2: Comprehension --The student will interact with the words and concepts on the page to understand what the writer has said.


This standard requires students to comprehend any literary genre they read. Therefore, interacting with the text using writing, listening, and speaking skills would help them build a higher level of understanding. Some suggestions include discussing the main points of a reading piece, debating claims and counterclaims, and citing textual evidence to support opinions. Use MLA format for documenting sources. Relate this standard to real-world experiences and the use of technology.

Academic Vocabulary!claims, counterclaims, citations, works cited, ethos, logos, pathos, inferences, tone, summary, fact, opinion, persuasive techniques, theme

Lifesaving Strategies!Text, Pair, and Share; Socratic Debates; Think, Pair, and Share; notecards with source cards; “Hunt for the Main Idea”; GIST; and Anticipation Guides

Artifacts!

Teaching Outside the Box!Students become book critics: they choose a book to read, set goals, write summaries/reflections, create questions and answers about it, and design a presentation. Some possible artifacts include creating a brochure to go in the library, a video, or a school newspaper submission. Students work on time management skills and independent reading.

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Essay rough draft Essay final copy

Blog, memo, letter, email, tweet School newspaper submission

Debate and debate questions Book critic presentation

Summary/reflection Notecards/source cards

LITERATURE!Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts.

Standard 3: Literature --The student will read construct meaning, and respond to a wide variety of literary forms.


Of course, this one standard covers all forms of literature like nonfiction, fiction, and poetry. With nonfiction, for example, students can use a note-taking strategy, respond to it with a written response, and discuss it using a debate or another format. For fiction, students could read the selection, cite evidence for a written response, and discuss it using a debate or another format. Use Read, Pair, and Share with poetry: have students create questions and answers using the APE strategy and then “Act Out” the poem.

Academic Vocabulary!short story elements, novel, drama, narrative poetry, lyric poetry, satire, sonnet, epic, myths, legends, myths, editorials, theme, mood, soliloquy, dialogue, imagery, irony, tone, allegory, symbolism, foreshadowing, flashbacks, analogy, hyperbole, metaphor, personification, simile, rhyme, alliteration, onomatopoeia, rhyme scheme, couplet, and nonfiction.

Lifesaving Strategies!C.U.S.S.; sticky-notes; Cornell Notes; two-column notes; Tweet, Think, and Share; Four Corners; “Act It Out”; Read, Pair, and Share; APE strategy; Socratic Debates

Artifacts!

Teaching Outside the Box!It’s the Dead Poet’s Society Tournament. The students work in groups of three. The first game is to draw for a poem, to analyze it using questions or a reading strategy, and to present it to class. Then, the students in the class decide which poem should go on in the tournament and send it to another class with a challenge attached. The challenges include writing a poem, acting out the poem, and making a game for the poem. They have to present the challenges to the class. The tournament continues each week until there is one poet left on the board. This will also work with the other genres.

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Summary and reflection “Act It Out!”

A.P.E. questions Write a poem

Essay rough draft Essay final copy

Vlog or blog Game about the poem

Research and information!Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret, evaluate, appreciate, and respond to a wide variety of texts.

Standard 4: Research and information — The student will conduct research and organize information.


When this standard was written, we barely had the Internet. Basically, have the students conduct research many times during the school year. Research can be cross-curricular, relate to a reading assignment. or relevant to the real-world or historical events. Don’t be afraid to partner with a science or social studies class to create a cross-curricular research project.

Academic Vocabulary!citations, works cited, summarize, paraphrase, viewpoint, print sources, web sources, MLA, faulty sources like the Tree Octopus website

Lifesaving Strategies!Socratic Debates; Cornell Notes; C.U.S.S.; Read, Pair, and Share; Tweet, Pair, and Share; Research, Pair, and Share; time management; and meeting deadlines

Artifacts!

Teaching Outside the Box!It’s the Weird Science Project. It’s weird because students use science reports to document information from a piece of literature. For instance, the students read Macbeth and complete the scientific method for one of the characters, settings, themes, or plot. Then, they set up their presentations in the library or commons; they present the information to other classes or visitors.

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Notecards and source cards Summary/reflection

Research, pair, and share Scientific method

Outline Presentation

Letter of intent Final copy of essay

Essay rough draft Works Cited

Writing, Grammar, Usage and Mechanics

Writing Process!Writing/Grammar/Usage and Mechanics: The student will express ideas effectively in written modes for a variety of purposes and audiences.

Standard 1: Writing Process--The student will use the writing process to write coherently.

Surviving The Standard!

Coherently? Of course, we want our students to write essays that make sense, but this standard should have focused on students mastering the stages of the writing process for every mode of writing. They have to plan, to compose, to edit, to revise, to create multiple drafts, to publish, and to use sophisticated sentences. Repeating these steps for all types of essays. We want our students by the time they are in eleventh and twelfth grade to be able to write these essays without a lot of instruction.

Academic Vocabulary!prewriting, composing, editing, revising, publishing, brainstorming, outlining, audience, purpose, word choice, sentence structure, peer evaluations, tone, diction, ethos, pathos, logos, organization, content, style, thesis statement, point of view, and editing marks.

Lifesaving Strategies!Formal outline, Exit Ticket, Elevator Speeches, Commit and Toss, Fishbowl, Four Corners, Jigsaw, 3-2-1 assessment, Walkabout/gallery walk, writing puzzles, paired writing discussions, newspaper editors

Artifacts!

Teaching Outside the Box!The Student Teacher Project requires students to draw for one of the stages of the writing process, come up with a demonstration that shows how to complete the stage, create a game, and design an example for other students to follow. Video tape the examples and add them to the school’s website.


3-2-1 Assessment Walkabout/gallery walk

Commit and toss Essays

Formal outline Student teacher project

Fishbowl Newspaper editors

Modes and Forms of Writing!Writing/Grammar/Usage and Mechanics: The student will express ideas effectively in written modes for a variety of purposes and audiences.

Standard 2: Modes and Forms of Writing--The student will write for a variety of purposes and audiences using creative narrative, descriptive, expository, persuasive, and reflective modes.


This standard goes with the first standard is this section. It covers the gamut of writing modes connected to fiction and nonfiction. For each essay, students practice the stages of the writing process.

Lifesaving Strategies!Socratic Circles, “Show & Tell,” story time, notecards, source cards, Dialectical Journals, trivia questions, Commit and Toss, paired writing discussions, Fish Bowl, and Elevator Speeches

Reading Requirements!Reading fiction or nonfiction and writing about it is part of this standard. Use charts, graphs, maps, data tables, facts, expert opinions, current events, short stories, poetry, novels, biographies, autobiographies, artwork, and speeches when writing essays. Students should also create questions using the following words: explain, compare, contrast, evaluate, define, or develop.

Academic Vocabulary!Narrative Essay: plot, theme, third-person point of view, omniscient point of view, elaborate details, setting, dialogue, suspense, foreshadowing, characterization, symbolism, mood, plot, conflicts, resolution, word choices, tone.

Descriptive Essay: introduction with thesis statement, main ideas, conclusion, imagery, word choices, tone

Expository/Informative Essay: introduction with thesis statement, main idea paragraphs, transitions, conclusion, voice, MLA format, summarize, paraphrase, quotes, primary/secondary sources, charts, graphs, maps data tables, word choices, tone

Persuasive Essay: introduction with thesis statement, state the opinion, main idea paragraphs prove the opinion, transitions, conclusion, voice, ethos, pathos, logos, in text citations, works cited, MLA format, summarize, paraphrase, quotes, primary/secondary sources, charts, graphs, maps, data tables, biases, word choices, tones

Argumentative Essay: introduction with thesis statement, state the opinion,voice, claim, counterclaims, ethos, pathos, logos, in text citations, works cited, MLA format, paraphrase, summarize, quotes, primary/secondary sources, charts, graphs, maps, data tables, biases, word choices, & tone

Reflective Essay: introduction with thesis statement, main ideas, conclusion, transitions, elaborate details, about an experience and the lessons that were learned, word choices, tone, and self-evaluations

Timed Essay Writing: Students write an essay using a writing or reading prompt. They only have a certain amount of time to finish the essay.

Email: Use an opening, introduce yourself, get to the point, close with a positive statement, and sign your name.

Tweets: Be specific and to the point. Use a sentence and correct grammar and punctuation.

Memo: Write the recipient’s name, your name, the subject, and the date on different lines; begin with important background information, define task or problem, or clarify goal; opening paragraph conveys how the information affects the reader; each paragraph relates to the topic. Propose the ideas and explain them, use attachments to support information, initial the memo next to your name, style and tone should relate to the audience, and include positive remarks at the end.

Business Letters: your name and contact information centered at the top, write to a specific person, open cordially--even if there is a complaint, state the reason for the letter. Make the reader see the point and respond, make clear what you want your reader to do, express appreciation for your reader’s attention, and end with the closing and sign your name.

Job Application: name and address, work experience, awards and education, volunteer work, clubs and organizations, and references

Resume: chronological order; your name, address, phone, email address; career objectives for short-term goals and specific jobs; educational background; work experience; skills; references

Artifacts!

!Teaching Outside the Box!The standard focuses on the different types of essays and the other forms of writing in “the real world.” I will focus on the other forms of writing like emails, tweets, memos, and letters. Have the students send an email to a college requesting information about the college, have them write a letter of intent explaining in detail the purpose of a project, have them start a Twitter page where they discuss reading selections, or have them write a letter to an author.

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“Show & Tell” Essays

Socratic circles Emails

Story Time Dialectical journal presentation

Tweet, pair, and share Memos or letters

Grammar/Usage and Mechanics!Writing/Grammar/Usage and Mechanics: The student will express ideas effectively in written modes for a variety of purposes and audiences.

Standard 3: Grammar/Usage and Mechanics--The student will demonstrate appropriate practices in writing by applying Standard English conventions of the revising and editing stages of writing. Work independently and in self-directed writing teams to revise and edit. Standard English Usage - The student will demonstrate correct use of Standard English in speaking and writing.


This standard should be covered first so students can use these skills the entire year. Create a digital book with the information so students can refer back to the rules. Students not only have to know the rules but also apply the rules to writing assignments. The rules cannot be taught individually: the rules must be combined with writing assignments.

Academic Vocabulary!Grammar: verb forms and tenses, active/passive voice, intransitive/transitive verbs, linking verbs, pronoun/antecedent agreements, types of nouns, types of adjectives, capitalization rules, conjunctions, infinitives, gerunds, and participles

Punctuation: comma rules, quotation marks, apostrophes, colons, semi colons, ellipses, hyphens, dashes, parentheses, and brackets

Sentence Structure: complex, compound, compound/complex, prepositional phrases, gerund phrases, appositive phrases, infinitive phrases, and participial phrases

Vocabulary: commonly confused words, spelling, suffixes, and prefixes

Grammar Emergencies: dangling or misplaced modifiers, run-ons, fragments, comma splices, unnecessary commas, verb tense, subject/verb agreement, and ending a sentence with a preposition

Lifesaving Strategies!Exit Ticket; Four Corners; Cornell notes; Two-Column Notes; Correct, Pair, and Share; Tweet, Pair, and Share; 3-2-1 Assessment; Elbow Partners; grammar scavenger hunt; and “Act It Out!”

Artifacts!

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3-2-1 Assessments Grammar Scavenger Hunt

Four Corners Various Writing Assignments

Cornell Notes Children’s Book

Correct, Pair, & Share “Act It Out!”

Teaching Outside the Box!At the high school level, students should apply the information they have learned from elementary school through middle school. Therefore, have the students create a Grammar Scavenger Hunt other classes would have to do. The students would have to create questions using high-frequency words found in the book Active Literacy Across the Curriculum, by Heidi Hayes Jacobs. The hunt could be outside, and the students would have to match the rules with the mistakes and corrections.

Another idea is to require students to design children’s books using the Book Creator app. The book would incorporate punctuation rules, different kinds of sentences, and capitalization rules. Students would use the stages of the writing process to help create it. Present the books to an elementary class, or display the books in the library for other students to read.

The last idea is to have a grammar concert. The students would create songs for the rules. Invite other classes, teachers, and parents to watch their performances. Have judges critique their performances and give them a score. The students would have to introduce their rules and explain how they came up with their ideas for the performances.

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Oral Language, Listening

and Speaking

Listening!Oral Language/Listening and Speaking: The student will demonstrate thinking skills in listening and speaking.

Standard 1: Listening--The student will listen for information and for pleasure.


This standard could be combined with reading and writing skills. It is important for students to use etiquette and to learn new information when listening to a speaker or their peers. Texting, doodling, making faces, videotaping, and taking pictures are just a few examples of what students should not do when listening to a speaker. Furthermore, this standard relates to watching videos or listening to recordings. They have to pay attention to learn the information.

Academic Vocabulary!gestures, tone vocabulary, Standard English conventions, critical, empathetic, reflective listening, interpret, respond, evaluate, feedback, & setting goals.

Lifesaving Strategies!Cornell Notes, high frequency words, etiquette, Tag speech, Socratic Circles, GIST statements, Elevator Speeches

Artifacts!

Teaching Outside the Box!The first idea is to require students take notes while listening to a presentation. They write a summary about what they learned and then a reflection relating what they learned to other ideas or voicing their opinions about what they heard.

Another idea is to have students compile questions to ask a speaker. They write down the answers to the questions and debate the answers in Socratic Circles. Using etiquette during Socratic Circles is necessary so the discussions are orderly and fair.

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Cornell notes Summary

Questions with answers Reflection

Etiquette Socratic Circles

Tag speech Etiquette video

Speaking!Oral Language/Listening and Speaking: The student will demonstrate thinking skills in listening and speaking.

Standard 2: Speaking--The student will express ideas and opinions in group or individual situations.


This standard should be combined with reading and writing skills. If students can speak about an issue, they can write about the issue. Since this standard requires students to express their opinions, relate this standard to argumentative and persuasive skills. Use current events or ideas from literature as the basis for discussions. The students practice the techniques for argumentative and persuasive speech before they write the information so they can practice these skills.

Academic Vocabulary!formal, informal, standard, & technical language, purpose, audience, occasion, task, verbal & nonverbal techniques, poise, ethos, pathos, and logos

Lifesaving Strategies!Socratic Circles; Elbow Partners; Four-Corners; formal outline; Think, Pair, and Share; Tweet, Pair, and Share; DOGS; Elevator Speeches,

Artifacts!

Teaching Outside the Box!The first idea is to have the students read an opinion piece and use the DOGS strategy to help them take notes. In groups, they can discuss their ideas and opinions about what they read. They could even write a blog expressing their opinions.

Have the students make a video using the i-Movie app. They could interview people to obtain opinions about an issue, write a formal with their collected information, and present their information to the class. They would also give their opinions during the presentation and answer questions from the audience.

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Socratic Circles iMovie

Think, Pair, and Share Summary/reflection

Elevator Speeches DOGS

Tweet, Pair, and Share Blog

Visual Literacy

Interpret Meaning!Visual Literacy: The student will interpret, evaluate, and compose visual messages.

Standard 1: Interpret Meaning--The student will interpret and evaluate the various ways visual image-makers such as graphic artists, illustrators, and news photographers represent meaning.


The purpose of this standard is to help students with visual literacy. Students analyze visual images from historical and current events. Some of the images may be biased or give an inaccurate account of the events. Students should evaluate the image, discuss their ideas with in groups, and then find out the background information. For composing, the students should come up with a news report or a story about a photograph.

Academic Vocabulary!stereotypes, biases, visual media, distortions, imagery, physical characteristics, speech, beliefs, attitudes, time lapse, set elements, period of time, culture, purpose, audience, propaganda

Lifesaving Strategies!Soapstone, OPTIC, Socratic Circles, Sticky-Notes, Journal Entries, Formal Outline, Two-Column Notes, Four Corners, & Interview Questions

Artifacts!

Teaching Outside the Box!Hang posters around the classroom for each letter for the OPTIC strategy. Have students analyze the visual representation using this strategy. The students walk around the room listing their ideas for each section. Follow up with using a Socratic Circle to debate their answers.

Relate this standard to reading and visual images from a particular period of time. Use photographs, paintings, or advertising that demonstrate stereotyping. After taking notes, the students could write an essay or a news report about what they learned.

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Soapstone Advertisement

OPTIC Summary/Reflection

Socratic Circles Essay

Journal Photograph with News report

Evaluate Media!Visual Literacy: The student will interpret, evaluate, and compose visual messages.

Standard 2: Evaluate Media--The student will evaluate visual and electronic media such as film, as compared with print messages.


This standard focuses on visual versus print messages. Show the students both the print and visual messages from a newspaper story vs. a news story on television, a novel vs. the movie, or a speech vs. a film showing the speech. This standard emphasizes both visual and auditory learning. It is important for students to notice the differences between visual and print messages and articulate it through written and speaking skills.

Academic Vocabulary!visual media, appeal, print media, audience, media bias, visual representation, slanted opinion

Lifesaving Strategies!Socratic Circles, 4-Corners, Text, Pair, & Share, Venn Diagram, Two-Column Notes, Elevator Speeches, 3-2-1 Assessment, & OPTIC.

Artifacts!

Teaching Outside the Box!Have the students read a novel or a short story and take notes using two-column notes. The focus should be on characters, setting, plot, and conflicts. After finishing the reading, the students watch the movie version and take notes again over the characters, setting, plot, and conflicts using the note taking strategy. From their notes, they write a compare/contrast essay using both the visual and print messages.

This idea relates to comparing and contrasting two films, Fast Food Nation and Supersize Me. Again, the students would have to take notes while watching the films. In Socratic Circles, have them debate the ideas in the film. Have them write a persuasive or argumentative essay using the films as their sources.

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Text, Pair, & Share Compare/Contrast Essay

Four Corners OPTIC

Elevator Speeches Socratic Circles

Three-Two-One Assessment Soapstone

Compose Visual Messages!Visual Literacy: The student will interpret, evaluate, and compose visual messages.

Standard 3: Compose Visual Messages--The student will create a visual message that effectively communicates an idea.


Basically, this standard requires students to analyze media for two specific ways. First, students investigate the sources of the media to understand who made a media presentation and why it was made. They have to look at the information with a critical mind and not just see it as factual information. Next, the students analyze how a media presentation is put together and create one using a similar format. Students should critique the effect the choice of media influences the presentation. Connect this media presentation to a reading component.

Academic Vocabulary!media presentation, main idea, visual messages, audience, analysis, critical thinking,

Lifesaving Strategies!Research, Pair, & Share, Socratic Circles, Three-Two-One Assessment, Elevator Partners, “Show & Tell,”

Artifacts!

Teaching Outside the Box!For the first category in this standard, have the students watch a documentary like America by Dinesh D’Souza or Capitalism by Roger Moore and find out why it was created. Have them present a “Show & Tell” about the documentary. They briefly explain what the documentary was about, who made it, and why it was made. Take this standard a step further and require the students to agree disagree with the documentary and use resources to prove their opinions.

For the second category, have the students listen to a podcast and note the characteristics of the podcast. Then, they create a podcast and present it to class. The topics can relate to real-word situations or ideas from the reading assignment.

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Research, Pair, & Share Video Projects

Socratic Circles Prezi

“Show & Tell” VoiceThread

Journal Podcast

Suggested Resources & Support

College Grammar Problems PROBLEMS EXAMPLES CORRECTIONS

comma splice/fused run-on I didn’t like the movie, it was too long.

I didn’t like the movie it was too long.

I didn’t like the movie; it was too long.

I didn’t like the movie, for it was too long.

commonly confused words Please take all the books off the shelf accept for the red one.

Please take all the books off the shelf except for the red one.

fragment When the bell tolls. When the bell tolls, it means that the Queen is married.

misplaced/dangling modifiers The jacket was too small in the store.

Running for the bus, the rain started coming down.

The jacket in the store was too small.

Running for the bus, I got wet when the rain started coming down.

misused apostrophes She waited for three hours’ to get her ticket.

She waited for three hours to get her ticket.

parallel structure Katniss likes running, saving Peeta, and to hunt.

Katniss likes running, saving Peeta, and hunting.

passive verbs The food is being prepared. The chef prepared the food.

pronoun/antecedent agreement If a student parks a car on campus, they must obtain a parking sticker.

If a student parks a car on campus, he or she must obtain a parking sticker.

Sentence ending with a preposition

The university is one that people have heard of.

Many people have heard about this university.

subject/verb agreement Correct grammar and punctuation is required.

Correct grammar and punctuation are required.

split infinitive He decided to quickly write down the answer.

He decided to write down the answer.

unnecessary commas Elie Wiesel survived the Holocaust, and wrote a memoir about it.

Elie Wiesel survived the Holocaust and wrote a memoir about it.

vague pronoun reference After putting the disk in the cabinet, Mabel sold it.

After putting the disk in the cabinet, Mabel sold the cabinet.

verb tenses John completes his homework and went to the movies.

John completed his homework and went to the movies.

contractions Using too many in an essay Write out the contractions

The Appendix of Lifesaving Strategies TITLE DESCRIPTION

“Act It Out!” The students act out a poem, part of a story, or vocabulary words.

Anticipation Guides

Use this guide before reading to activate students’ prior knowledge. The students listen to or read several statements presented in the text. The students disagree or agree with the statement and should prove it using the text. This guide could be used as a journal entry.

A.P.E. This strategy is good for short-answer questions. The students answer the question, prove it with textual evidence, and then explain it. Uses MLA documentation.

Commit & Toss Students first respond in writing to a question or prompt. The students wad up that paper and toss it across the room. Each student collects a nearby crumpled piece of paper to read aloud. They can respond and toss it again, or they can write their responses as a journal entry.

Cornell Notes COE.jmu.edu/learningtoolbox/cornellnotes.html

Correct, Pair, & Share

The students correct a writing assignment. Then, they pair up to discuss what they corrected and how it was corrected. The last part is to share their answers with the whole group. Make up a game or a visual representation for the last part of this strategy.

C.U.S.S. There are many variations for this strategy; however, the overall point is have students interact with the reading selection. The C stands for circling difficult words, the U means to underline the thesis statement or main idea, the first S stands for summarizing every two passages, and the last S means starring a favorite passage.

D.O.G.S. This strategy is another one that has several variations, but the jest of it is to have the students interact with text. The D stands for defining any words that are not understood, the O stands for organizing the text. Highlight the thesis statement, the main ideas, and the conclusion. The G means to give three opinions about what was read. They students have to support their opinions with information from the text. The S stands for summarizing every two passages. Flip your classroom with this strategy. The students complete it at home and bring it to class the next day for discussions.

Editing Islands The students work in groups of three or four. Each island group has a checklist they must use to edit writing assignments.

Elevator Speeches

Pair the students up with a partner. They have 30 seconds to deliver information to their partners. They have to get their point across within that time. After 30 seconds, the students switch roles. This idea can be used for journal entries or bell ringers at the beginning of class or used at the end of class as a review.

Exit Ticket Use this strategy to find out what the students learned at the end of the lesson. Before they leave your class, the students answer a question, respond to what they learned, or give a solution to a problem. This strategy helps you plan for the next lesson or the next unit of study.

http://coe.jmu.edu/learningtoolbox/cornellnotes.html

Fishbowl Split the class into two circles, and inner circle/outer circle. The inner circle discusses a text, using a prompt created by the teacher or the students. The teacher is the facilitator of this activity. The outer circle listens and takes notes to assess the understanding of a partner who is in the fishbowl, to evaluate the inner circle’s understanding, or to prepare to join in the discussion when the students switch roles.

Four Corners Place Agree/Strongly Agree/Disagree/Strongly Disagree signs in the corners of the classroom. Ask students to take a position on a statement by moving to the corner that best signifies their response to it. Once students have selected their corners, call on them to justify their positions. Students may change corners at any time as their thinking changes.

Grammar Scavenger Hunt

Take the students on a scavenger hunt through a text and seek out examples of grammar in action.

GIST Statements

Students summarize the information in 20 words or less. To make it more difficult, they would have to summarize in exactly 20 words.

Hunt for the Main Idea

This strategy is practice for reading and writing skills. The students look for the main ideas in paragraphs. Have them support their answers with textual evidence. Students should also verify the main ideas in their essays and make sure that their ideas support the main ideas.

Notecards The students write the topic, the textual evidence, summary, or paraphrase with the author’s last name and the page number. The cards are numbered to match the source cards.

O.P.T.I.C. Use this strategy with visual representations. The O means to look it over and summarize the action without analyzing it. The P represents the part of the picture. Break it down into sections like color, objects, and lighting. The T stands for relating the title to the picture. How does it add to the understanding of it? The I means interrelation. Note how everything relates in the picture. The C means to come up with a conclusion that explains the meaning or the argument the artist is trying to show.

Read, Pair, & Share

Students will read the information, pair up with a partner to answer questions, and then share the information with the whole group.

SOAPstone This strategy is used with nonfiction text. The S stands for speaker; the students identify who they think is the speaker. Have them defend their answers using the text. The O means the occasion. Why was this text written? The A stands for audience. Who was the intended audience for this text? Have them use text to prove their opinions. The P stands for purpose. Why was this it written? What was the reason?

The S stands for the subject of the text. Summarize in a few sentences what it is about. The last part relates to the tone of of the text and how it affects the meaning of it. This strategy can also be used as prewriting for an essay.

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Socratic Debates

There are many variations for this strategy. Give the students a reading assignment, and have them use a strategy that has them ask questions and form opinions. They should support their opinions using textual evidence.

Break them into an inner circle and an outer circle. The students in the inner circle will discuss the text for five to ten minutes while the students in the outer circle write down what they noticed during the discussions. Then, the students switch places and change roles.

Source Cards Students keep information about their sources on cards. They follow the MLA format for documenting the sources. The cards are numbered to match the note cards.

Sticky-Note Revisions

After the students write essay rough drafts, they go through each paragraph and revise for content and details using sticky-notes. They explain why they decided to add or take out the information and then commence in writing the final copy.

Story Time To practice narrative essays, the students create a fiction story or tell a personal story about an event.

Stump the Teacher or Classmates

Students create questions with answers about the reading assignment and try to stump the teacher or their classmates. Have them use Larry Bell’s Power Words to create the questions.

Think, Pair, & Share

Students create questions or respond to prompts. They pair up with a partner and discuss their ideas. Finally, they discuss their ideas with the whole class. This strategy should only take five to ten minutes. This strategy can be used as a journal entry or a bell ringer.

Three-Two-One Assessment

Give the students sticky-notes. They write three ideas they learned, two ideas they don’t understand, and one question. They place the sticky-notes on the board as they leave. This strategy not only works as an exit ticket but also as a journal entry or discussion starters for the next day.

Tweet, Pair, & Share

Students tweet questions or answers, pair with an elbow partner and discuss the questions or answers, and then share the information with the whole group.

Two-column Notes

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Vocabulary Card Game

Students create a vocabulary card game. It could be a matching game, Go Word, or Rummy. They design the cards and the rules for the game.

Words For Thought &

Word Walls

Use the “Words for Thought” page to help you construct test questions. You can even have your students create their own questions using the words. It would be another way for the students to interact with the text.

Cover the classroom walls with the vocabulary the students need to learn. Have the students use the words in their writing. The vocabulary should be SAT words, words to help them create questions, and the academic words for each unit.

http://kms-sau29-nh.schoolloop.com/file/1323614849607/1332658348384/497981725619206040.pdf

Bloom’s Taxonomy Vocabulary KNOWLEDGE

List, Define, Tell, Describe, Identify, Show, Label, Collect, Examine, Tabulate, Quote, name, & Who When Where

COMPREHENSION

Explain, Discuss, Compare, Extend, Interpret, Predict, Describe, Contrast, Outline, Restate, Summarize, & Distinguish

APPLICATION

Apply, Demonstrate, Calculate, Complete, Illustrate, Show, Solve, Examine, Modify, Relate, Change, & Classify

ANALYSIS

Analyze, Explain, Arrange, Select, Separate, Connect, Divide, Infer, Order, Classify, Compare, & Debate

SYNTHESIS

Combine, Rearrange, Create, What if? Rewrite, Design, Integrate, Substitute, Compose, Prepare, Modify, Plan, Invent, Formulate, & Generalize

EVALUATION

Assess, Grade, Recommend, Judge, Decide, Test, Convince, Support, Rank, Measure, Select, & Conclude

!High Frequency Words from Dr. Heidi Hayes Jacobs Learn more from Dr. Heidi Hayes Jacobs at Curriculum21.com.

analyze cite comment compare consider contrast create define design detail determine develop diagram discern discover discuss display dissuade edit, elaborate eliminate embellish establish estimate examine expand explain explore extract find generate identify imagine insert interpret investigate justify legitimize limit locate measure obtain organize paraphrase persuade peruse prove recreate redesign refer reflect refrain research revise select solve state summarize support

!

http://www.curriculum21.com

MAPPING IT OUT! Suggested curriculum map template

Q1 Q2 Q3 Q4

PASS

Essential

Content

Academic

Skills

Assessment Resource

Standard

Question

Vocabulary

Suggestions Suggestions

20 Digital Resource Suggestions (1) ELAOKteachers.com

(2) OWL.english.purdue.edu

(3) TeacherTube.com

(4) Bardweb.net

(5) HistoryChannel.com

(6) YouTube.com

(7) ReadWriteThink.org

(8) RockHall.com

(9) WebEnglishTeacher.com

(10) Pinterest.com

(11) EducationWorld.com

(12) GrammarBytes.com

(13) WeAreTeachers.com

(14) Folger.edu

(15) Ushmm.org

(16) DiscoveryEducation.com

(17) PBS.org

(18) EasyBib.com

(19) GoogleLitTrips.com

(20) NewsELA.com

!!!!!

http://www.elaokteachers.com

http://www.owl.english.purdue.edu

http://www.teachertube.com

http://www.bardweb.net

http://www.historychannel.com

http://www.youtube.com

http://www.readwritethink.org

http://www.rockhall.com

http://www.webenglishteacher.com

http://www.pinterest.com

http://www.educationworld.com

http://www.grammarbytes.com

http://www.weareteachers.com

http://www.folger.edu

http://www.ushmm.org

http://www.discoveryeducation.com

http://www.pbs.org

http://www.easybib.com

http://www.googlelittrips.com

http://www.newsela.com

Print Resource Suggestions Atwell, Nancy. In the Middle: New Understandings about Reading, Writing, and Learning. New York: Turtleback Books, 1998. !Burgess, Dave. Teach Like a Pirate: Increase Student Engagement, Boost Your Creativity, Transform Your Life as an Educator. New York: Dave Burgess Consulting, Inc., 2012. !Dean, Nancy. Voice Lessons: Classroom Activities to Teach Diction, Detail, Imagery, Syntax and Tone. New York: Maupin House, 2013. Print. !Forget, Mark. MAX Teaching with Reading & Writing: Classroom Activities to Help Students Learn Subject Matter while Acquiring New Skills. New York: Trafford Publishing, 2004. Print. !Gallagher, Kelly. Readicide: How Schools Are Killing Reading and What You Can Do About It. New York: Stenhouse Publishers, 2009. Print. !Gallagher, Kelly. Write Like This: Teaching Real-World Writing Through Modeling and Mentor Texts. New York: Stenhouse Publishers, 2011. Print. !Jacobs, Heidi Hayes. Active Literacy Across the Curriculum. New York: Routledge, 2006. Print. !Killgallon, Don. Sentence Composing for Middle School: A Worktext on Sentence Variety and Maturity. New York: Heinemann, 1997. Print. !Killgallon, Don. Sentence Composing for High School: A Worktext on Sentence Variety and Maturity. New York: Heinemann, 1998. Print. !Lemov, Doug. Teach Like a Champion. New York: Jossey-Bass, 2010 Print. !Marzano, Robert, Pickering, Debra, & Heflebower, Tammy. New York: The Highly !Engaged Classroom. Marzano Research Laboratory, 2010. Print. !Marzano, Robert, Pickering, Debra, and Pollock, Jane. Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. New York: Association for Supervision & Curriculum Development, 2003. Print. !Wiggins, Grant, & Mctighe, Jay. The Understanding by Design Guide to Creating High-Quality Units. New York: Heinle, ELT, 2011.

!Visuals Cited Dropout by Musavvir Ahmed from The Noun Project

Impossible Square by Piotrek Chuchla from The Noun Project

Safety Net by irene hoffman from The Noun Project

Write by junichi hayama from The Noun Project

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