Support for Students with Diverse Learning Needs February 2014

Support for Students with Diverse Learning Needs
February 2014
©2014 Public Consulting Group. All rights reserved.
Where’s the Line: Analyzing Instructional Supports
Instructions
Read the standard in the table below.
1. With a partner, discuss how you would teach students to meet this standard.
2. Then, brainstorm a list of instructional supports that might help struggling learners meet this
standard.
3. For each support, discuss: Is this an accommodation/scaffold or a modification? Does the
support help the learner to MEET the target or does it CHANGE the target?
Analyzing Instructional Supports Table
CCSS RL.11-12.4 : Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings or language that is particularly fresh,
engaging, or beautiful. (Include Shakespeare as well as other authors.)
Potential Supports
Accommodation
or Modification?
February 2014
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Rationale
Guidance for ELA Scaffolding for Students with Disabilities
Scaffolding
Scaffolding is a process for providing intentional supports during the learning process and is designed specifically to lead to a
deeper level of student learning. As learners’ skills and abilities improve, supports are faded and eventually removed.
Scaffolding can be used with individual learners or groups of learners with similar needs. Effective teachers consider curriculum
and student instructional needs as they plan and incorporate scaffolding supports.
It is important to recognize that to enhance achievement for students with disabilities on the Common Core State Standards
and to support meeting their Standards-based IEPs goals, meaningful and regular consultation, planning, support, and
coordination with special education teachers and related service providers is imperative. In addition to their participation in
inclusive general education ELA classrooms and a tiered support system such as RtI or MTSS, students with disabilities may be
provided additional time, support, and robust scaffolding support in resource classrooms, in before- and after-school programs,
or through peer tutoring.
This section provides types of instructional practices that provide scaffolding to students with disabiltities in general education
classrooms, followed by a second section identifying specific scaffolds and supports to assist students with reading, writing,
listening and speaking.
February 2014
©2014 Public Consulting Group. All rights reserved.
New York State Common Core
Formative Feedback
Scaffolding in the form of feedback provides explicit support to learners during the learning process. Feedback as a type of
scaffolding is not feedback related to grading but to “on the go” assistance to learners to move forward. The ultimate goal of
feedback is to reduce the gap between where a student “is” and where he or she is “meant to be.” Formative feedback can
effectively reduce the cognitive load of learners, especially novice or struggling learners. Simple, corrective feedback lets the
learner know the answer is incorrect but does not provide support (e.g., verification of error, providing the correct response, try
again, location of error). Elaborated feedback, on the other hand, refers to an explanation about a response that includes:
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Presenting information addressing central attributes of the target concept or skill
Providing the learner with information relating to the target concept or skill such as simply reteaching material
Focusing on the learner’s specific response like describing why an answer is wrong and why the correct answer is correct
Guiding the learner in the right direction through a strategic hint, but avoids presenting the correct response
Providng specific information about the learner’s specific errors or misconceptions
Presenting the most elaborated feedback using verification of error, location of error, and strategic hints on how to
proceed
Formative Feedback
Focus feedback on the task, not
the learner.
Feedback Description
Feedback to the learner should address specific features of the learner’s work in relation to
the task, with suggestions on how to improve
Provide elaborated feedback to
enhance learning.
Feedback should describe the what, how, and/or why. This type of feedback is typically
more effective than verification of results.
Present elaborated feedback in
manageable chunks.
Provide elaborated feedback in small chunks so that it is not overwhelming or ignored.
Presenting too much information may result in superficial learning and lead to cognitive
overload.
February 2014
©2014 Public Consulting Group. All rights reserved.
New York State Common Core
Formative Feedback
Be specific and clear with
feedback messages.
Feedback Description
If feedback is not specific or clear, it can impede learning and frustrate learners. Try to link
feedback clearly and specifically to goals and performance.
Keep feedback as simple as
possible but no simpler, based
on learner needs and
instructional constraints.
Simple feedback is generally based on one cue (e.g., verification or hint) and complex
feedback on multiple cues (e.g., verification, correct response, error analysis). Keep
feedback as simple and focused as possible. Generate only enough information to help
students, and not more.
Reduce uncertainty between
performance and goals.
Formative feedback should clarify goals and seek to reduce or remove uncertainty in
relation to how well learners are performing on a task and what needs to be accomplished
to attain the goal(s).
Promote a learning goal
orientation through feedback.
Formative feedback can be used to alter goal orientation from a focus on performance to a
focus on learning. This can be facilitated by crafting feedback emphasizing that effort yields
increased learning and performance and that mistakes are an important part of the
learning process.
Provide feedback after learners
have made initial
effort/responses.
Learners should make responses that lend themselves to providing formative feedback.
For difficult tasks, use
immediate feedback.
When a student is learning a difficult new task (where difficult is relative to the learner’s
capabilities), it is better to use immediate feedback, at least initially. This provides a helpful
support so the learner does not become frustrated and/or unengaged.
For relatively simple tasks, use
delayed feedback.
When a student is learning a relatively simple task (again, relative to capabilities), it is
better to delay feedback to prevent feelings of feedback intrusion.
Adapted from Shute, V. (2008). Focus on formative feedback, Review of Educational Research, 78(1), 153-189. DOI:10.3102/0034654307313795
February 2014
©2014 Public Consulting Group. All rights reserved.
New York State Common Core
Metacognition and Comprehension
Metacognition is the awareness or analysis of learners’ own thinking or learning processes as they attempt to accomplish a
cognitive goal. In effect, learners are “thinking about thinking.” Metacognition is a higher order thinking skill.
While effective readers monitor their own thinking while reading, often students with a reading disability do not do so. They
need instruction that overtly scaffolds their interaction with text and builds their reading comprehension skills. This process
creates students’ awareness of “self-talk” and “self-regulation” that occurs during the reading process to monitor their
comprehension. The ultimate goal is for students to develop expertise and responsibility for their own cognition.
Metacognitive Routines
Making connections
Description and Examples of “Student Self-Talk”
Learners connect with themselves, other texts, concepts, the world
“This reminds me of…, this is different from….”
Asking questions
Learners question themselves about the text, their reactions, the author’s purpose
“What is this part really saying?, Does this make sense?”
Making inferences and
predicting
With the use of text clues, learners ask questions that lead to conclusions and make
predictions
“I wonder why, how, if…, What do I already know about this?”
February 2014
©2014 Public Consulting Group. All rights reserved.
New York State Common Core
Metacognitive Routines
Determining
importance/summarizing
Description and Examples of “Student Self-Talk”
Making decisions about what is important in the text and being able to summarize the
main points.
“The big idea(s) is/ are so far…, This is important because…”
Visualizing
Learners envision the characters, events, etc.
“What mental image does this create?, If I were to draw a picture or an organizer, how
would I represent this text visually?”
Synthesizing
Learners combine prior knowledge with new learning to form new ideas
“What elements do these pieces have in common? How are they different?, Do I need
additional sources of information to round out my understanding?”
Monitoring and repairing
Learners are aware of and monitor their own understanding during the reading process
“Did that make sense or do I need to stop and reread?, Would it help if I skipped this
unknown word/phrase and read ahead to clarify?, Do I know my purpose for reading this?,
Have I used my system of annotation as I read?”
February 2014
©2014 Public Consulting Group. All rights reserved.
New York State Common Core
Flexible Grouping
Teachers in differentiated classrooms use flexible grouping patterns which can help learners to see different ways in which their
peers engage in learning, share understandings and misunderstandings, recognize that challenge is common to both the bright
and struggling, and see that they can work to learn together. Flexible grouping starts with the premise that teachers
thoughtfully choose group formations to match learning tasks based on the curriculum and learners’ strengths, needs, interests
and other factors.
Groups
Whole-class instruction
Description
Whole class instruction is often used to introduce new material or text to diverse
classrooms of students.
Small-group instruction
Small group instruction can be based on grouping students with similar instructional needs
(these groups change constantly and are formed through teachers collecting on-going
data). Teachers can then provide additional teaching or support to groups by their level of
need.
Performance-based groups
Performance-based groups are temporary groups based on students with a similar
instructional need, rather than in response to predetermined performance levels. When
using this approach, formative assessments gathered through some type of preassessment strategy help teachers to determine the grouping patterns for the assignment.
February 2014
©2014 Public Consulting Group. All rights reserved.
New York State Common Core
Groups
Collaborative groups
Description
Collaborative groups require students with diverse abilities and characteristics to work
together and learn from each other to accomplish an assigned learning goal or task.
Examples :
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“Jigsaw,” where each student has a unique part of a task to learn and to teach,
thereby becoming an “expert” on their part that they teach to the other team
members. This heterogeneous grouping practice supports higher level thinking of
all members.
“Round table,” where one open-ended question or discussion topic is passed
around a small group of students, with each student reading the previous
responses and adding his/her own written or oral response to the chain.
“Four corners,” where separate questions or discussion topics are written on chart
paper and placed in different areas of the room, and small groups circulate the
room to discuss the topic and provide their answers to the questions.
“Information gap,” where each student in a group has a single piece of information
needed to answer a question, and students must work together to share
information.
“Talking Triads,” where each member has a unique role of speaker, questioner, and
recorder/analyst, and they examine an assigned topic with a rigorous analysis of
ideas.
February 2014
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New York State Common Core
Groups
Student dyads or pairs
Description
Grouping students in pairs allows for more individual student time to share, ask questions
of each other, and to formulate responses.
Examples:
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Students working alone in
teacher-directed activities
“Think, pair, share” requires individuals to think and often record their thoughts,
then join with another student to share their ideas. This approach provides
students with immediate feedback on their ideas.
An elaboration of “think, pair, share” is “think, pair, square” where 2 pairs become
a group of 4 and share their ideas.
This instructional practice typically follows a small group activity where students then
reflect on their new learning and individually provide a follow-up response. It is also a time
when teachers can work with individual students as needed.
Specific Scaffolds and Supports
This section of this guidance document drills down into the specific area of curriculum-reading, speaking and listening,
language, and writing, and provides practical, specific scaffolds and supports to consider in daily planning and instructional
implementation. Again, it is important to recognize that to enhance achievement for students with disabilities on the Common
Core State Standards and to support meeting their Standards-based IEPs goals, meaningful and regular consultation, planning,
support, and coordination with special education teachers and related service providers is imperative.
February 2014
©2014 Public Consulting Group. All rights reserved.
New York State Common Core
Reading
Students with disabilities who struggle with reading require additional scaffolds and supports designed to address their specific
challenges. The following table provides a list of possible supports that could be used as a means to scaffold instruction in the
general education setting, but may also require additonal time and support from special education teachers. It is imporatnt to
note that on-going, frequent collaboration of all service providers is critical in enhancing the achievement of students with
disabilities.
Potential Challenge
Fluency
Scaffolds and Supports
 Provide multiple opportunities for students to read the text with assistance.
 Pair students with a peer for reading. Students can take turns and provide feedback to
each other, depending on reading levels of each.
 Provide a listening preview prior to reading. Student should follow along as the text is
read aloud (e.g., text-to-speech or digital text). This should be a preview, not a
replacement for the reading assignment.
 Provide extra time to complete the reading assignment.
Other supports:
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February 2014
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New York State Common Core
Potential Challenge
Language comprehension
Scaffolds and Supports
 Chunk reading passages into smaller sections so students do not feel overwhelmed by the
amount of text.
 Provide students colored pens/markers and sticky notes to interact with and make sense
of text as they read.
 Teach students to generate questions as they read and/or assist with question generation
to improve comprehension of key ideas.
 Build in verbal and/or written cues in reading assignments. Teach students how to
annotate and model as necessary.
 Teach and encourage mental imagery to improve text recall.
 Provide graphic organizers that match the text genre. Organizers can help students better
understand descriptive patterns, time-sequence, process/cause-effect patterns, episode
patterns, generalization/principle patterns, and concept patterns. Some of these
pattern/graphic organizers include Venn diagram, sequence chart, informational chart, TChart, agree/disagree chart, problem-solving chart, mind map, fish bone, prediction tree,
PMI, KWL, and Question Matrix.
 Build in time for student to process or “consolidate” what they read. Techniques include
silent reflection time, review of annotations and elaborations, sharing and comparing
thinking with a peer or small group. Consolidation rather than teacher summary leads to
student understanding.
Other supports:
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February 2014
©2014 Public Consulting Group. All rights reserved.
New York State Common Core
Listening and Speaking
Students with specific learning or other disabilities may struggle to achieve due to difficulties related to speaking and listening.
Potential challenges in these areas include language processing and verbal expression. Possible adaptions for scaffolding
instruction are listed in the table below. As with other areas, adaptations should be planned with careful consideration to the
individual learners’ needs and in consultation with special services providers.
Potential Challenge
Language processing
Scaffolds and Supports
 Provide additional think time to process questions.
 Consider placing the groups in triads or foursomes for greater collaboration since having
2 students work together can create a reliance/deference on the stronger student to
generate all the answers.
 Reword statement or question, adding more details or using easier-to-understand terms.
 Use multi-media including PowerPoint, video clips, computer to enhance student
understanding of verbal information.
 Use visuals throughout the lesson. Create visual displays (e.g., bookmarks and posters) of
routines and practices that students learn.
 Use additional prompts to support understanding such as:
o Physical prompts
o Hand gestures
o Acting out or demonstration
 Provide guide with important information highlighted as a visual for information provided
orally.
 Segment class time into brief periods of language-intense instruction followed by shorter
February 2014
©2014 Public Consulting Group. All rights reserved.
New York State Common Core
Potential Challenge
Scaffolds and Supports
and less language-intense periods of work.
Other supports:
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Verbal expression
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Provide sufficient think time for students to formulate a response.
Provide written or alternate formats when appropriate. For example, if students are
asked to respond orally to the entire class, scaffolding may include an option for a quick
written response or use of some type of technology to respond and display for class.
Other supports:
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Writing
Writing can present particular difficulties for students with disabilties in the ELA Curriculum. Students may have better
comprehension than written expression skills demonstrate. In order for students to achieve at a higher level and move from
novice to competent to expert, scaffolding may be needed. Adapations for written expression are listed below.
February 2014
©2014 Public Consulting Group. All rights reserved.
New York State Common Core
Potential Challenge
Written expression and
mechanics of writing
Scaffolds and Supports
 Provide a few sentence-starter frames for students who may need them to initiate their
written response.
 Allow students to use a graphic organizer to either organize their thoughts or to provide
their response.
 Encourage use of technology to aid in formatting, spelling, grammar, etc.
 Schedule peer and/or teacher conferences regularly to review work and provide
meaningful feedback.
 Ask students to verbalize what they need to express in writing. Assist as needed by
demonstrating ways to organize thoughts using graphic organizers and/or technology.
Other supports:
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Language
Language skills impact all areas addressed above – Reading, Listening/Speaking, and Writing. A deficit in general language skills
is common among students with disabilties. Many of the supports listed in the tables above provide examples of how teachers
might scaffold specific instruction, activities, and assessments. The following table may be applicable to specfic lessons, but will
have an impact across all areas. The scaffolds and supports listed in this section should be planned to address individual
student needs and may ocurr in general education and other instructional settings.
February 2014
©2014 Public Consulting Group. All rights reserved.
New York State Common Core
Potential Challenge
Conventions of Standard
English grammar and
usage when writing or
speaking
Vocabulary acquisition
and use
Scaffolds and Supports
 Provide direct instruction and formative feedback for students in grammar, punctuation,
and other conventions of Standard English.
 Provide teacher- or student-created reference guides.
 Use peer editing for written and oral assignments.
 Allow students to “practice” oral presentations and provide feedback prior to
assessment.
Other supports:
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Provide multiple exposures to important vocabulary through comparing and contrasting,
classifying, and creating metaphors and analogies.
Have students discuss vocabulary through cooperative learning activities.
Have students maintain vocabulary journals.
Provide written reference documents that students can refer to as needed.
Use challenging and engaging vocabulary games to practice and remember vocabulary.
Preteach/Reteach vocabulary key to understanding concept/theme.
Provide opportunities for students to learn vocabulary in a variety of contexts.
Preteach key vocabulary words and offer extended learning opportunities to review and
practice use of newly acquired vocabulary.
Teach students tools (both metacognitive and resources) they can use when they are
unable to decode or comprehend new or challenging words and content.
February 2014
©2014 Public Consulting Group. All rights reserved.
New York State Common Core
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Use non-linguistic representations of concepts or vocabulary.
Other supports:
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Application of language
Knowledge
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Provide examples of how texts relate to one another to demonstrate language
connections across contexts.
Use guided questions to support students in drawing conclusions regarding the use of
language in particular texts.
Encourage students to formulate and ask questions of their peers. Then have students to
revise their questions to be more robust and challenging.
Other supports:
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February 2014
©2014 Public Consulting Group. All rights reserved.
Differentiation Rubric
Directions: Using the following Likert scale, rate yourself and describe your current practices based on
the differentiation classroom characteristics listed in the rubric below.
Scale: 4= always; 3= most of the time; 2= sometimes; 1= rarely
Classroom Characteristic
Provide all students the opportunity to explore and apply key concepts and to
achieve success.
In my classroom this looks like…
Provide frequent formative interpretation to monitor students’ path to success
in the learning intention.
In my classroom this looks like…
Use flexible grouping to make the most of opportunities created by difference
and commonality.
In my classroom this looks like…
Engage students in an active manner to explore and reach success targets.
In my classroom this looks like…
Use flexible grouping to address students’ different phases of learning from
novice to capable to proficient rather than merely providing different activities
to different groups or students.
In my classroom this looks like…
February 2014
©2014 Public Consulting Group. All rights reserved.
4
3
2
1
NYS Common Core ELA & Literacy Curriculum
9.3.1
DRAFT
Grade 9 • Module 3 • Unit 1 • Lesson 2
Lesson 2
Introduction
In this lesson, students will continue to read and analyze Chapter 1 of Animals in Translation (pp. 4–8
from “Animals saved me” to “animal talents nobody can see based on what I know about autistic
talent”), in which Grandin further develops her claims about autism and understanding animal behavior.
Students will analyze the text in an evidence-based discussion that prepares them for the lesson
assessment. The assessment asks students to focus on how Grandin uses particular sentences,
paragraphs, and larger portions of the text to develop and refine her claim that autism gives her a
unique understanding of animal behavior. Additionally, students will begin identifying topics for
interesting and rich inquiry by reflecting on pages 1–8. Students will begin completing a Topic Tracking
Tool that will be used in subsequent lessons to track topics that surface in Grandin’s text. For
homework, students will complete a short research assignment to determine the definitions of terms
used by Grandin to help position and explain her unique perspective on animal behavior: "behaviorism"
and "ethology."
Standards
Assessed Standard(s)
RI.9-10.5
Analyze in detail how an author’s ideas or claims are developed and refined by
particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
Addressed Standard(s)
RI.9-10.4
Determine the meaning of words and phrases as they are used in the text, including
figurative, connotative, and technical meanings; analyze the cumulative impact of
specific word choices on meaning and tone (e.g., how the language evokes a sense of
time and place; how it sets a formal or informal tone).
RI.9-10.2
Determine a central idea of a text and analyze its development over the course of the
text, including how it emerges and is shaped and refined by specific details; provide an
objective summary of the text.
File: 9.3.1 Lesson 2 Date: 1/17/14 Classroom Use: Starting 1/2014
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Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
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1
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Module 3 • Unit 1 • Lesson 2
Assessment
Assessment(s)
The learning in this lesson will be captured through a Quick Write at the end of the lesson. Students will
answer the following prompt based on the close reading (citing evidence from the text and analyzing
key words and phrases) completed in the lesson.
•
Choose two sentences, paragraphs, or larger portions of this lesson’s text excerpt and analyze how
they develop and refine one of Grandin’s claims about autism and animal behavior.
 This assessment will be evaluated using the Short Response Rubric.
High Performance Response(s)
A high performance response may include the following:
•
On page 7, Grandin develops and refines her claim that autism has given her an advantage in
understanding animals and ultimately helped her attain professional success. Grandin states,
“Animal behavior was the right field for me, because what I was missing in social understanding I
could make up for in understanding animals.” Grandin realizes the limitations of her autism and
uses it to hone her talents in translating animal behavior. She continues to explain her success in
the field characterized by her numerous accomplishments, including “over three hundred scientific
papers” published and “half the cattle in the United States and Canada are handled in humane
slaughter systems I’ve designed.” She attributes this success to the fact that her “brain works
differently” because of her autism.
•
Grandin develops and refines another claim, how autism allows her to think “the way animals
think” on page 6. Grandin describes autism as a “way station on the road from animals to humans,
which puts autistic people like me in a perfect position to translate ‘animal talk’ into English.”
Grandin is able to comprehend why animals do the things they do unlike “normal” brained people
and this is why her autism makes “animals easy” as opposed to normal people who cannot even
recognize animal genius.
Vocabulary
Vocabulary to provide directly (will not include extended instruction)
•
savants (n.) – people with unusual mental abilities that other people do not have
Vocabulary to teach (may include direct word work and/or questions)
•
riveted (v.) – to cause to be fixed or held firmly, as in fascinated attention
•
neuroscientific (adj.) – pertaining to the study of the anatomy, physiology, biochemistry, and
pharmacology of the nervous system
File: 9.3.1 Lesson 2 Date: 1/17/14 Classroom Use: Starting 1/2014
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2
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Module 3 • Unit 1 • Lesson 2
Lesson Agenda/Overview
Student-Facing Agenda
% of Lesson
Standards & Text:
•
Standards: RI.9-10.5, RI.9-10.4, RI.9-10.2
•
Text: Animals in Translation, Chapter 1, pages 4–8
Learning Sequence:
1.
2.
3.
4.
5.
6.
1.
2.
3.
4.
5.
6.
Introduction of Lesson Agenda
Homework Accountability
Pages 4–8 Reading and Discussion
Identifying Research Topics
Quick Write
Closing
5%
10%
40%
30%
10%
5%
Materials
•
Copies of Topic Tracking Tool for each student
•
Student copies of the Short Response Rubric and Short Response Checklist (refer to 9.3.1 Lesson 1)
Learning Sequence
How to Use the Learning Sequence
Symbol Type of Text & Interpretation of the Symbol
10%
no
symbol



Percentage indicates the percentage of lesson time each activity should take.
Plain text indicates teacher action.
Bold text indicates questions for the teacher to ask students.
Italicized text indicates a vocabulary word.
Indicates student action(s).
Indicates possible student response(s) to teacher questions.
Indicates instructional notes for the teacher.
Activity 1: Introduction of Lesson Agenda
5%
Begin by reviewing the agenda and sharing the assessed standard for this lesson: RI.9-10.5. In this
lesson, students continue to read Chapter 1 of Animals in Translation, pages 4–8 (from “Animals saved
File: 9.3.1 Lesson 2 Date: 1/17/14 Classroom Use: Starting 1/2014
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3
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Module 3 • Unit 1 • Lesson 2
me” to “animal talents nobody can see based on what I know about autistic talent.”) and analyze how
Grandin further develops her claims about autism and understanding animal behavior. Students will
then apply the reading analysis from pages 1–8 to begin surfacing possible research topics.
 Students look at the agenda.
 Students were introduced to RI.9-10.5 in Unit 9.2.3.
Activity 2: Homework Accountability
10%
Instruct students to take out their homework from the previous lesson.
 Students take out their homework.
 The homework from the previous lesson was the following: Reread and annotate pages 1–4 and
preview the following lesson’s text excerpt by reading and annotating for central idea pages 4–8
(from “Animals saved me” to “animal talents nobody can see based on what I know about autistic
talent”). Additionally, write a response to the following prompt: Using specific textual details,
determine one central idea that is emerging in pages 4–8.
Instruct students to examine their written response and annotation from pages 1–8 and choose four
annotations that best exemplify the emerging central idea discussed in the written response.
 Students examine their written response and annotation from pages 1–8. Students then choose
four annotations that best exemplify the emerging central idea discussed in the written
response.
Instruct students to complete a Turn-and-Talk with a partner about their four exemplar annotation from
pages 1–8, specifically discussing why the annotation best supports the emerging central idea.
 Annotation discussed may include the following:
Pages 1–4:
o Star next to “It took me a long time to figure out that I see things about animals other
people don’t,” (p. 1) – noting how Grandin understands animals in ways that other people
do not
o Star next to “Autism made school and social life hard, but made animals easy” (p. 1) – noting
that Grandin understands animals because of her autism but it poses difficulties for her
when it comes to social situations
o Exclamation point next to “Dogs have dog noses” (p. 1) – noting that Grandin thinks about
animals in ways that other people may not (she uses different ways of categorizing animals)
further revealing she has a unique perspective on animals
File: 9.3.1 Lesson 2 Date: 1/17/14 Classroom Use: Starting 1/2014
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Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
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4
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Module 3 • Unit 1 • Lesson 2
Exclamation point next to “because I got kicked out of high school for fighting” (p. 1) –
noting that Grandin struggles in school because of her autism
o Star next to “It was like a loop inside my head, it just ran over and over again” (p. 2) – noting
that her autism causes her to be repetitive, which makes her peers tease her, revealing how
autism makes social interaction difficult
o Star next to “I think it was just one of my autism genes kicking into high gear” (p .4) – noting
Grandin’s anxiety and how this made school even more difficult for her
Pages 4–7:
o Star near the line “I got through my teenage years thanks to my squeeze machine and my
horses. Animals kept me going” (p. 5) – noting Grandin’s comment earlier that autism made
animals easy. It seems to be a reciprocal relationship for her.
o Star near the line “Autistic people can think the way animals think” (p. 6) – noting Grandin’s
connection to her earlier idea about autism making animals easy
o Star near the line “Animal behavior was the right field for me, because what I was missing in
social understanding I could make up for in understanding animals” (p. 7) – noting Grandin
understands her limitations and strengths concerning her autism
o Exclamation point near the line “Autism has given me another perspective on animals most
professionals don’t have” (p. 7) – noting Grandin feels confident about her professional
abilities due to her autism
Page 8:
o Star near the line “Animals are like autistic savants.” – This is Grandin’s claim about animal
intelligence. She might try to prove this in the text and it further shows that because she is
autistic, she might be better posed to prove an idea like this.
o Star near the line “Normal people never have the special talents animals have, so normal
people don’t know what to look for” – noting Grandin’s support for why autism makes
understanding animals easier
o
 Circulate around the room to monitor the pair discussion. Listen for students to discuss the above
annotation in support of emerging central ideas from the text including: Grandin’s autism gives her a
unique perspective on animals and Grandin’s autism makes school and social life difficult but
animals easy.
Activity 3: Pages 4–8 Reading and Discussion
40%
Introduce the Quick Write assessment (choose either two sentences, paragraphs, or larger portions of
this lesson’s text excerpt and analyze how they develop and refine one of Grandin’s claims about autism
and animal behavior). Explain to students that this is the lesson assessment and the focus for today’s
reading.
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5
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Module 3 • Unit 1 • Lesson 2
 Students examine the Quick Write assessment and listen.
 Display the Quick Write assessment.
Instruct students to keep this assessment in mind as they analyze the text during the following evidencebased activity. Remind students to keep track of the text analysis by taking notes and annotating the
text.
Instruct students to take out their annotated copy of Animals in Translation, Chapter 1 and turn to page
4. Instruct students to reread in pairs from “Animals saved me” to “Now people are cut off from animals
unless they have a dog or a cat” (pp. 4–5).
 Students take out their annotated copies of Animals in Translation, Chapter 1 and reread page 4
with a partner.
Ask students the following questions:
 Differentiation Consideration: Consider having student pairs discuss the questions before asking
them in a whole-class setting.
What does the squeeze chute passage reveal about Grandin’s relationship to animals?
 It shows how deeply connected she feels to animals and their experiences. The passage
demonstrates how animals “saved” her by showing her that she needed a squeeze machine
similar to the cows. She was able to get through her anxiety during her teenage years “thanks”
to her squeeze machine, which was inspired by cows going into their own squeeze chutes.
How does Grandin demonstrate that she was “riveted” by the sight of those big animals inside the
squeeze chute? What does Grandin mean by riveted in this excerpt?
 She has her aunt “stop the car so [she] could get out and watch.” She is fascinated by seeing the
cows go through the squeeze chute, so riveted could mean extremely focused or fascinated by.
Why might Grandin state that, “People and animals are supposed to be together”?
 Grandin has a strong connection to animals and sees how animals can be helpful to people, as
she experienced in her own life: “Animals kept me going.”
Instruct students to reread in pairs from “Horses are especially good for teenagers” to “But it would
work a lot better if military schools still had horses” (pp. 5–6).
Ask students the following question:
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6
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Module 3 • Unit 1 • Lesson 2
 Differentiation Consideration: Consider having student pairs discuss the question before discussing
it in a whole-class setting.
What does Grandin explain about the instinctual nature of horseback riding? How does this
explanation further develop the central ideas of the text?
 Grandin explains that “a good rider and his horse are a team.” There is a mutual relationship
between both rider and horse: “It’s a relationship.” Grandin is showing that she understands the
relationship between a horse and rider; she can relate to animals, specifically horses, in this
way: “Yet there I was, moving my body in sync with the horse’s body to help him run right.” This
understanding continues to show how Grandin understands animals due to her autism and her
own experiences/background.
Instruct students to reread in pairs from “Animals in Translation comes out of forty years I’ve spent with
animals” to “They just don’t know what it is, or how to describe it” (pp. 6–7) in pairs.
 Students reread pages 6–7 in pairs.
Ask students to do a Turn-and-Talk with a classmate discussing the various ways in which Grandin
explains how she is “different from every other professional who works with animals.”
Lead a whole-class share out of the pair discussion.
 Student responses should include the following:
o
o
o
Grandin states that “Autistic people can think the way animals think” (p. 6). Therefore, she is
saying that since she is autistic she can understand animal behavior because she can think
like an animal.
Grandin says that “Autism is a kind of way station on the road from animals to humans” (p.
6) making her the perfect person to translate “‘animal talk’ into English.”
Grandin says that her “brain works differently” (p. 7) and that is why she has been
successful in the field of translating animal behavior. Autism has given her a different
“perspective” on animals that other professionals do not have.
Instruct students to reread in pairs from “I stumbled across the answer, or what I think is part of the
answer” to “a difference in the brain autistic people share with animals” (pp. 7–8). Define the word
savants (people with unusual mental abilities that other people do not have) and instruct students to
write the definition on their text.
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7
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Module 3 • Unit 1 • Lesson 2
 Students write the definition of savants on their text and then reread pages 7–8 in pairs.
Direct students to Grandin’s discussion of “neuroscientific research” on page 7 (“Because of my own
problems, I‘ve always followed neuroscientific research on the human brain as closely as I’ve followed
my own field.”) Ask students to think about the root word neur and what it could refer to based on the
sentence.
 The brain
Ask students to do a Turn-and-Talk with a classmate synthesizing Grandin’s claim about autistic savants
and animals and what led her to this claim.
Have the class share the outcome of the pair discussion.
 Student responses should include the following:
o
o
Animals are like autistic savants because their brains and talents are similar: “at least some
animals have special forms of genius normal people don’t, the same way some autistic
savants have special forms of genius” (p. 8).
Grandin makes this claim based on her reading of “neuroscientific research” and autistic
savants. She is able to make a “connection between human intelligence and animal
intelligence the animal sciences have missed” (p. 7) because of her research and interest in
the topics.
Instruct students to reread in pairs from “The reason we’ve managed to live with animals all these
years” to “animal talents nobody can see based on what I know about autistic talent” (p. 8).
 Students reread page 8 in pairs.
Ask students the following question:
 Differentiation Consideration: Consider having student pairs discuss the question before discussing
it in a whole-class setting.
What is Grandin exploring or researching? How does this exploration or research further develop a
central idea in the text?
 Student responses should include:
o
Grandin is looking for specific animal talents where animals show how they can “perceive”
(understand, identify, or become aware of things) that humans cannot and to remember
“detailed information” that humans cannot remember.
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8
NYS Common Core ELA & Literacy Curriculum
o
o
DRAFT
Grade 9 • Module 3 • Unit 1 • Lesson 2
Grandin is saying that her autistic mind gives her a unique perspective on animal behavior
and she has an advantage in identifying animal talents that “normal people” cannot.
She is able to “predict animal talents nobody can see based on what I know about autistic
talent” (p. 8).
Activity 4: Identifying Research Topics
30%
Share with students that they have been reading closely and analyzing texts (in the previous two
modules) for several purposes, including evidence-based discussion and writing. Share with students
that this type of reading is also about deepening understanding. This understanding can be about a
variety of things like authorial choices when analyzing literature, or it can be about learning and thinking
in depth about a topic you want to know more about. For the purposes of this module, the text analysis
is about analyzing the text itself, based on the standards, but also about surfacing topics that are
potentially interesting and rich to research. These initial topics will begin the inquiry process. As the
process unfolds, aspects of the topics will develop as questions are posed and refined and pre-research
is conducted.
 Students listen.
Distribute the Topic Tracking Tool to each student.
 Students examine the Topic Tracking Tool.
 See the end of the lesson for an example Topic Tracking Tool.
Inform students that they will be reviewing pages 1–8 by thinking about the following question: What
topics does Grandin surface or address in this part of the text? Instruct students to review pages 1–8
and write down key topics that surface in the text in column 1 on the Topic Tracking Tool. Instruct
students to only complete column 1 for now.
 Students review pages 1–8 and complete column 1 of the Topic Tracking Tool by writing down
key topics surfacing in this part of the text.
Lead a whole-class discussion about the topics Grandin surfaces.
 Student responses may include the following:
o
o
o
o
o
Autism
The link between autism and understanding animal behavior
Animal behavior
Animals helping emotionally disturbed people
Developmental disorders
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9
NYS Common Core ELA & Literacy Curriculum
o
o
o
DRAFT
Grade 9 • Module 3 • Unit 1 • Lesson 2
Animal intelligence
Autistic savants
Neuroscience
 Consider displaying notes on the discussion so students can see the various topics.
Model for students how to complete columns 2 and 3 of the Topic Tracking Tool by identifying one
topic, page number(s) where the topic is discussed, and key information about the topic from the text.
 Students listen and follow along with the modeling.
 See the Model Topic Tracking Tool at the end of the lesson for possible modeling content.
Instruct students to individually complete at least three more rows of the Topic Tracking Tool for the
topics surfaced during the previous text review. Remind students that new topics will emerge in each
portion of Animals in Translation and they should record all possible topics for research.
 Students individually complete at least three more rows of the Topic Tracking Tool for the topics
surfaced during the previous text review.
 Circulate around the room to ensure students understand how to complete the Topic Tracking Tool.
 See model student responses at the end of the lesson.
Activity 5: Quick Write
10%
Instruct students to respond briefly in writing to the following prompt:
Choose either two sentences, paragraphs, or larger portions of this lesson’s text excerpt and analyze
how they develop and refine one of Grandin’s claim about autism and animal behavior.
Remind students to use the Short Response Checklist and Short Response Rubric to guide their written
responses.
 Display the prompt for students to see, or provide the prompt in hard copy.
 Students independently answer the prompt using evidence from the text.
 See the High Performance Response at the beginning of this lesson.
Activity 6: Closing
5%
Display and distribute the homework assignment. For homework, instruct students to complete a short
research assignment to determine the definitions of the following terms: behaviorism and ethology.
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10
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 9 • Module 3 • Unit 1 • Lesson 2
Students will conduct a web search, finding resources that define and explain both terms. These
resources should include common online reference materials and other online resources such as audio
and video. Students will need to unpack the definitions and/or explanations of both sciences by
answering the following prompt: Explain, in your own words, the terms behaviorism and ethology. How
do the resources you found help you understand these terms?
Homework
Conduct a web search of the following terms, which will be referenced in the next excerpt we will be
reading from Grandin's chapter 1.
•
Behaviorism
•
Ethology
Explain, in your own words, the terms behaviorism and ethology. How do the resources you found help
you understand these terms?
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11
DRAFT
NYS Common Core ELA & Literacy Curriculum
Grade 9 • Module 3 • Unit 1 • Lesson 2
Topic Tracking Tool
Name:
Topic
Class:
Date:
Page Number(s)
Key Information About the
Topic from the Text
From Odell Education Researching to Deepen Understanding Framework, by Odell Education,
www.odelleducation.com. Copyright (2012) by Odell Education. Adapted with permission under an AttributionNonCommercial 3.0 Unported license: http://creativecommons.org/licenses/by-nc/3.0/.
File: 9.3.1 Lesson 2 Date: 1/17/14 Classroom Use: Starting 1/2014
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12
DRAFT
NYS Common Core ELA & Literacy Curriculum
Grade 9 • Module 3 • Unit 1 • Lesson 2
Model Topic Tracking Tool
Name:
Class:
Date:
Topic
Page Number(s)
Key Information About the Topic
from the Text
The link between autism and
understanding animal behavior
6–8
Grandin believes she has a unique
perspective on animals because of
her autism. She says, “Normal
people never have the special
talents animals have, so normal
people don’t know what to look
for.”
Animals can help emotionally
disturbed people.
2–3, 5
Grandin understood the
emotionally disturbed animals at
her boarding school because of her
own emotional issues. Kids who
have emotional problems will do
better if they are horseback riding:
“the rider will end up doing better
than the nonrider.”
Developmental Disorders
(Autism, Obsessive-Compulsive
Disorder)
1, 4
Grandin has autism. She says it
poses difficulties: “Autism made
school and social life hard” but also
advantages: “but it made animals
easy.”
Autistic Savants
7
Grandin thinks autistic savants
share similar brains to animals that
“animals are like autistic savants.”
Animal Intelligence
8
Gradin claims, “Animal genius is
invisible to the naked eye.” She
writes about using animal talents
and intelligence for the betterment
of humans and animals.
From Odell Education Researching to Deepen Understanding Framework, by Odell Education,
www.odelleducation.com. Copyright (2012) by Odell Education. Adapted with permission under an AttributionNonCommercial 3.0 Unported license: http://creativecommons.org/licenses/by-nc/3.0/.
File: 9.3.1 Lesson 2 Date: 1/17/14 Classroom Use: Starting 1/2014
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13
NYS Common Core ELA & Literacy Curriculum
10.1.3
DRAFT
Grade 10 • Module 1 • Unit 3 • Lesson 9
Lesson 9
Introduction
This lesson comprises the Mid-Unit Assessment for this unit. In this lesson, students prepare and present
an analysis of how Amy Tan develops and refines a central idea in the chapter “Two Kinds.” Students
work in small groups to collaboratively craft a presentation in response to the following prompt: How
does Tan develop a central idea in “Two Kinds”? Each student group will be assigned a specific key
passage of Tan’s text to focus their analysis. Students are assessed on the presentation of their findings,
as well as an accompanying brief written response on the Presentation Preparation Tool.
This analysis prepares students for the End-of-Unit Assessment by prompting students to consider the
development of central ideas in a text, as well as providing an opportunity to assess the speaking and
listening skills students have been practicing throughout this unit.
For homework, students will continue their Accountable Independent Reading.
Standards
Assessed Standard(s)
RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over
the course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text.
W.9-10.2.b
Write informative/explanatory texts to examine and convey complex ideas, concepts
and information clearly and accurately through the effective selection, organization and
analysis of content.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended
definitions, concrete details, quotations, or other information and examples
appropriate to the audience’s knowledge of the topic.
W.9-10.4
Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and logically
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1
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 10 • Module 1 • Unit 3 • Lesson 9
such that listeners can follow the line of reasoning and the organization, development,
substance, and style are appropriate to purpose, audience, and task.
Addressed Standard(s)
RL.9-10.3
Analyze how complex characters (e.g., those with multiple or conflicting motivations)
develop over the course of a text, interact with other characters, and advance the plot
or develop the theme.
L.9-10.1.b
Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial,
prepositional, absolute) and clauses (independent, dependent; noun, relative,
adverbial) to convey specific meanings and add variety and interest to writing or
presentations.
Assessment
Assessment(s)
Mid-Unit Assessment

Presentation Prompt: How does Tan develop and refine a central idea in “Two Kinds”? Support
your analysis with at least three concrete details or quotations, and include an objective summary
of the text.
 Students are assessed on their presentation, using the Speaking and Listening Rubric.
 Additionally, students are assessed on the written response outlined on their Presentation
Preparation Tool, using the Short Response Rubric.
 Students are held accountable for the notes they have taken on other group presentations.
High Performance Response(s)
In a High Performance Presentation Response, students should:

Provide a clear and organized summary of the excerpt, as well as trace the development of a
central idea using at least three pieces of text evidence.

Develop the analysis with at least three well-chosen, relevant, and sufficient concrete details or
quotations.
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2
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 10 • Module 1 • Unit 3 • Lesson 9

Present their analysis and supporting evidence clearly, concisely, and logically such that listeners
can follow the line of reasoning and the organization.

Demonstrate command of the conventions of standard English grammar and usage when speaking.

Use various types of phrases and clauses to convey specific meanings and add variety to their
presentations.
A High Performance Written Response should:

Be appropriate to the task of a presentation preparation.

Be coherent, clearly organized, and developed by relevant, sufficient, and concrete key details and
quotations.
See the Model Presentation Preparation Tool for sample student responses.
Vocabulary
Vocabulary to provide directly (will not include extended instruction)
 None.*
Vocabulary to teach (may include direct word work and/or questions)
 None.*
*Because this is not a close reading lesson, there is no specified vocabulary. However, in the process of
returning to the text, students may uncover unfamiliar words. Teachers can guide students to make
meaning of these words by following the protocols described in 1E of this document
http://www.engageny.org/sites/default/files/resource/attachments/9-12_ela_prefatory_material.pdf.
Lesson Agenda/Overview
Student-Facing Agenda
% of Lesson
Standards & Text:

Standards: RL.9-10.2, W.9-10.2.b, W.9-10.4, SL.9-10.4, RL.9-10.3, L.9-10.1.b

Text: “Two Kinds”
Learning Sequence:
1. Introduction of Lesson Agenda
2. Homework Accountability
3. Presentation Preparation
1. 10%
2. 10%
3. 30%
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3
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 10 • Module 1 • Unit 3 • Lesson 9
4. Mid-Unit Assessment
5. Closing
4. 45%
5. 5%
Materials

Student copies of the 10.1 Common Core Learning Standards Tool (refer to 10.1.1 Lesson 1)

Student copies of the Speaking and Listening Rubric: SL.9-10.4 (refer to 10.1.1 Lesson 3)

Student copies of the Short Response Rubric and Checklist (refer to 10.1.1 Lesson 1)

Copies of the Presentation Preparation Tool for each student
Learning Sequence
How to Use the Learning Sequence
Symbol
10%
no
symbol



Type of Text & Interpretation of the Symbol
Percentage indicates the percentage of lesson time each activity should take.
Plain text indicates teacher action.
Bold text indicates questions for the teacher to ask students.
Italicized text indicates a vocabulary word.
Indicates student action(s).
Indicates possible student response(s) to teacher questions.
Indicates instructional notes for the teacher.
Activity 1: Introduction of Lesson Agenda
10%
Begin by reviewing the agenda and assessed standards for this lesson: RL.9-10.2, W.9-10.2.b, W.9-10.4,
and SL.9-10.4. This lesson comprises the Mid-Unit Assessment. Guided by a Presentation Preparation
Tool, students work collaboratively to prepare and present an analysis of how Amy Tan develops and
refines a central idea in “Two Kinds.”
Inform students that they will be working with two new standards in this lesson: SL.9-10.4 and L.910.1.b.
Instruct students to return to the 10.1 Common Core Learning Standards Tool.
Direct students to find SL.9-10.4 and L.9-10.1.b. on their tool and to follow along as they are read aloud.
 Students follow along, reading silently as standards SL.9-10.4 and L.9-10.1.b. are read aloud.
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4
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 10 • Module 1 • Unit 3 • Lesson 9
Pose the following questions for class discussion:
What do you notice about these standards?
What are they asking you to be able to do?
What questions do these standards raise for you?
Ask students to write their ideas down. Lead a brief class discussion about standards SL.9-10.4 and L.910.1.b.
 Student responses may include the following:
o
o
o
o
SL.9-10.4 is asking us to present information in a way that other people can easily
understand.
SL.9-10.4 requires that we consider the task and the audience when presenting.
L.9-10.1.b asks us to use a variety of words and phrase structures when writing and when
speaking.
What is a clause?
 Students participate in a full-class discussion.
 If students are unfamiliar with the expectations of L.9-10.1.b, it may be necessary to take additional
time to teach grammatical components such as the different types of phrases and clauses.
Activity 2: Homework Accountability
10%
Instruct students to briefly discuss in pairs how they revised and expanded their notes in preparation for
the Mid-Unit Assessment.
 Students discuss homework in pairs.
Instruct students to talk in pairs about how they can apply the focus standard RL.9-10.6 or RI.9-10.6 to
their AIR text.
 Students (or student pairs) discuss and then share how they applied the focus standard to their
AIR text from the previous lesson’s homework.
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5
NYS Common Core ELA & Literacy Curriculum
DRAFT
Activity 3: Presentation Preparation
Grade 10 • Module 1 • Unit 3 • Lesson 9
30%
Have students form four pre-established heterogeneous groups. Students will work collaboratively in
these groups to analyze and present on an excerpt from “Two Kinds.” Students will structure their
presentation in response to the following prompt: How does Tan develop and refine a central idea in
“Two Kinds”?
Display or distribute the Speaking and Listening Checklist and the Short Response Rubric. Inform
students that for their Mid-Unit Assessment they will be presenting on an excerpt from the chapter
“Two Kinds.” Inform students that they will prepare these presentations collaboratively, according to
the norms and protocols on the Speaking and Listening Checklist, and the skills outlined by standard
SL.9-10.4 and L.9-10.1.b. Additionally, students are expected to hand in their preparatory materials,
which they will use to organize and structure their presentations. Students are assessed on the concrete
details and quotations they have chosen to develop their topic, as well as their brief written response at
the bottom of the tool.
Review the Speaking and Listening Checklist and Short Response Rubric with students, allowing time for
students to pose any questions they may have.
 Students review and discuss the Speaking and Listening Checklist and Short Response Rubric.
 It may be necessary to review different types of phrases (noun, verb, adjectival, adverbial,
participial, prepositional, absolute) and clauses (independent, dependent, noun, relative, adverbial)
with students before they begin their preparation. Students are not assessed on this skill, but should
be encouraged to practice L.9-10.1.b during their presentations.
Display and distribute the Presentation Prompt:
How does Tan develop and refine a central idea in “Two Kinds”?
Distribute the Presentation Preparation Tool. Instruct students that the purpose of this activity is to
structure and organize their analysis of how a central idea of “Two Kinds” emerges and is shaped and
refined by key details in preparation for their presentation.
Assign each student group to an excerpt from “Two Kinds”:

Group 1: From “My mother believed you could be anything” through “at last she was beginning to
give up hope” (pp. 132–135).

Group 2: From “Two or three months had gone by” through “I was determined to put a stop to her
foolish pride” (pp. 135–138).

Group 3: From “A few weeks later, Old Chong and my mother” through “like a small brown leaf,
thin, brittle, lifeless” (pp. 138–142).
File: 10.1.3 Lesson 9 Date: 2/3/14 Classroom Use: 2/2014
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6
NYS Common Core ELA & Literacy Curriculum

DRAFT
Grade 10 • Module 1 • Unit 3 • Lesson 9
Group 4: From “It was not the only disappointment my mother” through “they were two halves of
the same song” (pp. 142–144).
 Students will be familiar with the format of the Presentation Preparation Tool through their work
with the Evidence Collection Tool. If students struggle, consider modeling select elements of the
tool.
 Students work collaboratively with the Presentation Preparation Tool to prepare group
presentations.
Activity 4: Mid-Unit Assessment
45%
Instruct students to begin presentations, in the order that the excerpts appear in the text. Remind
students that they should be taking independent notes on these presentations on a separate piece of
paper as they listen. Students turn in both their Presentation Preparation Tool and the notes they have
taken on presentations for assessment at the end of this lesson.
 Students present or take notes on presentations. Students turn in their Presentation
Preparation Tool and their class notes when they are finished presenting for the teacher to
assess.
 See model Presentation Preparation Tool.
Activity 5: Closing
5%
Display and distribute the homework assignment. Inform students that for homework they should
continue to read their AIR text through the lens of focus standard RL.9-10.6 or RI.9-10.6.
Homework
Continue to read your AIR text through the lens of focus standard RL.9-10.6 or RI.9-10.6.
File: 10.1.3 Lesson 9 Date: 2/3/14 Classroom Use: 2/2014
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7
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 10 • Module 1 • Unit 3 • Lesson 9
Presentation Preparation Tool
Name:
Class:
Date:
Directions: Collect key details from your assigned passage in response to the presentation prompt.
Analyze these details, then write a statement that connects all three.
Presentation Prompt: How does Tan develop a central idea in “Two Kinds”?
Focusing Statement:
Excerpt:
Objective Summary:
Key Detail
Key Detail
File: 10.1.3 Lesson 9 Date: 2/3/14 Classroom Use: 2/2014
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8
Key Detail
NYS Common Core ELA & Literacy Curriculum
Analysis
DRAFT
Analysis
Connections
File: 10.1.3 Lesson 9 Date: 2/3/14 Classroom Use: 2/2014
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9
Grade 10 • Module 1 • Unit 3 • Lesson 9
Analysis
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 10 • Module 1 • Unit 3 • Lesson 9
Model Presentation Preparation Tool
Name:
Class:
Date:
Directions: Collect key details from your assigned passage in response to the presentation prompt.
Analyze these details, then write a statement that connects all three.
Presentation Prompt: How does Tan develop a central idea in “Two Kinds”?
Focusing Statement: Tan develops a central idea of rebellion through Jing-mei’s response to her
mother’s expectations.
Excerpt: From “Two or three months had gone by” through “I was determined to put a stop to her
foolish pride” (pp. 135–138).
Objective Summary:
In this excerpt Jing-mei’s mother decides that Jing-mei should play piano, and forces her to take
lessons with Mr. Chong. Although Jing-mei takes lessons, she refuses to practice the piano and so is not
a good pianist. After a year, Jing-mei overhears her mother having a conversation with the mother of
chess prodigy Waverly Jong, in which both mothers brag about their daughters’ successes.
Key Detail
Key Detail
Key Detail
“‘Play note right, but doesn’t
sound good! No singing sound,’
complained my mother.” “’What
are you picking on her for?’ I
said carelessly.” “‘She’s pretty
good. Maybe she’s not the best,
but she’s trying hard.’ I knew
almost immediately I would be
sorry I said that.” (p. 136)
“‘Why don’t you like me the
way I am? I’m not a genius! I
can’t play the piano. And even
if I could, I wouldn’t go on TV if
you paid me a million dollars!’ I
cried.” (p. 136)
“But I was so determined not to
try, not to be anybody different
that I learned to play only the
most ear-splitting preludes, the
most discordant hymns.” (p.
138)
File: 10.1.3 Lesson 9 Date: 2/3/14 Classroom Use: 2/2014
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10
NYS Common Core ELA & Literacy Curriculum
Analysis
It doesn’t matter to Jing-mei’s
mother how hard the girl on TV
tries, because she is not good at
playing piano. Jing-mei’s mother
expects excellence, and is
disappointed by anything less.
Jing-mei feels differently than
her mother about the girl’s
performance. She defends the
girl.
DRAFT
Analysis
Jing-mei thinks her mother’s
desire to have her play the
piano means that her mother
does not think she is good
enough without this. This
makes Jing-mei not want to
play the piano.
Grade 10 • Module 1 • Unit 3 • Lesson 9
Analysis
Jing-mei’s response to being
forced to take piano lessons by
her mother is to decide not to
try very hard on purpose,
rebelling against what her
mother expects of her.
Connections
In this excerpt, Tan develops the central idea of rebellion through Jing-mei’s interactions with her
mother. Jing-mei’s mother expects Jing-mei to be an excellent pianist. Jing-mei responds to her
mother’s dreams for her by rebelling against her mother’s expectations because she thinks these
expectations imply that she is not good enough as she is. Jing-mei refuses to learn from Old Chong,
she puts all of her effort into playing terribly rather than playing well.
File: 10.1.3 Lesson 9 Date: 2/3/14 Classroom Use: 2/2014
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11
Reflections Note Catcher
Directions: Using what you have learned today, respond to the following statements.
“The academic growth of students with diverse learning needs is directly tied to our belief in their
ability to be successful.” Reflect on this statement.
Describe a specific adaptation and scaffolding practice for each domain that maintains rigorous
instruction while supporting students with diverse learning needs in secondary ELA classrooms.
Reading
Speaking
Listening
Language
Writing
Describe a particular differentiation practice and how it supports students with diverse learning needs.
February 2014
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