Evaluation for 3.e.1
Materials contain interconnected tasks that build student knowledge and provide opportunities for increased independence.
Materials contain interconnected tasks that build student knowledge and provide opportunities for increased independence. Questions and tasks are designed to help students build and apply knowledge and skills in reading, writing, speaking, listening, thinking, and language. Materials contain a coherently sequenced set of high-quality, text-dependent questions and tasks that require students to analyze the integration of knowledge and ideas within individual texts as well as across multiple texts. Videos within the materials provide opportunities for students to listen to information that is aligned with specific skills. Finally, tasks integrate reading, writing, speaking, listening, and thinking; include components of vocabulary, syntax, and fluency, as needed; and provide opportunities for increased independence.
Examples include but are not limited to:
In Unit 1, students work through a two-part reading lesson that focuses on identifying organizational structures. Part one includes two assigned readings: “Doing Nothing Is Something” by Anna Quindlen and “Is Vegetarian Fast Food Actually Good for You?” by Lisa Drayer. Students can listen to the text read aloud by highlighting the text and clicking on the “Listen” icon. Annotations and footnotes within the text appear near the text they reference. Annotations and footnotes provide questions, definitions, and information that can support students’ ability to analyze organizational structures. Within “Doing Nothing Is Something,” an annotation is provided: “This paragraph includes many examples. What key idea do all of the examples describe?” The texts also include vocabulary words underlined and in orange font. Students click on the words to read their part of speech and definition. The second part of the lesson features key ideas, definitions, examples, hints, and opportunities for students to practice their ability to identify organizational structure. For example, students read a passage from “Is Vegetarian Fast Food Actually Good for You?” and answer the question “What is the key idea in this section of the text?” Students answer three questions aligned with organizational structures at the bottom of the page. On the “Discussion Board,” students write a paragraph that is an objective summary of one of four texts that appeared within the lesson. For example, students can write an objective summary about “Doing Nothing Is Something” by Anna Quindlen or “Is Vegetarian Fast Food Really Good for You?” by Lisa Drayer. Students respond to a post from at least one of their peers. Speaking and listening opportunities are facilitated by educators. In the English 10B Teacher Resource Guide, a “Speaking and Listening” tab leads teachers to a document with listening and speaking activities that can be used throughout the academic year. Students participate in a “Synchronous Session” by sharing their responses and providing feedback to their peers about the textual evidence and analysis used to complete a graphic organizer. Literacy skills are integrated and aligned to support student academic development and independence.
In Unit 5, students complete a research project and focus on identifying information within interviews; this can be accessed in the “Course Overview” tab located within the English 10A Teacher Resource Guide. Students read additional assigned readings that include but are not limited to “Jhumpa Lahiri, Pulitzer Prize Winner” and “Alice Walker on Quilting.” Students write a research paper with a Works Cited page that addresses the prompt “Write a research paper about a legend.” Students discuss information with their peers and instructor, watch videos about Alice Walker, listen to a podcast about writing techniques, create and conduct an interview, and learn academic vocabulary that is aligned with writing a research paper. Students learn about terms that include but are not limited to connotations, reference materials, prepositions, and citations. The materials align instruction to help students build and apply knowledge and skills in writing, speaking, listening, reading, thinking, and language.
In Unit 7, students begin a lesson by identifying the differences between connotation, denotation, and nuance. A graphic organizer featured in the lesson contains a description of each of the terms, and students read examples of the terms. In the “Try It Yourself” section at the end of the lesson, students read an untitled passage and answer questions by writing an open ended response: “Which word conveys the most negative and serious meaning and best matches the context?” Students apply the knowledge they have gained by answering three additional questions related to the terms. Students read three assigned readings by Sanni Metelerkamp: “How Jakhals Fed Ooom Leeuw,” “The Place and the People,” and “The Little Red Tortoise.” Annotations and footnotes included within the text support students’ understanding of reading skills related to characters’ traits, plot, vocabulary, and others. For example, in “The Little Red Tortoise,” the following questions appear within the “Annotations”: “What life lesson is Outa Karel expressing here?” and “How does this information help you to understand the personality of the Little Red Tortoise?” Students view a video titled “Character and Character Types.” The materials present a list of different types of characters and of the types’ descriptions. At the end of the lesson, students answer two multiple-choice questions: “A character that goes through a change that is well developed in a story is most often referred to as a….” “What are the characteristics of a dynamic character?” On the “Discussion Board,” students apply the knowledge they have gained about characters in narrative texts by writing a paragraph: “Write a short paragraph that shows you understand the person’s perspective as you try to put yourself ‘in their shoes.’” Students select from one of three choices: “Perspective 1: Antelope from the folktale ‘How Jackal Fed Uncle Lion’; Perspective 2: Outa Karel from ‘The Place and the People’; Perspective 3: Old Giraffe from the folktale ‘The Little Red Tortoise.’” Listening and speaking activities are found within the English 10B Teacher Resource Guide in the “Curriculum Map.” The activities are aligned with the skills that are taught. Each of the questions, activities, and tasks supports students’ development of reading, writing, speaking, listening, vocabulary, and language skills.
In Unit 11, materials feature vocabulary cards students can use to learn about the definition, etymology, part of speech, and synonyms for vocabulary words. Each card includes a sentence with the vocabulary word, and some cards feature an image that is aligned with its corresponding sentence. Students develop their knowledge of affixes by studying definitions, graphic organizers, explanations, and examples. In the “Try It Yourself” section, students apply the knowledge they gained by answering two multiple-choice questions; for example, students read sentences that contain a blank space and are asked, “Which would correctly fill the blank?” The vocabulary words and some of the affixes that are taught appear in the assigned readings featured in the lesson. Students learn about characterization and foreshadowing within the “Reading Skill” lesson. Annotations within the assigned reading include questions that support students’ ability to develop their understanding of characterization and foreshadowing. Footnotes provide definitions of terms that can support students’ comprehension of texts. In “The Lay of the Werewolf,” an annotation asks students, “Why is the lady fearful that she will anger her husband if she asks him where he disappears to each week?” and “How do you think the events in the story up to this point foreshadow what will subsequently happen?” Students listen to texts read aloud by highlighting the text and clicking the “Listen” icon. The second part of the “Reading Skill” section contains examples, descriptions, definitions, and a graphic organizer that align with the reading skills being taught. Students answer two multiple-choice questions at the end of the lesson: “What describes a dynamic character?” and “What is foreshadowing?” In “Reading Skill 2, Part 2” students read about characterization through the lens of historical events and cultural settings. Students read a passage from “The Lay of the Werewolf” and apply their knowledge of settings to answer questions with a written response: “What historical and cultural settings and events influence this story? How do the historical and cultural settings and events of the story influence the complexity and believability of the characters?” Students read an additional passage from “The Lay of the Werewolf” and answer multiple-choice questions; for example, “What do the king’s actions in the passage reveal about him?” Students apply their knowledge of the reading skills they learned by writing a discussion post describing if they agree with an opinion that appears in one of the assigned readings. Students select an opinion from a list of three quotes from “The Lay of Equitan.” Students also write a response to at least one of their peers. Teachers facilitate discussion activities where students can speak and listen to their peers’ ideas. Speaking and listening activities are featured within the “10B Curriculum Map,” in the 10B Teacher Resource Guide. The activities are strategically aligned and planned out to support students’ learning and application of skills and concepts and to support their independence.
In Unit 12, tasks integrate reading, writing, speaking, listening, thinking, and vocabulary to increase student independence and build student knowledge. At the start of the lesson, students read vocabulary cards that include a word’s part of speech, definition, synonyms, and etymology as well as a sentence that includes the featured vocabulary word. Some of the cards feature an image aligned with the sentence provided in the card. Two students are asked, “Which words are antonyms of candid?” Students also read a sentence and answer the question “What does enumerated mean in this sentence?” from answer choices provided. In the first part of the “Reading Skill” section, students analyze character development within “The Attendant’s Confession” by Maria Machado de Assis and “After Twenty Years” by O. Henry. Each text includes background information about the author, annotations with questions and information, and footnotes with definitions and explanations of parts of the text. Students listen to the text read aloud by highlighting the text and clicking the “Listen” icon. Questions within the texts connect to the skills that appear in the “Reading Skill” and “Language Skill” sections. For example, some of the annotation questions in “The Attendant’s Confession” include but are not limited to “What does the idiom ‘hadn’t been worth a button’ mean? How does it impact the meaning in the text?” “How are the insults affecting Procopio and his state of mind?” and “Why does Procopio shake the Colonel ‘to bring him back to life’?” In the second part of the “Reading Skill” section, students read examples, definitions, and descriptions of academic terminology associated with character development. In the “Try It Yourself” section, students read a passage from “After Twenty Years” by O. Henry and write a response to the prompt “What elements of character development are present in this passage? Explain your answer in the box.” Students answer two multiple-choice questions at the end of the lesson: “Which option most effectively describes character motivation?” and “Which option most effectively explains the connection between conflict and character motivation?” On the “Discussion Board,” students apply the reading skills they have learned by writing a paragraph explaining if they agree or disagree with three quotes from the assigned readings. For example, for a short passage from “The Attendant’s Confession,” students answer the question “Do you agree with Procopio’s decision? Does it justify his crime? Why or why not?” Students speak with and listen to their peers as they engage in meaningful discourse about information presented within the lesson. In “Checkpoint 56,” students apply their knowledge of vocabulary terms, language skills, and reading skills by selecting multiple-choice responses to answer questions. Some of the questions featured in the assessment include “Which option is an element of indirect characterization?” and “Which option most effectively explains how character motivations influence the conflict in ‘The Attendant's Confession’?” Some of the questions are based on short passages students need to read before providing a response.