9.3.1 Lesson 1. Introduction. Standards

Transcription

1 9.3.1 Lessn 1 Intrductin In this first lessn f the unit and mdule, students will be intrduced t the mdule s fcus: inquirybased research t deepen understanding. Students will begin reading and analyzing Chapter 1 f Temple Grandin s Animals in Translatin, pages 1 4 (frm Peple wh aren t autistic always ask me abut the mment t which is listed as an anxiety disrder in the Diagnstic and Statistical Manual ), in which students will be intrduced t Grandin s central idea that her autism pses difficulties and advantages. In Unit 1, students will begin learning abut a specific apprach t research that will be develped and cmpleted thrughut Units 2 and 3. This mdule will address research as an iterative, nn-linear prcess, designed t deepen students understanding f tpics f interest. In this unit, students will read and analyze a seed text, Animals in Translatin, t identify tpics that spark inquiry and prvide entry pints int the research prcess they will engage in thrughut the mdule. The intent f this unit, and the ther units using ther seed texts in this Mdule, is t mdel hw t initiate a prcess f inquirybased research using texts that are rich enugh t prvide multiple areas f investigatin. In additin, cmpared t nn-researched based mdules, students will be expected t d mre reading and rereading fr analysis independently during in-class wrk and fr hmewrk. In this lessn, students will begin reading and analyzing Chapter 1 f Animals in Translatin, fcusing n Grandin s emerging central idea thrugh analysis f specific textual details. Fr hmewrk, students will reread and anntate pages 1 4 and preview the fllwing lessn s text excerpt by reading and anntating pages 4 8 (frm Animals saved me. t animal talents nbdy can see based n what I knw abut autistic talent. ) fr central idea. Additinally, students will write a respnse t the fllwing prmpt: Using specific textual details, determine ne central idea that emerges in pages 1 4. Standards Assessed Standard(s) RI Determine a central idea f a text and analyze its develpment ver the curse f the text, including hw it emerges and is shaped and refined by specific details; prvide an bjective summary f the text. Addressed Standard(s) RI Determine the meaning f wrds and phrases as they are used in a text, including 1

2 figurative, cnntative, and technical meanings; analyze the cumulative impact f specific wrd chices n meaning and tne (e.g., hw the language f a curt pinin differs frm that f a newspaper). Assessment Assessment(s) The learning in this lessn will be captured thrugh a Quick Write at the end f the lessn. Students will answer the fllwing prmpt based n the clse reading (citing evidence frm the text and analyzing key wrds and phrases) cmpleted in the lessn. Using specific textual details, determine ne central idea that emerges in this lessn s text excerpt (pages 1 4). This assessment will be evaluated using the Shrt Respnse Rubric. High Perfrmance Respnse(s) A high perfrmance respnse may include the fllwing: One central idea that is emerging is that autism makes schl and scial life difficult but makes understanding animals easier: Autism made schl and scial life hard, but it made animals easy. Grandin s autism psed many difficulties fr her when she was grwing up. Kids teased her and called her names like Retard, r Tape Recrder because she spke repetitively and had difficulty with scial and peer interactins. She als endured intense anxiety during her teen years that never stpped. Hwever, Grandin states that because f her autism she sees things abut animals ther peple dn t. Fr example, she explains that she has a special cnnectin t animals and that she is nw able t cmprehend the emtinally disturbed hrses that resided at her frmer barding schl because she understands the way animals think. Vcabulary Vcabulary t prvide directly (will nt include extended instructin) autism (n.) Autism Spectrum Disrder (ASD) and autism are bth general terms fr a grup f cmplex disrders f brain develpment. These disrders are characterized, in varying degrees, by difficulties in scial interactin, verbal and nnverbal cmmunicatin and repetitive behavirs. spectrum (n.) a brad range f varied but related ideas r bjects, that the individual features f which tend t verlap s as t frm a cntinuus series r sequence 2

3 Vcabulary t teach (may include direct wrd wrk and/r questins) epiphany (n.) a mment f great r sudden revelatin Lessn Agenda/Overview Student-Facing Agenda Standards & Text: % f Lessn Standards: RI and RI Text: Animals in Translatin, Chapter 1, pages 1 4 Learning Sequence: 1. Intrductin t Unit and Lessn Agenda 2. Hmewrk Accuntability 3. Masterful Reading 4. Pages 1 4 Reading and Discussin 5. Quick Write 6. Clsing 1. 15% 2. 5% 3. 15% 4. 50% 5. 10% 6. 5% Materials Cpies f 9.3 Cmmn Cre Learning Standards Tl fr each student Cpies f Shrt Respnse Rubric and Shrt Respnse Checklist fr each student Learning Sequence Hw t Use the Learning Sequence Symbl Type f Text & Interpretatin f the Symbl 10% Percentage indicates the percentage f lessn time each activity shuld take. Plain text indicates teacher actin. n Bld text indicates questins fr the teacher t ask students. symbl Italicized text indicates a vcabulary wrd. Indicates student actin(s). Indicates pssible student respnse(s) t teacher questins. Indicates instructinal ntes fr the teacher. 3

4 Activity 1: Intrductin f Unit and Lessn Agenda 15% Share the fcus f this unit and mdule: Engage in an inquiry-based prcess fr research. Infrm students that in this mdule they will explre tpics by generating inquiry questins, research different areas f a tpic, build n new knwledge, make cnnectins, and finally develp an evidence-based perspective. Share with students the End-f-Unit Assessments and the Mdule Perfrmance Assessment. Infrm students that their wrk ver the next several weeks shuld prepare them fr these assessments. Briefly intrduce the unit and the text: Animals in Translatin by Temple Grandin and Catherine Jhnsn. Infrm students that this unit will fcus n reading and analyzing the first chapter f Animals in Translatin t cnsider the develpment f central ideas thrugh specific textual details. Additinally, students will begin the research prcess by identifying tpics, creating questins, pre-searching tpics, and develping areas f investigatin using Grandin s text as the initial resurce. Students listen. Review the agenda and share the assessed standard fr this lessn: RI Tday, students will experience a new text called Animals in Translatin thrugh a masterful reading f a small excerpt and will begin the prcess f reading pages 1 4 clsely t determine an emerging central idea thrugh specific textual details. Students lk at the agenda. Pass ut cpies f the 9.3 Cmmn Cre Learning Standards Tl t each student. Explain that students will cntinue t wrk n mastering the skills described in the Cmmn Cre State Standards (CCSS) thrughut this new mdule and the rest f the year. Students listen and examine their 9.3 Cmmn Cre Learning Standards Tl. It may be helpful here t explain t students that they will be returning t the standards at the beginning f each lessn, as they did in Mdule 9.1 and 9.2. Whenever a new standard is intrduced, students will use their 9.3 Cmmn Cre Learning Standards Tl t read, paraphrase, and assess their familiarity with and mastery f the new standard. Share with students that they have reached the mid-pint in their 9 th grade English Language Arts instructin and it is imprtant t self-assess their familiarity and mastery f the standards. Instruct students t self-assess n standard RI Students self-assess their understanding and mastery f standard RI using the 9.3 Cmmn Cre Learning Standards Tl. Remind students they have wrked with standard RI in Units and

5 It may be useful t have the standards written n the bard r displayed in sme ther way befre class begins, fr ease f student reference and t encurage students t develp wnership f the standards. Activity 2: Hmewrk Accuntability 5% Explain t students that Accuntable Independent Reading will be suspended during this mdule. Instead, fr Unit 1 hmewrk, students will independently preview Animals in Translatin, while als beginning t research by independently reading pssible surces fr a variety f tpics surfaced frm the Grandin text. Explain t students that in Unit 2, the vlume f independent reading will cme frm students searches related t their research questin/prblem (area f investigatin). Students will read a variety f academic surces t deepen their understanding f their specific research questin/prblem (area f investigatin). Students listen. Activity 3: Masterful Reading 15% Distribute cpies f Chapter 1 f Animals in Translatin t each student and instruct students t turn t page 1. Have students listen t a masterful reading f pages 1 4 f Animals in Translatin (frm Peple wh aren t autistic always ask me abut the mment t which is listed as an anxiety disrder in the Diagnstic and Statistical Manual. Instruct students t read alng in their text. Students fllw alng, reading silently. The purpse f this masterful read is t familiarize students with Grandin s vice and style. It is imprtant t be sensitive t the subject f develpmental disrders, as sme students in yur classrm may knw smene wh has develpment disrders r may have develpmental disrders themselves. Cnsider discussing with students hw t be respectful when discussing this sensitive tpic. Differentiatin Cnsideratin: Cnsider having students read pages 1 4 in pairs r small grups if a masterful read with the whle class is unnecessary due t the cnversatinal tne and accessible vcabulary f the text. Ask students t independently write dwn initial reactins and questins they have abut the text. Give students 3 5 minutes t write dwn initial reactins and questins. Student questins may include the fllwing: Why des autism make animals easy? 5

6 What is autism? Is it an emtinal prblem? Why wuld a schl fr thse with emtinal prblems have hrses t ride? What is an autistic savant? What is bsessive-cmpulsive disrder? Why des Grandin have s much anxiety? Assure students that any questin related t the text is a valid ne. If students are struggling with questins, encurage them t think abut unknwn vcabulary, textual details that seem cnfusing, r what they still want t knw frm the text after this initial reading. Ask students t share ut their initial questins. Write these questins n the bard r n chart paper. Share with the students that it is kay t have questins as they engage in cmplex text and that questins like these initiate the research prcess. Remind them that many f these questins will be answered as the text is read clsely and as they read they can keep an eye ut fr these answers, r what questins remain. Activity 4: Pages 1 4 Reading and Discussin 50% Intrduce the Quick Write assessment (using specific textual details, determine ne central idea that is emerging in this excerpt). Explain t students that this is the lessn assessment and the fcus fr tday s reading. Students read the assessment and listen. Display the Quick Write assessment fr students t see. Instruct students t keep this assessment in mind as they analyze the text in the fllwing evidencebased discussin. Remind students t keep track f the text analysis as they engage in the discussin by taking ntes and anntating the text. Students listen. Direct students t transitin int small grups. Infrm student grups that they will be rereading the first fur pages f the text clsely. Differentiatin Cnsideratin: Cnsider frming hetergeneus grupings t supprt students with reading this cmplex text. Prvide students with the definitins f autism (Autism Spectrum Disrder (ASD) and autism are bth general terms fr a grup f cmplex disrders f brain develpment. These disrders are characterized, in varying degrees, by difficulties in scial interactin, verbal and nnverbal cmmunicatin and repetitive behavirs) and spectrum (a brad range f varied but related ideas r 6

7 bjects, the individual features f which tend t verlap s as t frm a cntinuus series r sequence). Explain t students that autism can have a range f characteristics. Fr example, sme peple with autism may have severe cmmunicatin issues, including being nnverbal while ther autistic peple may have nly slightly limited verbal cmmunicatin issues. Autism has a range f characteristics that affect peple differently, and a variety f disrders assciated with it. Instruct students t write bth definitins n their text. Students fllw alng and write the definitins f autism and spectrum n their texts. Instruct the student grups t reread paragraphs 1 and 2 n page 1 (frm Peple wh aren t autistic always ask me abut the mment I realized I culd understand the way animals think t Autism made schl and scial life hard, but it made animals easy. ). Student grups reread paragraphs 1 and 2 n page 1. Display the fllwing questins fr the student grups t discuss: Cnsider writing the questins n a handut fr the student grups. Remind students t take ntes r anntate the text as they engage in the evidence-based discussin. This will help supprt students when they cmplete the Quick Write at the end f the lessn. What gives Grandin the ability t see things abut animals ther peple dn t (p. 1)? Grandin attributes her ability t understand animals t her autism: And it wasn t until I was in my frties that I finally realized I had ne big advantage ver the feedlt wners wh were hiring me t manage their animals: being autistic. What des Grandin mean when she says she did nt have an epiphany abut knwing that she can understand the way animals think? What d yu think the wrd epiphany means frm the cntext prvided in this sectin? Grandin means she did nt have a mment where she realized she understands the way animals think. It was a gradual prcess that tk her a lng time t figure ut that she sees things abut animals ther peple dn t. Instruct student grups t reread pages 1 2 (frm I had n idea I had a special cnnectin t animals when I was little t I still cry when peple are mean t me. ) Display the fllwing questins fr the student grups t discuss: 7

8 Cnsider writing the questins n a handut fr the small grups. What des the example f a "big crisis in [her] life," reveal abut Grandin s way f thinking (p. 1)? She thinks abut things, like animals, differently. She was categrizing animals identity (dgs) based n size. Then, she made sense f the dachshund being a dg by assciating its nse with her glden retriever s nse. She had t categrize the dg in a certain way in rder t make sense f it: Dgs have dg nses. Hw might this way f thinking make schl and scial life hard (p. 1)? Ideas that are simple fr nn-autistic children might be difficult fr Grandin. She was using a different idelgy t categrize dgs: I used t srt them by size. This thinking might be strange r difficult t understanding if yu are a nn-autistic persn. Hw des this excerpt further develp the idea, Autism made schl and scial life hard? Student respnses shuld include the fllwing: Grandin discusses hw her autism caused her t stre up a lt f phrases in my memry and I used them ver and ver again in every cnversatin. This made her sund like a Tape Recrder t ther students, s they teased her and she reacted with aggressive behavir, like smacking. Eventually she gt kicked ut f high schl fr fighting. She learned hw t cry t deal with her aggressin: After I lst privileges enugh times I learned just t cry when smebdy did smething bad t me. Instruct student grups t reread pages 2 3 (frm Nthing ever happened t the kids wh were teasing t but I wasn t any hrse-whispering autistic savant, either. I just lved the hrses ). Display r distribute the fllwing questins fr the student grups t discuss: What des Grandin understand nw abut the hrses at her frmer barding schl that she didn t understand as a furteen-year-ld? Student respnses shuld include the fllwing: The hrses had serius psychlgical prblems because they had been abused. They acted aggressively because f their emtinal prblems: These were badly abused animals; they were very, very messed up (p. 2). What might Grandin s explanatin f the barding schl hrses reveal abut her? 8

9 Student respnses may include the fllwing: She can understand and explain animal behavir. She can explain why the hrses acted the way they did because she understands the reasns fr their actins: It was flp sweat. Pure fear. She was terrified f being ridden (p. 3). Instruct student grups t reread pages 3 4 (frm I was s wrapped up in them that I spent every spare mment t and I spent hurs washing and plishing it ). Display r distribute the fllwing questin fr the student grups t discuss: What des Grandin s care fr the hrses and the saddle reveal abut her? Student respnses shuld include the fllwing: Grandin feels gd when taking care f r being arund animals: I was s wrapped up in them that I spent every spare mment wrking the barns (p. 3). Animals are an area where she feels cntent: I bught special saddle sap and leather cnditiner frm the saddle shp, and I spent hurs washing and plishing it (p. 4). Instruct student grups t reread page 4 (frm As happy as I was with the hrses at schl t which is listed as an anxiety disrder in the Diagnstic and Statistical Manual ). Display r distribute the fllwing questin fr the student grups t discuss: What made Grandin s high schl years hard? What des this reveal abut her autism? Grandin writes that she was hit with a tidal wave f anxiety when she was in high schl that never stpped. This further reveals the bstacles autism has psed fr her, especially in schl and in her scial life. Cnsider discussing with students that structures and rganizatins, rather than peple, can pse difficulties t individuals with disabilities. Fr example, Temple Grandin, wh has difficulty with scial interactin, desn t fare well in certain settings like the traditinal schl she attended early n. 9

10 Activity 5: Quick Write 10% Intrduce the Quick Write assessment by reminding students f the standard they were wrking n during this lessn: RI Instruct students t respnd briefly in writing t the fllwing prmpt: Using specific textual details, determine ne central idea that is emerging in this lessn s text excerpt. Remind students t answer the abve prmpt based n the reading cmpleted in the lessn by citing strng and thrugh textual evidence. Remind them t take a lk at their answers t the questins frm the text t supprt their Quick Write respnse. Display the prmpt fr students t see, r prvide the prmpt in hard cpy. Remind students t use the Shrt Respnse Checklist and Shrt Respnse Rubric t guide their written respnses. Cnsider reviewing the Shrt Respnse Rubric and Shrt Respnse Checklist by infrming students that they shuld use the rubric and checklist t guide their wn writing, and that they will be using this rubric fr text analysis-based Quick Writes in this unit. Fr later units, students will use ther assessment tls and rubrics specific t the research cmpnent f this mdule. Students independently answer the prmpt using evidence frm the text. See the High Perfrmance Respnse at the beginning f this lessn. Activity 6: Clsing 5% Display and distribute the hmewrk assignment. Fr hmewrk, instruct students t reread and anntate pages 1 4 and preview the fllwing lessn s text excerpt by reading and anntating fr central idea pages 4 8 (frm Animals saved me t animal talents nbdy can see based n what I knw abut autistic talent ). Additinally, students will write a respnse t the fllwing prmpt: Using specific textual details, determine ne central idea that is emerging in pages 4 8. Cnsider reviewing the anntatin cdes intrduced in Mdule 9.1. Bx r circle unfamiliar wrds and phrases and rewrite a wrd r phrase yu might have figured ut Star (*) imprtant r repeating ideas Put a questin mark (?) next t a sectin yu are questining r cnfused abut 10

11 Use an exclamatin pint (!) fr areas that remind yu f anther text r ideas that strike yu r surprise yu in sme way Use initials like CI (fr central idea) and SC (fr structural chice) Remind students that besides using the cdes, marking the text with thinking related t the cdes is imprtant. Explain that students will cntinue using these cdes thrughut their reading f the unit s text t think mre deeply abut textual details. Students fllw alng. Hmewrk Reread and anntate pages 1 4 and preview the fllwing lessn s text excerpt by reading and anntating fr central idea pages 4 8 (frm Animals saved me t animal talents nbdy can see based n what I knw abut autistic talent ). Additinally, write a respnse t the fllwing prmpt: Using specific textual details, determine ne central idea that is emerging in pages

12 9.3 Cmmn Cre Learning Standards Tl Name: Class: Date: CCL Standards: Reading Infrmatinal Text I knw what this is asking and I can d this. This standard has familiar language, but I haven t mastered it. I am nt familiar with this standard. RI a Cite strng and thrugh textual evidence t supprt analysis f what the text says explicitly as well as inferences drawn frm the text. a. Develp factual, interpretive, and evaluative questins fr further explratin f the tpic(s). RI Determine a central idea f a text and analyze its develpment ver the curse f the text, including hw it emerges and is shaped and refined by specific details; prvide an bjective summary f the text. 12

13 CCL Standards: Reading Infrmatinal Text I knw what this is asking and I can d this. This standard has familiar language, but I haven t mastered it. I am nt familiar with this standard. RI Analyze hw the authr unflds an analysis r series f ideas r events, including the rder in which the pints are made, hw they are intrduced and develped, and the cnnectins that are drawn between them. RI Analyze in detail hw an authr s ideas r claims are develped and refined by particular sentences, paragraphs, r larger prtins f a text (e.g., a sectin r chapter). RI Analyze varius accunts f a subject tld in different mediums (e.g., a persn s life stry in bth print and multimedia), determining which details are emphasized in each accunt. 13

14 CCL Standards: Writing I knw what this is asking and I can d this. This standard has familiar language, but I haven t mastered it. I am nt familiar with this standard. W a-f Write infrmative/explanatry texts t examine and cnvey cmplex ideas, cncepts, and infrmatin clearly and accurately thrugh the effective selectin, rganizatin, and analysis f cntent. a. Intrduce a tpic; rganize cmplex ideas, cncepts, and infrmatin t make imprtant cnnectins and distinctins; include frmatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful t aiding cmprehensin. b. Develp the tpic with well-chsen, relevant, and sufficient facts, extended definitins, cncrete details, qutatins, r ther infrmatin and examples apprpriate t the audience s knwledge f the tpic. c. Use apprpriate and varied transitins t link the majr sectins f the text, create chesin, and clarify the relatinships amng 14

15 CCL Standards: Writing I knw what this is asking and I can d this. This standard has familiar language, but I haven t mastered it. I am nt familiar with this standard. cmplex ideas and cncepts. d. Use precise language and dmainspecific vcabulary t manage the cmplexity f the tpic. e. Establish and maintain a frmal style and bjective tne while attending t the nrms and cnventins f the discipline in which they are writing. f. Prvide a cncluding statement r sectin that fllws frm and supprts the infrmatin r explanatin presented (e.g., articulating implicatins r the significance f the tpic). W Prduce clear and cherent writing in which the develpment, rganizatin, and style are apprpriate t task, purpse, and audience. 15

16 CCL Standards: Writing I knw what this is asking and I can d this. This standard has familiar language, but I haven t mastered it. I am nt familiar with this standard. W Develp and strengthen writing as needed by planning, revising, editing, rewriting, r trying a new apprach, fcusing n addressing what is mst significant fr a specific purpse and audience. W Cnduct shrt research prjects t answer a questin, drawing n several surces and refcusing the inquiry when apprpriate. W Gather relevant infrmatin frm multiple print and digital surces; assess the credibility f each surce; and qute r paraphrase the data and cnclusins f thers while aviding plagiarism and prviding basic bibligraphic infrmatin fr surces. W Draw evidence frm literary r infrmatinal texts t supprt analysis, reflectin, and research. 16

17 CCL Standards: Speaking & Listening I knw what this is asking and I can d this. This standard has familiar language, but I haven t mastered it. I am nt familiar with this standard. SL Initiate and participate effectively in a range f cllabrative discussins (nen-ne, in grups, and teacher-led) with diverse partners n grades 9 10 tpics, texts, and issues, building n thers ideas and expressing their wn clearly and persuasively. CCL Standards: Language I knw what this is asking and I can d this. This standard has familiar language, but I haven t mastered it. I am nt familiar with this standard. L a-c Demnstrate cmmand f the cnventins f standard English capitalizatin, punctuatin, and spelling when writing. a. Use a semicln (and perhaps a cnjunctive adverb) t link tw r mre clsely related independent clauses. b. Use a cln t intrduce a list r qutatin. c. Spell crrectly. 17

18 Shrt Respnse Rubric Assessed Standard(s): 2-Pint Respnse 1-Pint respnse 0-Pint Respnse Inferences/Claims Includes valid inferences r claims frm the text. Fully and directly respnds t the prmpt. Includes inferences r claims that are lsely based n the text. Respnds partially t the prmpt r des nt address all elements f the prmpt. Des nt address any f the requirements f the prmpt r is ttally inaccurate. Analysis Includes evidence f reflectin and analysis f the text. A mstly literal recunting f events r details frm the text(s). The respnse is blank. Evidence Includes relevant and sufficient textual evidence t develp respnse accrding t the requirements f the Quick Write. Includes sme relevant facts, definitins, cncrete details, r ther infrmatin frm the text(s) t develp an analysis f the text accrding t the requirements f the Quick Write. The respnse includes n evidence frm the text. Cnventins Uses cmplete sentences where errrs d nt impact readability. Includes incmplete sentences r bullets. The respnse is unintelligible r indecipherable. 18

19 Shrt Respnse Checklist Assessed Standard(s): Des my writing Did I Include valid inferences and/r claims frm the text(s)? Clsely read the prmpt and address the whle prmpt in my respnse? Clearly state a text-based claim I want the reader t cnsider? Cnfirm that my claim is directly supprted by what I read in the text? Develp an analysis f the text(s)? Did I cnsider the authr s chices, impact f wrd chices, the text s central ideas, etc.? Include evidence frm the text(s)? Directly qute r paraphrase evidence frm the text? Arrange my evidence in an rder that makes sense and supprts my claim? Reflect n the text t ensure the evidence I used is the best evidence t supprt my claim? Use cmplete sentences, crrect punctuatin, and spelling? Reread my writing t ensure it means exactly what I want it t mean? Review my writing fr crrect grammar, spelling, and punctuatin? 19