stage one: immerse inquiry lesson 20 "create research notebooks"
TRANSCRIPT
Stage One: Immerse
Inquiry Lesson 20
"Create Research Notebooks"
Stage One: Immerse
Inquiry Lesson 19
"Model Your Own Inquiry Process"
Immerse
Searching for Relevant Information
Common Core State Standards
Alignment to Stage 1: Immerse
Inquiry Circles in Action
Stage Two: Investigate
Stage Two: Investigate
• Develop Questions• Search for Information• Discover Answers
Investigate
Close Reading of the Primary Source:The Preamble to the Constitution p. 93, Appendix B, CCSS and Bill of Rights p 166, appendix B, CCSS
Close Reading of the Secondary Source:
Words We Live By: Your Annotated Guide to the Constitution
Stage Two: Investigate
Inquiry Lesson 21
"Explore and Use Multiple Sources"
Stage Two: Investigate
Inquiry Lesson 24
"Create Question Webs"
Performance Task
• Page 76, Grades 4-5• Page 93, Grades 6-8• Page 129, Grades 9-10• Page 171, Grades 11-12
Performance TaskTASK 12 TEMPLATE (Informational or Explanatory/Definition L1, L2): How does studying the past help you understand the present, plan for the future and shape who you are today? After reading the Preamble to the Constitution, The Bill of Rights, The Words We Live By and other texts regarding the right to privacy, write an informative/explanatory text that defines and explains how the right to privacy is being supported and/or undermined. W.5-12.2 & 7Support your discussion with evidence from the text(s). L2 What implications can you draw?
Common Core State Standards
Alignment to Stage 2: Investigate
Inquiry Circles in Action
Stage Three: Coalesce
Stage Three: Coalesce
• Intensify Research• Synthesize Information• Build Knowledge
Stage Three: Coalesce
Inquiry Lesson 18
"I Beg to Differ: Disagreeing Agreeably"
Stage Three: Coalesce
Inquiry Lesson 23
"Checking Our Sources"
University of Kansas Center for Research on Learning 2006
NAMEDATEThe Unit Organizer BIGGER PICTURE
LAST UNIT /Experience NEXT UNIT /Experience
UNIT SELF-TEST QUESTIONS
is about...
UNIT RELATIONSHIPS
UNIT SCHEDULE UNIT MAP
CURRENT UNIT1 32
4
5
6
7
8
Building knowledge by grappling with informational texts of exceptional craft and thought that offer profound insight into the human condition and serve as models for students’ own thinking and writing
Research
Complex Texts
1. Common Core State Standards and Appendices2. CCSS Videos
1. Characteristics of Informational Texts 2. Qualitative Measures3. Text Features 4. Text Structures5. Author’s Purpose6. Blended Texts7. Characteristics of Literary Nonfiction
1. Building Community 2. Immerse3. Investigate4. Coalesce5. Go Public
1. How do teachers select appropriately complex informational/literary nonfiction texts?2. How does close reading differ from informational/literary nonfiction as opposed to literature?3. How do I integrate the strands of reading, writing, speaking and listening and language, during close reading and analysis of informational/literary nonfiction texts? 4. How do students use writing to deepen their understanding of informational/literary nonfiction texts?
AnalyzeDiscussSynthesizeEvaluate
Writing Narrative Reading and Writing Informational Text
Debrief HomeworkResearchCharacteristics of Informational TextCharacteristics of Literary NonfictionMini-Inquiry CirclesGuided and Independent PracticePerformance Tasks
Research and Argument
Modeled and Guided Practice of Inquiry Circles
Independent Practice of Inquiry Circles
1.2. 3. 4. 5.
1. 2. 3. 4. 5.
CLASS
based on
using
by providing
by providing
evidenced by Writing Informative/Explanato
ry Texts
Quick Write...
How has your thinking changed regarding the implementation of Literary Nonfiction text in your classroom practice?
Reflection
Day 8
Stage Three: Coalesce Part 2
Performance TaskTASK 12 TEMPLATE (Informational or Explanatory/Definition L1, L2): How does studying the past help you understand the present, plan for the future and shape who you are today? After reading the Preamble to the Constitution, The Bill of Rights, The Words We Live By and other texts regarding the right to privacy, write an informative/explanatory text that defines and explains how the right to privacy is being supported and/or undermined. W.5-12.2 & 7Support your discussion with evidence from the text(s). L2 What implications can you draw?
Common Core State Standards
Alignment to Stage 3: Coalesce
Inquiry Circles in Action
Stage Four: Go Public
Stage Four: Go Public
• Share Learning• Demonstrate Understanding• Take Action
Video
Stage Four: Go Public
Inquiry Lesson 27
"Response Options: Take Learning Public"
Characteristics of Informational Texts
• Text Structures• Text Features• Author's Purpose• Blended Texts
Common Core State Standards
Alignment to Stage 4: Go Public
University of Kansas Center for Research on Learning 2006
NAMEDATEThe Unit Organizer BIGGER PICTURE
LAST UNIT /Experience NEXT UNIT /Experience
UNIT SELF-TEST QUESTIONS
is about...
UNIT RELATIONSHIPS
UNIT SCHEDULE UNIT MAP
CURRENT UNIT1 32
4
5
6
7
8
Building knowledge by grappling with informational texts of exceptional craft and thought that offer profound insight into the human condition and serve as models for students’ own thinking and writing
Research
Complex Texts
1. Common Core State Standards and Appendices2. CCSS Videos
1. Characteristics of Informational Texts 2. Qualitative Measures3. Text Features 4. Text Structures5. Author’s Purpose6. Blended Texts7. Characteristics of Literary Nonfiction
1. Building Community 2. Immerse3. Investigate4. Coalesce5. Go Public
1. How do teachers select appropriately complex informational/literary nonfiction texts?2. How does close reading differ from informational/literary nonfiction as opposed to literature?3. How do I integrate the strands of reading, writing, speaking and listening and language, during close reading and analysis of informational/literary nonfiction texts? 4. How do students use writing to deepen their understanding of informational/literary nonfiction texts?
AnalyzeDiscussSynthesizeEvaluate
Writing Narrative Reading and Writing Informational Text
Debrief HomeworkResearchCharacteristics of Informational TextCharacteristics of Literary NonfictionMini-Inquiry CirclesGuided and Independent PracticePerformance Tasks
Research and Argument
Modeled and Guided Practice of Inquiry Circles
Independent Practice of Inquiry Circles
1.Building Community 2.Immerse3.Investigate4.Coalesce5.Go Public
1. Research Notebook2. Research Plan3. Question Web4.Annotating Texts5. Going Public
CLASS
based on
using
by providing
by providing
evidenced by Writing Informative/Explanato
ry Texts
Assessing the Inquiry Circle Process
• Co-created• Standards based
Assessing the Performance TaskTASK 12 TEMPLATE (Informational or Explanatory/Definition L1, L2): How does studying the past help you understand the present, plan for the future and shape who you are today? After reading the Preamble to the Constitution, The Bill of Rights, The Words We Live By and other texts regarding the right to privacy, write an informative/explanatory text that defines and explains how the right to privacy is being supported and/or undermined. W.5-12.2 & 7Support your discussion with evidence from the text(s). L2 What implications can you draw?
Proportional Alignment of Writing
Inquiry Circles in Action
Independent/Group Work Time
Stage One: Immerse
• Invite Curiosity• Build Background• Find Topics• Wonder
Stage Two: Investigate
• Develop Questions• Search for Information• Discover Answers
Stage Three: Coalesce
• Intensify Research• Synthesize Information• Build Knowledge
Stage Four: Go Public
• Share Learning• Demonstrate Understanding• Take Action
Assess
• Product• Process
Next Steps...3-2-1 Reflection
Homework for Implementation- Conduct an Inquiry Circle in one of your classes, and return to day 9 with artifacts/evidence of student work and teacher
planning.