Developing Core Literacy Proficiencies, Grade 9 , Teacher Edition

The Developing Core Literacy Proficiencies program is an integrated set of English Language Arts/Literacy units spanning grades 6-12 that provide student-centered instruction on a set of literacy proficiencies at the heart of the Common Core State Standards (CCSS).

• Reading Closely for Textual Details
• Making Evidence-Based Claims
• Making Evidence-Based Claims about Literary Technique (Grades 9-12)
• Researching to Deepen Understanding
• Building Evidence-Based Arguments

The program approaches literacy through the development of knowledge, literacy skills, and academic habits. Throughout the activities, students develop their literacy along these three paths in an integrated, engaging, and empowering way.

Knowledge: The texts and topics students encounter in the program have been carefully selected to expose them to rich and varied ideas and perspectives of cultural significance. These texts not only equip students with key ideas for participating knowledgeably in the important discussions of our time, but also contain the complexity of expression necessary for developing college- and career-ready literacy skills.

Literacy Skills: The program articulates and targets instruction and assessment on twenty CCSS-aligned literacy skills ranging from “making inferences” to “reflecting critically.” Students focus on this set of twenty skills throughout the year and program, continually applying them in new and more sophisticated ways.

Academic Habits: The program articulates twelve academic habits for students to develop, apply, and extend as they progress through the sequence of instruction. Instructional notes allow teachers to introduce and discuss academic habits such as “preparing” and “completing tasks” that are essential to students’ success in the classroom.

The program materials include a comprehensive set of instructional sequences, teacher notes, handouts, assessments, rubrics, and graphic organizers designed to support students with a diversity of educational experiences and needs. The integrated assessment system, centered around the literacy skills and academic habits, allows for the coherent evaluation of student literacy development over the course of the year and vertically across all grade levels.

About Odell Education v

Acknowledgments vi

Developing Core Literacy Proficiencies: User Guide xiii

Unit 1: Reading Closely for Textual Details: “Education is the new currency” 1

Topic and Texts 2

Learning Progression 2

Sequencing Learning Over Time and Across Grade Levels 3

Outline 4

Introduction to the Reading Closely Literacy Toolbox 4

Literacy Skills and Academic Habits 5

Common Core State Standards Alignment 7

Part 1: Understanding Close Reading 8

Activity 1: Introduction to the Unit 10

Activity 2: Attending to Details 13

Activity 3: Reading Closely for Details 17

Activity 4: Attending to Details in Multimedia 22

Activity 5: Independent Reading and Research 26

Part 1: Formative Assessment Opportunities 28

Part 2: Questioning Texts 29

Activity 1: How Skillful Readers Approach Texts 31

Activity 2: Approaching a new Text 35

Activity 3: Analyzing Text with Text-Specific Questions 39

Activity 4: Posing Text-Specific Questions 41

Activity 5: Independent Writing 43

Part 2: Formative Assessment Opportunities 43

Part 3: Analyzing Details 45

Activity 1: Analyzing Textual Detail 47

Activity 2: Analyzing and Discussing Details across Texts 51

Activity 3: Explaining and Comparing Texts 53

Activity 4: Independent Reading 54

Part 3: Formative Assessment Opportunities 57

Part 4: Explaining Understanding 58

Activity 1: Introduction to Culminating Activities 61

Activity 2: Reading and Discussing Related Texts 61

Activity 3: Questioning and Analyzing Texts Independently 63

Activity 4: Writing a Text-Based Explanation 67

Part 4: Summative Assessment Opportunities 70

Part 5: Discussing Ideas 72

Activity 1: Understanding Text-Centered Discussions 75

Activity 2: Preparing for a Text-Centered Discussion 76

Activity 3: Leading a Text-Centered Discussion 77

Part 5: Summative Assessment Opportunities 78

Reading Closely for Textual Details Unit Texts 80

Reading Closely for Textual Details Literacy Toolbox 106

Reading Closely Media Supports 123

Unit 2: Making Evidence-Based Claims: “The unexamined life is not worth living” 125

Topic and Texts 126

Learning Progression 126

Sequencing Learning over Time and across Grade Levels 127

Outline 128

Introduction to the Making Evidence-Based Claims Literacy Toolbox 128

Literacy Skills and Academic Habits 129

Common Core State Standards Alignment 132

Part 1: Understanding Evidence-Based Claims 133

Activity 1: Introduction to the Unit 135

Activity 2: Independent Reading 137

Activity 3: Read Aloud and Class Discussion 140

Activity 4: Model the Forming of EBCs 142

Part 1: Formative Assessment Opportunities 144

Part 2: Making Evidence-Based Claims 145

Activity 1: Independent Reading to Find Supporting Evidence 147

Activity 2: Read Aloud and Class Discussion 148

Activity 3: Finding Supporting Evidence in Pairs 151

Activity 4: Class Discussion of EBCs 152

Activity 5: Forming EBCs in Pairs 153

Part 2: Formative Assessment Opportunities 154

Part 3: Organizing Evidence-Based Claims 155

Activity 1: Independent Reading and Forming EBCs 158

Activity 2: Comparing EBCs 160

Activity 3: Model the Organizing of EBCs 160

Activity 4: Deepening Understanding 162

Activity 5: Organizing EBCs in Pairs 164

Activity 6: Class Discussion of Student EBCs 165

Part 3: Formative Assessment Opportunities 165

Part 4: Writing Evidence-Based Claims 167

Activity 1: Model the Communication of an EBC through Writing 170

Activity 2: Model and Practice the Use of Questions and Criteria to Improve a Written EBC 171

Activity 3: Writing EBCs in Pairs 173

Activity 4: Reviewing and Improving Written EBCs 174

Activity 5: Independent Reading, Developing Questioning Paths, and Making EBCs 176

Activity 6: Read Aloud and Class Discussion 176

Activity 7: Independent Writing of EBCs 177

Activity 8: Using Peer Feedback to Revise a Written EBC 177

Part 4: Formative Assessment Opportunities 178

Part 5: Developing Evidence-Based Writing 180

Activity 1: Independent Reading and Class Discussion of EBCs 183

Activity 2: Forming Global EBCs 184

Activity 3: Reviewing and Organizing EBCs 185

Activity 4: Independent Drafting of a Final EBC Essay 185

Activity 5: Using the Collaborative, Criteria-Based Process to Improve Essays 186

Activity 6: Class Discussion of Final EBC Essays 188

Part 5: Summative Assessment 189

Making Evidence-Based Claims Unit Texts 191

Making Evidence-Based Claims Literacy Toolbox 201

Making Evidence-Based Claims Media Supports 222

Unit 3: Making Evidence-Based Claims about Literary Technique: “Macomber laughed, a very natural hearty laugh.” 223

Topic and Texts 224

Learning Progression 224

Sequencing Learning over Time and across Grade Levels 225

Outline 226

Introduction to the Making Evidence-Based Claims Literacy Toolbox 226

Literacy Skills and Academic Habits 227

Common Core State Standards Alignment 229

Part 1: Understanding Evidence-Based Claims 230

Activity 1: Introduction to Unit 232

Activity 2: Independent Reading 234

Activity 3: Read Aloud and Class Discussion 235

Activity 4: Model the Forming of EBCs 236

Part 1: Formative Assessment Opportunities 238

Part 2: Making Evidence-Based Claims About Literary Technique 239

Activity 1: Independent Reading to Find Supporting Evidence 242

Activity 2: Read Aloud and Class Discussion 243

Activity 3: Finding Supporting Evidence in Pairs 246

Activity 4: Class Discussion of EBCs 247

Activity 5: Forming EBCs in Pairs 248

Part 2: Formative Assessment Opportunities 248

Part 3: Organizing Evidence-Based Claims About Literary Technique 250

Activity 1: Independent Reading and Forming EBCs 253

Activity 2: Comparing EBCs 255

Activity 3: Model the Organizing of EBCs 255

Activity 4: Deepening Understanding 257

Activity 5: Organizing EBCs in Pairs 259

Activity 6: Class Discussion of Student EBCs 260

Part 3: Formative Assessment Opportunities 260

Part 4: Writing Evidence-Based Claims About Literary Technique 262

Activity 1: Model the Communication of an EBC through Writing 265

Activity 2: Model and Practice the Use of Questions and Criteria to Improve a Written EBC 266

Activity 3: Writing EBCs in Pairs 268

Activity 4: Reviewing and Improving Written EBCs 269

Activity 5: Independent Reading, Developing Questioning Paths, and Making EBCs 271

Activity 6: Read Aloud and Class Discussion 271

Activity 7: Independent Writing of EBCs 272

Activity 8: Using Peer Feedback to Revise a Written EBC 272

Part 4: Formative Assessment Opportunities 273

Part 5: Developing Evidence-Based Writing 275

Activity 1: Independent Reading and Class Discussion of Global EBCs about Literary Technique 278

Activity 2: Forming Global EBCs about Literary Technique 279

Activity 3: Reviewing and Organizing EBCs 280

Activity 4: Independent Drafting of a Final EBC Essay 280

Activity 5: Using the Collaborative, Criteria-Based Process to Improve Essays 281

Activity 6: Class Discussion of Final EBC Essays 283

Part 5: Summative Assessment 283

Making Evidence-Based Claims about Literary Technique Literacy Toolbox 286

Unit 4: Researching to Deepen Understanding: Music: What Role Does It

Play in Our Lives? 307

Sequencing Learning over Time and across Grade Levels 309

Outline 310

Introduction to the Researching to Deepen Understanding Literacy Toolbox 311

Literacy Skills and Academic Habits 312

How This Unit Aligns with CCSS for ELA and Literacy 314

Terms and Definitions Used in This Unit 315

Research Topics 316

Common Source Set 316

Source Search Locations 317

Part 1: Initiating Query 318

Activity 1: Introducing the Unit 321

Activity 2: Exploring a Topic 323

Activity 3: Conducting Pre-Searches 333

Activity 4: Vetting Areas of Investigation 338

Activity 5: Generating Inquiry Questions 340

Part 1: Formative Assessment Opportunities 342

Part 2: Gathering Information 345

Activity 1: Planning Searches for Information 348

Activity 2: Building an Initial Research Frame 352

Activity 3: Conducting Searches for Background Sources Using Inquiry Questions and Paths 354

Activity 4: Assessing Sources 355

Activity 5: Making and Recording Notes 359

Activity 6: Conducting Searches Independently 362

Activity 7: Reviewing and Revising the Research Frame 363

Part 2: Formative Assessment Opportunities 364

Part 3: Deepening Understanding 366

Activity 1: Selecting Key Sources 369

Activity 2: Analyzing a Source’s Perspective 369

Activity 3: Reading Key Sources Closely—Forming Claims 373

Activity 4: Writing Evidence-Based Claims about Sources 375

Part 3: Formative Assessment Opportunities 376

Part 4: Finalizing Inquiry 378

Activity 1: Addressing Inquiry Paths 381

Activity 2: Organizing Evidence 382

Activity 3: Evaluating Research 383

Activity 4: Refining and Extending Inquiry 385

Part 4: Formative Assessment Opportunities 386

Part 5: Developing and Communicating an Evidence-Based Perspective 388

Activity 1: Reviewing Research Portfolios 391

Activity 2: Communicating an Evidence-Based Perspective 391

Activity 3: Writing a Bibliography 399

Activity 4: Communicating a Final Evidence-Based Product (Optional) 399

Part 5: Summative Assessment Opportunities 401

Researching to Deepen Understanding Common Source Set 403

Researching to Deepen Understanding Literacy Toolbox 408

Unit 5: Building Evidence-Based Arguments: “What is the virtue of a proportional response?” 441

Topic and Texts—Terrorism 443

Learning Progression 443

Outline 444

Sequencing Learning over Time and across Grade Levels 444

Introduction to Building Evidence-Based Arguments Literacy Toolbox 445

How This Unit Teaches Vocabulary 446

Literacy Skills and Academic Habits 447

Common Core State Standards Alignment 449

Part 1: Understanding the Nature of an Issue 450

Activity 1: Introducing the Unit 452

Activity 2: Exploring the Issue 454

Activity 3: Deepening Understanding of the Issue 462

Activity 4: Questioning to Refine Understanding 469

Activity 5: Writing an EBC about the Nature of the Issue 470

Part 1: Formative Assessment Opportunities 471

Part 2: Analyzing Arguments 473

Activity 1: Understanding Argumentative Position 476

Activity 2: Identifying Elements of Argumentation 478

Activity 3: Delineating Arguments 481

Activity 4: Understanding Perspective 483

Activity 5: Delineating and Comparing Arguments 485

Activity 6: Delineating Additional Arguments 491

Activity 7: Writing to Analyze Arguments 491

Part 2: Formative Assessment Opportunities 492

Part 3: Evaluating Arguments and Developing a Position 494

Activity 1: Evaluating Arguments 497

Activity 2: Developing a Perspective and Position 500

Activity 3: Deepening Understanding 502

Activity 4: Using Others’ Arguments to Support a Position 502

Activity 5: Responding to Opposing Arguments 503

Part 3: Formative Assessment Opportunities 504

Part 4: Organizing an Evidence-Based Argument 506

Activity 1: Identifying Supporting Evidence 509

Activity 2: Developing and Sequencing Claims as Premises of the Argument 510

Activity 3: Organizing Evidence to Support Claims 511

Activity 4: Reviewing a Plan for Writing an Argument 512

Part 4: Formative Assessment Opportunities 513

Part 5: Developing Writing through a Collaborative Process 515

Activity 1: Strengthening Writing Collaboratively: Principles and Processes 518

Activity 2: Focus on Content: Ideas and Information 522

Activity 3: Focus on Organization: Unity, Coherence, and Logical Sequence 525

Activity 4: Focus on Support: Integrating and Citing Evidence 528

Activity 5: Additional Rounds of Focused Review and Revision 530

Part 5: Summative Assessment Opportunities 532

Building Evidence-Based Arguments Unit Texts 535

Building Evidence-Based Arguments Literacy Toolbox 537

All materials from the Literacy Toolbox are available as editable and printable PDFs at www.wiley .com/go/coreliteracy. Use the following password: odell2016.

ODELL EDUCATION (OE) is dedicated to fostering creativity and critical thinking in students and the education community. OE has developed nationally validated and acclaimed literacy curricula and collaborates with schools, states and organizations on assessment design, curriculum development, and teacher training.