Developing Core Literacy Proficiencies, Grade 10

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.

Table of Contents:
About Odell Education v Acknowledgments vi Developing Core Literacy Proficiencies: User Guide xiii Unit 1: Reading Closely for Textual Details: “Modern Battlefield” 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 21 Activity 5: Independent Reading and Research 24 Part 1: Formative Assessment Opportunities 27 Part 2: Questioning Texts 28 Activity 1: How Skillful Readers Approach Texts 30 Activity 2: Approaching a New Text 35 Activity 3: Analyzing Text with Text-Specific Questions 38 Activity 4: Posing Text-Specific Questions 40 Activity 5: Independent Writing 42 Part 2: Formative Assessment Opportunities 42 Part 3: Analyzing Details 44 Activity 1: Analyzing Textual Detail 46 Activity 2: Analyzing and Discussing Details across Texts 50 Activity 3: Explaining and Comparing Texts 52 Activity 4: Independent Reading 54 Part 3: Formative Assessment Opportunities 56 Part 4: Explaining Understanding 57 Activity 1: Introduction to Culminating Activities 59 Activity 2: Reading and Discussing Related Texts 59 Activity 3: Questioning and Analyzing Texts Independently 61 Activity 4: Writing a Text-Based Explanation 65 Part 4: Summative Assessment Opportunities 68 Part 5: Discussing Ideas 70 Activity 1: Understanding Text-Centered Discussions 72 Activity 2: Preparing for a Text-Centered Discussion 73 Activity 3: Leading a Text-Centered Discussion 74 Part 5: Summative Assessment Opportunities 75 Reading Closely for Textual Details Unit Texts 77 Reading Closely Literacy Toolbox 129 Reading Closely Media Supports 146 Unit 2: Making Evidence-Based Claims: “An audacious faith in the future of mankind” 147 Topic and Texts 148 Learning Progression 148 Sequencing Learning over Time and across Grade Levels 149 Outline 149 Introduction to the Making Evidence-Based Claims Literacy Toolbox 150 Literacy Skills and Academic Habits 151 Common Core State Standards Alignment 153 Part 1: Understanding Evidence-Based Claims 154 Activity 1: Introduction to the Unit 156 Activity 2: Active Listening to the Speech 158 Activity 3: Independent Reading 159 Activity 4: Active Listening and Class Discussion 161 Activity 5: Model the Forming of EBCs 163 Part 1: Formative Assessment Opportunities 164 Part 2: Making Evidence-Based Claims 166 Activity 1: Independent Reading to Find Supporting Evidence 169 Activity 2: Active Listening and Class Discussion 170 Activity 3: Finding Supporting Evidence in Pairs 174 Activity 4: Class Discussion of EBCs 175 Activity 5: Forming EBCs in Pairs 176 Part 2: Formative Assessment Opportunities 177 Part 3: Organizing Evidence-Based Claims 178 Activity 1: Independent Reading and Forming EBCs 181 Activity 2: Comparing EBCs 183 Activity 3: Model the Organizing of EBCs 183 Activity 4: Deepening Understanding 185 Activity 5: Organizing EBCs in Pairs 188 Activity 6: Class Discussion of Student EBCs 188 Part 3: Formative Assessment Opportunities 189 Part 4: Writing Evidence-Based Claims 191 Activity 1: Model the Communication of an EBC through Writing 194 Activity 2: Model and Practice the Use of Questions and Criteria to Improve a Written EBC 195 Activity 3: Writing EBCs in Pairs 197 Activity 4: Reviewing and Improving Written EBCs 198 Activity 5: Independent Reading, Developing Questioning Paths, and Making EBCs 200 Activity 6: Read Aloud and Class Discussion 201 Activity 7: Independent Writing of EBCs 202 Activity 8: Using Peer Feedback to Revise a Written EBC 203 Part 4: Formative Assessment Opportunities 204 Part 5: Developing Evidence-Based Writing 206 Activity 1: Independent Reading and Class Discussion of Global EBCs 210 Activity 2: Forming Global or Comparative EBCs 212 Activity 3: Reviewing and Organizing EBCs 212 Activity 4: Independent Drafting of a Final EBC Essay 213 Activity 5: Using the Collaborative, Criteria-Based Process to Improve Essays 214 Activity 6: Class Discussion of Final EBC Essays 216 Part 5: Summative Assessment 216 Making Evidence-Based Claims Unit Texts 219 Making Evidence-Based Claims Literacy Toolbox 234 Making Evidence-Based Claims Media Supports 254 Unit 3: Making Evidence-Based Claims about Literary Technique: “One is alone, and he dies more alone.” 255 Topic and Texts 256 Learning Progression 256 Sequencing Learning over Time and across Grade Levels 257 Outline 258 Introduction to the Making Evidence-Based Claims Literacy Toolbox 258 Literacy Skills and Academic Habits 259 Common Core State Standards Alignment 261 Part 1: Understanding Evidence-Based Claims About Literary Technique 262 Activity 1: Introduction to Unit 264 Activity 2: Independent Reading 267 Activity 3: Read Aloud and Class Discussion 269 Activity 4: Model the Forming of EBCs 271 Part 1: Formative Assessment Opportunities 273 Part 2: Making Evidence-Based Claims About Literary Technique 274 Activity 1: Independent Reading to Find Supporting Evidence 277 Activity 2: Read Aloud and Class Discussion 278 Activity 3: Finding Supporting Evidence in Pairs 281 Activity 4: Class Discussion of EBCs 283 Activity 5: Forming EBCs in Pairs 283 Part 2: Formative Assessment Opportunities 284 Part 3: Organizing Evidence-Based Claims About Literary Technique 286 Activity 1: Independent Reading and Forming EBCs 289 Activity 2: Comparing EBCs 291 Activity 3: Model Organizing EBCs 291 Activity 4: Deepening Understanding 293 Activity 5: Organizing EBCs in Pairs 295 Activity 6: Class Discussion of Student EBCs 295 Part 3: Formative Assessment Opportunities 296 Part 4: Writing Evidence-Based Claims About Literary Technique 298 Activity 1: Model the Communication of an EBC through Writing 301 Activity 2: Model and Practice the Use of Questions and Criteria to Improve a Written EBC 302 Activity 3: Writing EBCs in Pairs 304 Activity 4: Reviewing and Improving Written EBCs 305 Activity 5: Independent Reading, Developing Questioning Paths, and Making EBCs 306 Activity 6: Read Aloud and Class Discussion 307 Activity 7: Independent Writing of EBCs 308 Activity 8: Using Peer Feedback to Revise a Written EBC 309 Part 4: Formative Assessment Opportunities 309 Part 5: Developing Evidence-Based Writing 311 Activity 1: Independent Reading and Class Discussion of Global EBCs about Literary Technique 315 Activity 2: Forming Global or Comparative EBCs about Literary Technique 316 Activity 3: Reviewing and Organizing EBCs 317 Activity 4: Independent Drafting of a Final EBC Essay 318 Activity 5: Using the Collaborative, Criteria-Based Process to Improve Essays 319 Activity 6: Class Discussion of Final EBC Essays 321 Part 5: Summative Assessment 321 Making Evidence-Based Claims about Literary Technique Unit Texts 324 Making Evidence-Based Claims about Literary Technique Literacy Toolbox 331 Making Evidence-Based Claims about Literary Technique Media Supports 352 Unit 4: Researching to Deepen Understanding: Computer Technology: What Is Its Impact on Society? 353 Learning Progression 354 Sequencing Learning over Time and across Grade Levels 355 Outline 356 Introduction to the Researching to Deepen Understanding Literacy Toolbox 357 Literacy Skills and Academic Habits 358 How This Unit Aligns with CCSS for ELA and Literacy 360 Terms and Definitions Used in This Unit 361 Research Topics 362 Common Source Set 362 Source Search Locations 363 Part 1: Initiating Inquiry 364 Activity 1: Introducing the Unit 367 Activity 2: Exploring a Topic 369 Activity 3: Conducting Pre-Searches 378 Activity 4: Vetting Areas of Investigation 384 Activity 5: Generating Inquiry Questions 385 Part 1: Formative Assessment Opportunities 388 Part 2: Gathering Information 390 Activity 1: Planning Searches for Information 393 Activity 2: Building an Initial Research Frame 397 Activity 3: Conducting Searches for Background Sources Using Inquiry Questions and Paths 399 Activity 4: Assessing Sources 400 Activity 5: Making and Recording Notes 404 Activity 6: Conducting Searches Independently 407 Activity 7: Reviewing and Revising the Research Frame 408 Part 2: Formative Assessment Opportunities 409 Part 3: Deepening Understanding 411 Activity 1: Selecting Key Sources 414 Activity 2: Analyzing a Source’s Perspective 415 Activity 3: Reading Key Sources Closely—Forming Claims 418 Activity 4: Writing EBCs about Sources 420 Part 3: Formative Assessment Opportunities 421 Part 4: Finalizing Inquiry 423 Activity 1: Addressing Inquiry Paths 426 Activity 2: Organizing Evidence 427 Activity 3: Evaluating Research 428 Activity 4: Refining and Extending Inquiry 430 Part 4: Formative Assessment Opportunities 431 Part 5: Developing and Communicating an Evidence-Based Perspective 433 Activity 1: Reviewing Research Portfolios 436 Activity 2: Communicating an Evidence-Based Perspective 436 Activity 3: Writing a Bibliography 444 Activity 4: Communicating a Final Evidence-Based Product (optional) 444 Part 5: Summative Assessment Opportunities 446 Researching to Deepen Understanding Common Source Set 448 Researching to Deepen Understanding Literacy Toolbox 453 Unit 5: Building Evidence-Based Arguments: Search Warrant 487 Topic and Texts 489 Learning Progression 489 Sequencing Learning over Time and across Grade Levels 490 Outline 491 Introduction to Building Evidence-Based Arguments Literacy Toolbox 491 How This Unit Teaches Vocabulary 493 Literacy Skills and Academic Habits 493 Common Core State Standards Alignment 495 Part 1: Understanding the Nature of an Issue 496 Activity 1: Introducing the Unit 498 Activity 2: Exploring the Issue 500 Activity 3: Deepening Understanding of the Issue 510 Activity 4: Questioning to Refine Understanding 520 Activity 5: Writing an EBC about the Nature of the Issue 521 Part 1: Formative Assessment Opportunities 522 Part 2: Analyzing Arguments 524 Activity 1: Understanding Argumentative Position 527 Activity 2: Identifying Elements of Argumentation 529 Activity 3: Delineating Arguments 532 Activity 4: Understanding Perspective 535 Activity 5: Delineating and Comparing Arguments 536 Activity 6: Delineating Additional Arguments 542 Activity 7: Writing to Analyze Arguments 543 Part 2: Formative Assessment Opportunities 544 Part 3: Evaluating Arguments and Developing a Position 546 Activity 1: Evaluating Arguments 549 Activity 2: Developing a Perspective and Position 552 Activity 3: Deepening Understanding 553 Activity 4: Using Others’ Arguments to Support a Position 554 Activity 5: Responding to Opposing Arguments 555 Part 3: Formative Assessment Opportunities 556 Part 4: Organizing an Evidence-Based Argument 558 Activity 1: Identifying Supporting Evidence 561 Activity 2: Developing and Sequencing Claims as Premises of the Argument 562 Activity 3: Organizing Evidence to Support Claims 563 Activity 4: Reviewing a Plan for Writing an Argument 564 Part 4: Formative Assessment Opportunities 565 Part 5: Developing Writing through a Collaborative Process 567 Activity 1: Strengthening Writing Collaboratively: Principles and Processes 570 Activity 2: Focus on Content: Ideas and Information 574 Activity 3: Focus on Organization: Unity, Coherence, and Logical Sequence 577 Activity 4: Focus on Support: Integrating and Citing Evidence 580 Activity 5: Additional Rounds of Focused Review and Revision 582 Part 5: Summative Assessment Opportunities 584 Building Evidence-Based Arguments Unit Texts 587 Building Evidence-Based Arguments Literacy Toolbox 590 All materials from the Literacy Toolbox are available as editable and printable PDFs at www.wiley.com/go/coreliteracy. Use the following password: odell2016.

About the Author :
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.