Training 10-15-14Social Science Department Los Amigos HS

1

Learning Goals

Annotation

2

Learning Goal ElementsContent Thinking Skill Product or output

3

Pre-Columbian Lesson Goal

In a semantic features map, students will compare and contrast the major characteristics of Native American societies from three different regions of the Americas

4

Place in textual column of your notes

War and Industry Lesson Goal

In a multi-flow map, students will diagram the multiple causes and effects of the War of 1812.

5

Place in textual column of your notes

Civil Rights Lesson Goal

In a three-part essay, students will identify patterns of continuity and change over time citing civil rights documents from the 20s, 30s, and 50s.

6

Place in textual column of your notes

Close Reading

3 Parts

7

“Read  like  a  detec,ve,  write  like  a  reporter.”

Read  closely  to  determine  what  the  text  says  

explicitly  and  to  make  logical  inferences  from  it;  cite  specific  textual  evidence  when  wri,ng  or  

speaking  to  support  conclusions  drawn  from  the  text.

Annotation: First Writing

Annota,on  is  a  note  of  any  form  made  while  

reading  text.  

“Reading with a pencil.”

People  have  been  annota,ng  texts  since  there  have  been  

texts  to  annotate.

Annota,on  is  not  highligh,ng.  

14

Los Amigos High School Close Reading Guide To Help Students Become Crit ical Readers & Thinkers

Before: During: After: ! Read the writing task (could

be a problem, prompt, text-dependent questions…)

! Contextualize the source ! Preview the text’s structure ! Number paragraphs/lines for

future analysis

! Read the text multiple times ! Annotate the text (use a

pencil so your learning can be adjusted and revised)

! Write in the margins in relation to the writing task

! Review key terms & vocabulary

! Clarify unfamiliar vocabulary & key terms

! Address the writing prompt by: a. answering the initial

prompt b. showing how you got

there [i.e. providing CD or showing your work]

How do I Annotate: Suggestions for Comments in the Margins:

! Circle key terms & unfamiliar vocabulary

! Underline or highlight the thesis, main ideas, and claims

! For prompts: Underline the question(s) that are being asked

! Write a question mark (?) near information that you need clarified

! Draw an arrow (") when you make a connection to something in the text or to an idea or experience outside the text.

! Draw tables, diagrams, or symbols that help you understand the task better

! Write an exclamation mark (!) for things that surprise or intrigue you

! Write comments & notes along the margins

! Questions to clarify ! Dialogue with the author in relation to the writing

task ! Explain connections to other texts or ideas ! Evaluate the validity of the statements made ! Identify relationships, patterns, formulas, or

concepts needed to answer the task.

Other Helpful Tools for Reading: SOAPStone – Subject/Occasion/Audience/Purpose/Speaker/ Tone TPCASTT – Title/Paraphrase/Connotation/Attitude/Shift/ Title/Theme

Annotation Suggestions

Student  annota,on  in  11th  grade  English

Refer to Other SourcesThe lecture and your notes

Your texts

Dictionary

Internet

16

17

APUSH Unit 1 SAQ B!!Directions !!Read each question carefully and write your responses on a blank sheet of paper. Use complete sentences; an outline or bulleted list alone is not acceptable. You do not need to create a thesis statement. !!!“The Great Awakening.... was "the first major inter colonial crisis of the mind and spirit" !in eighteenth century America. No previous occurrence in colonial history compared with it in scale or consequences. True, the flood tide of evangelical fervor soon subsided, but nothing could quite restore the old cultural landscape. The unitary ideal of the seventeenth century continued to be eroded in the post-Awakening years by further church separations. Moreover, as the Reverend William Shurtleff noted in 1745, the "dividing Spirit is not confined to those that are Friends" of the revival. Nor was it confined to the religious sphere. That "dividing Spirit" would be manifested everywhere after midcentury in the proliferation of religious and political factions.”!!

Patricia U. Bonomi, Under the Cape of Heaven: Religion, Society, and Politics in Colonial America 1986!!

1. Based on the passage above, complete the following three tasks:!a. Briefly explain in you own words the author’s main point.!b. Briefly explain how this concept influenced politics in the American colonies.!c. Provide ONE piece of evidence from this era of that is not included in the

passage, and explain how it supports or refutes the interpretation of author.

Text Dependent and Context Questions

Guide your readers

Rubrics and DOK

Developing Depth of Knowledge

18

Four Essential Social Science Thinking SkillsExplaining patterns of change and continuity over time

What is changing?

What is staying the same

Comparing and contrasting

Explaining cause and effect

Periodization

How significant is change?

Does it mark the end of a era to the start of a new one?

Why?

19

20

!Total _________/6 Name ___________________ Period_____ Seat _____

0 POINTS 1 POINT 2 POINTS

THESIS !(0-1)

Thesis is missing or only partially developed!Thesis may restate the prompt

Thesis addresses the prompt including the targeted thinking skill.

SUPPORT FOR ARGUMENT !

(0-2)

Lacks concrete details!Does not clearly connect the concrete details to the thesis or argument !

Includes concrete details but their use to advance the argument is limited.!Support does not clearly connect the evidence to the thesis or argument.

Supports the thesis using specific concrete details, clearly and consistently stating!how the evidence supports the thesis or argument, and establishing clear linkages!between the evidence and the thesis or argument

APLICATION OF CCOT (0-2)

Does not describe historical continuity and change over time

Describes historical continuity and change over time

Describes historical continuity and change over time, and analyzes specific examples that illustrate historical continuity and change over time

APPLICATION OF COMPARISON !

(0-2)

Does not describe similarities and differences among historical developments

Describes similarities and differences among historical developments

Describes similarities and differences among historical developments, providing!specific examples and analyzes the reasons for their similarities and/or differences or, depending on the prompt evaluates the relative significance of the historical developments

APPLICATION OF CAUSATION !

(0-2)

Does not describe causes and/or effects of a historical development

Describes causes and/or effects of a historical development

Describes causes and/or effects of a historical development and analyzes specific examples that illustrate causes and/or effects of a historical development

APPLICATION OF PERIODIZATION !

(0-2)

Does not describe the ways in which the historical development specified in the prompt was different from or similar to developments that preceded and/or followed

Describes the ways in which the historical development specified in the prompt was different from or similar to developments that preceded and/or followed

Analyzes the extent to which the historical development specified in the prompt was different from and similar to developments that preceded and/or followed, providing specific examples to illustrate the analysis

SYNTHESIS (0-1) One additional point for doing any of the following:

Appropriately extends or!modifies the stated thesis or!argument

Explicitly employs!an additional appropriate!category of analysis!(e.g., political, economic,!social, cultural, geographical, race/ethnicity, gender) beyond!that called for in the prompt.

The argument appropriately connects the topic of the question to other historical periods, geographical areas, contexts, or circumstances

These skills measured in a rubric

Backward Plan1. Use a rubric with the basic social science thinking skills.

2. Write an essay or short answer prompt with a particular thinking skill in mind.

3. Write a learning goal with that thinking skill.

4. Write lessons and develop quality questions that focus on that thinking skill.

21

22

!Total _________/6 Name ___________________ Period_____ Seat _____

0 POINTS 1 POINT 2 POINTS

THESIS !(0-1)

Thesis is missing or only partially developed!Thesis may restate the prompt

Thesis addresses the prompt including the targeted thinking skill.

SUPPORT FOR ARGUMENT !

(0-2)

Lacks concrete details!Does not clearly connect the concrete details to the thesis or argument !

Includes concrete details but their use to advance the argument is limited.!Support does not clearly connect the evidence to the thesis or argument.

Supports the thesis using specific concrete details, clearly and consistently stating!how the evidence supports the thesis or argument, and establishing clear linkages!between the evidence and the thesis or argument

APLICATION OF CCOT (0-2)

Does not describe historical continuity and change over time

Describes historical continuity and change over time

Describes historical continuity and change over time, and analyzes specific examples that illustrate historical continuity and change over time

APPLICATION OF COMPARISON !

(0-2)

Does not describe similarities and differences among historical developments

Describes similarities and differences among historical developments

Describes similarities and differences among historical developments, providing!specific examples and analyzes the reasons for their similarities and/or differences or, depending on the prompt evaluates the relative significance of the historical developments

APPLICATION OF CAUSATION !

(0-2)

Does not describe causes and/or effects of a historical development

Describes causes and/or effects of a historical development

Describes causes and/or effects of a historical development and analyzes specific examples that illustrate causes and/or effects of a historical development

APPLICATION OF PERIODIZATION !

(0-2)

Does not describe the ways in which the historical development specified in the prompt was different from or similar to developments that preceded and/or followed

Describes the ways in which the historical development specified in the prompt was different from or similar to developments that preceded and/or followed

Analyzes the extent to which the historical development specified in the prompt was different from and similar to developments that preceded and/or followed, providing specific examples to illustrate the analysis

SYNTHESIS (0-1) One additional point for doing any of the following:

Appropriately extends or!modifies the stated thesis or!argument

Explicitly employs!an additional appropriate!category of analysis!(e.g., political, economic,!social, cultural, geographical, race/ethnicity, gender) beyond!that called for in the prompt.

The argument appropriately connects the topic of the question to other historical periods, geographical areas, contexts, or circumstances

These skills measured in a rubric

23

APUSH Unit 1 Exam C LEQ

Directions

A. Create a complete three-part essay that fully answers the prompt below. This includes an introduction with a thesis statement, and a body of several paragraphs, and a summary with a restatement of the thesis.

B. Make the thesis the last sentence in your 1st paragraph and highlight it. C. You should use only formal English. Personal Pronouns such as “I,

you, we, me, and us” should not be used. Do not use contractions. D. Write in blue or black ink only. E. Write only on the front side of the paper. F. Staple the rubric sheet to the back of your essay.

The Prompt Evaluate the extent to which trans-Atlantic interactions from 1600 to 1763 contributed to maintaining continuity as well as fostering change in labor systems in the British North American colonies.

Atlantic World Lesson Goal

24

In a written response to an FRQ, students will be able to analyze the influence of the triangle trade in maintaining continuity and change in the Atlantic World.

Place in textual

column of your notes

The End

25