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Training for the New Georgia Performance Standards

Day 2: Unpacking the Standards

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Module Overview: Day Two

Introduction Reviewing the Homework Unpacking the Standards Summary and Follow-UP Work

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Day Two Objectives

1. Describe and apply Stage 1 of the Standards Based Education process to unpack the GPS.

2. Develop, for specific standards, the big ideas, enduring understandings, essential questions, and what students should know and be able to do (unpack the standards).

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The Reading Standards

RL 1 Demonstrates compr…identifying evidence…using evidence for interp.

RL2 Identifies, analyses, and applies knowledge of theme as evidence of understanding.

RL3 Relates literary works to contemporary context and/or historical background.

RL4 Employs writing to demonstrate comprehension of literary genres.

RL5 Uses new vocab in reading and writing. RC1 25 books RC2 Discussion related to content reading RC3 New content vocabulary RC4 Putting reading in context

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The Writing, Conventions, and Listening/Speaking/Viewing Standards W1 Organization, structure, and context W2 Competence in a variety of genres W3 Research and technology to support

writing W4 Timed and process writing C1 Standard English usage and mechanics C2 Manuscript form LSV1 Verbal interactions: S-T; S-S; Group LSV2 Reasoned judgments about written and

oral comm

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Standards Based Education Model

Stage 1:

Stage 2:

Stage 3:

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Standards Based Education Model

G

PS

Stage 1:Design Desired Results

Stage 2:Design

Balanced Assessments

Stage 3:Make

Instructional Decisions

Standard

Element

All Above

TasksStudent WorkTeacher Commentary

All Above

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The Process of Standards Based Education:Stage OneSTANDARD and ELEMENTSbig ideasenduring understandings essential questionswhat students should know and be able to do

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Big Ideas

What are the big ideas: core concepts, skills, and processes at the heart of this standard?

Is this concept, skill, or process addressed in more than one standard . . . in more than one strand?

Is this a concept, skill, or process that will be addressed in multiple units throughout the course?

Can this concept, skill, or process be highlighted in the standard, critical component, and/or element?

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Big Ideas

Examples of core concepts: theme, genre, American Dream

Examples of core skills or processes: analysis, interpretation, comparing and contrasting, classifying

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Enduring Understandings Enduring understandings always begin with “The student will understand that . . .” Enduring understandings may be “overarching” and apply to an entire course, or “topical” and apply to a particular unit of instruction. Enduring understandings incorporate two or more big ideas into statements specifying what the student will understand as a result of a unit or course of instruction.

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Enduring Understandings: Bad to Best“Students will understand the poetry.”

– Bad: what should they understand?

“Students will understand figurative language in poetry.”

– Better: narrows the focus but still does not state what insights we want students to leave with.

“Students will understand that a writer uses similes to create meaning in a poem by comparing two unlike things—one whose characteristics are easily understood, and the other whose characteristics must be discerned.”

– Best: Summarizes intended insight, helps students and teachers realize what types of learning activities are needed to support the understanding.

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Enduring Understandings: Overarching (Course) and Topical (Unit)—We Need Both! Overarching: More abstract and general; relate

to many units of study in a course– EX: Students will understand that evidence

is used to make meaning out of a text: to support literal reading, underlying meaning, and universal application/theme.

Topical: More specific; related to a single unit– EX: Students will understand that the diction

and selection of details employed by a poet impacts both the meaning of and our affective reaction to that text.

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Developing Essential QuestionsEssential Questions

Are big, open-ended Examine how (process) and why (cause and

effect) Consider various levels in Bloom’s taxonomy

May be overarching (course), topical (unit), or more specific (lesson)

Use language appropriate to students Can be used as organizers for a course or a unit,

making the “content” answer the questions Sequence so they lead naturally from one to

another Can be shared with other teachers

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Developing Essential Questions Course: “How are universal themes* related to the

American experience depicted in works of American literature across time periods* and genres*?”

Unit: “How are the universal themes* related to American individualism* and the American dream* depicted in the letters, speeches, sermons, essays, and poetry of the Puritan period?”

Lesson: “How does Jonathan Edwards use diction*, imagery*, and figurative language* to express his ideas about American individualism* and/or the American dream* in “Sinners in the Hands of an Angry God?”

* Big Ideas

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Big Ideas, Enduring Understandings, & Essential Questions Big ideas:

– theme/underlying meaning; evidence, diction/word choice, figurative language

Enduring Understandings: – Students will understand that an

examination of the diction, figurative language, and imagery in a text provides concrete evidence to support the themes or underlying meanings of a work of literature.

Essential questions: – How does an author create meaning in a

text?– How does an author use diction, figurative

language, and imagery in a poem to create theme or underlying meaning?

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How does David Bottoms use diction, figurative language, and imagery in “Sign for My Father, Who Stresses the Bunt” to create theme or underlying meaning? Sign for My Father, Who Stressed the Bunt

On the rough diamond,the hand-cut field below the dog lot and barn,we rehearsed the strict techniqueof bunting.  I watched from the infield,the mound, the backstopas your left hand climbed the bat, your legsand shoulders squared toward the pitcher.You could drop it like a seeddown either base line.  I admired your style,but not enough to take my eyes off the bankthat served as our center-field fence.

Years passed, three leagues of organized ball,no few lives.  I could homerinto the garden beyond the bank,into the left-field lot of Carmichael Motors,and still you stressed the same technique,the crouch and spring, the lead arm absorbingjust enough impact.  That whole tiresome pitchabout basics never changing,and I never learned what you were laying down.

Like a hand brushed across the bill of a cap,let this be the signI'm getting a grip on the sacrifice. --David Bottoms

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Knowledge and Skills: What Students Should Know and Be Able to Do

Facts

Concepts

Generalizations

Rules, laws, procedures

KNOWLEDGE(declarative)

Skills

Procedures

Processes

SKILLS(procedural)

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What Students Should Know and Be Able to Do Specific performance criteria stating what students should know and be able to do for each course are located at the element level of the standards. Instruction is designed to provide every student with the opportunity to acquire the knowledge and develop the skills specified in the performance criteria. Acquisition of this knowledge and these skills enables a student to answer first the lesson essential questions, then the unit essential questions, and ultimately the course essential questions. As students answer the essential questions, they provide evidence of understanding. Assessments are designed to measure the extent to which a student has acquired knowledge and skills, can answer essential questions, and has achieved understanding.

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Standards and Elements Cannot be SeparatedELA10RL1 The student demonstrates comprehension byidentifying evidence (e.g., diction, imagery, point of view,figurative language, symbolism, plot events and main ideas) in avariety of texts representative of different genres (e.g., poetry,prose [short story, novel, essay, editorial, biography], and

drama)and using this evidence as the basis for interpretation. The textsare of the quality and complexity illustrated by the GradeTen reading list. The student identifies and analyzes elements of poetry and provides

evidence from the text to support understanding; the student: a. Identifies, responds to, and analyzes the effects of diction, syntax,

sound, form, figurative language, and structure of poems as these elements relate to meaning.

i. sound: alliteration, end rhyme, internal rhyme, consonance, assonance

ii. form: lyric poem, narrative poem, fixed form poems (e.g., ballad, sonnet)

iii. figurative language: personification, imagery, metaphor, simile, synecdoche, hyperbole, symbolism

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Unpacking Standards: Putting Our Heads Together