Developing Core Literacy Proficiencies, Grade 12 , Teacher Edition

Foster Creative and Critical Thinkers

The Developing Core Literacy Proficiencies Program is an integrated literacy curriculum for grades 6–12. This important resource provides teachers with lessons, activities, and assessments that help students acquire the skills needed to read closely for textual details, make evidence–based claims, research to deepen understanding, and build evidence–based arguments. These skills give students the ability to become independent, creative, and critical thinkers.

The Developing Core Literacy Proficiencies Program focuses on the development of three vital areas:

Knowledge: The texts and topics 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."

Academic Habits: The program articulates twelve academic habits, such as "listening" and "completing tasks," for students to develop, apply, and extend as they progress through the sequence of instruction.

Over the course of the program′s activities, students develop their literacy along these three paths in an integrated, engaging, and empowering way. In the Developing Core Literacy Proficiencies series, the text choices and purposeful sequence of instruction work to bring all students, including ELL students and those reading below grade level, into productive conversation and evidence–based writing.

A key component of the program is the Literacy Toolbox: a series of materials including handouts, graphic organizers, checklists, and rubrics that have been carefully designed to support student success. The approaches and materials of the program have also been designed to develop literacy in content areas beyond English Language Arts. Teachers in fields like the Humanities, Art, Science, and Social Studies can use the processes and materials in their own curricular context to provide a coherent and powerful school–wide approach to literacy development across disciplines.

Acknowledgments vi

Developing Core Literacy Proficiencies: User Guide xiii

Unit 1: Reading Closely for Textual Details: “A wall of separation” 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 18

Activity 4: Attending to Details in Multimedia 22

Activity 5: Independent Reading and Research 26

Part 1: Formative Assessment Opportunities 28

Part 2: Questioning Texts 29

Activity 1: How Skillful Readers Approach Texts 31

Activity 2: Approaching a New Text 36

Activity 3: Analyzing Text with Text-Specific Questions 39

Activity 4: Posing Text-Specific Questions 41

Activity 5: Independent Writing 43

Part 2: Formative Assessment Opportunities 43

Part 3: Analyzing Details 45

Activity 1: Analyzing Textual Detail 47

Activity 2: Analyzing and Discussing Details Across Texts 51

Activity 3: Explaining and Comparing Texts 53

Activity 4: Independent Reading 54

Part 3: Formative Assessment Opportunities 57

Part 4: Explaining Understanding 58

Activity 1: Introduction to the Culminating Activities 61

Activity 2: Reading and Discussing Related Texts 61

Activity 3: Questioning and Analyzing Texts Independently 63

Activity 4: Writing a Text-Based Explanation 67

Part 4: Summative Assessment Opportunities 70

Part 5: Discussing Ideas 72

Activity 1: Understanding Text-Centered Discussions 75

Activity 2: Preparing for a Text-Centered Discussion 76

Activity 3: Leading a Text-Centered Discussion 77

Part 5: Summative Assessment Opportunities 78

Reading Closely for Textual Details Unit Texts 80

Reading Closely for Textual Details: Literacy Toolbox 119

Unit 1b: Reading Closely for Textual Details—Additional Text Set: “And Life steps almost straight” 137

Topic and Texts 138

Sequencing This Unit in the Developing Core Literacy Proficiencies Program 138

Outline 140

Introduction to the Reading Closely Literacy Toolbox 140

Literacy Skills and Academic Habits 141

Common Core State Standards Alignment 143

Part 1: Understanding Close Reading 144

Text 1 (Activity 2: Attending to Details) 146

Text 2 (Activity 3: Reading Closely for Details) 148

Text 3 (Activity 4: Attending to Details in Multimedia) 150

Text 4 (Activity 5: Independent Reading and Research) 152

Part 2: Questioning Texts 154

Text 2 (Activity 1: How Skillful Readers Approach Texts) 156

Text 5 (Activity 2: Approaching a New Text) 158

Part 3: Analyzing Details 160

Text 6 (Activity 1: Analyzing Textual Detail) 162

Texts 5 and Text 6 (Activity 2: Analyzing and Discussing Details Across Texts) 164

Part 4: Explaining Understanding 167

Texts 7, 8, and 9 (Activity 2: Reading and Discussing Related Texts) 170

Part 5: Discussing Ideas 174

Reading Closely for Textual Details Unit Texts 177

Reading Closely for Textual Details: Literacy Toolbox 199

Unit 2: Making Evidence-Based Claims: “We have every right to dream heroic dreams” 217

Topic and Texts 218

Learning Progression 218

Sequencing Learning over Time and across Grade Levels 219

Outline 220

Introduction to the Making Evidence-Based Claims Literacy Toolbox 220

Literacy Skills and Academic Habits 221

Common Core State Standards Alignment 223

Part 1: Understanding Evidence-Based Claims 224

Activity 1: Introduction to the Unit 226

Activity 2: Independent Reading 228

Activity 3: Read Aloud and Class Discussion 232

Activity 4: Model the Forming of EBCs 235

Part 1: Formative Assessment Opportunities 237

Part 2: Making Evidence-Based Claims 238

Activity 1: Independent Reading to Find Supporting Evidence 241

Activity 2: Read Aloud and Class Discussion 242

Activity 3: Finding Supporting Evidence in Pairs 246

Activity 4: Class Discussion of EBCs 247

Activity 5: Forming EBCs in Pairs 248

Part 2: Formative Assessment Opportunities 249

Part 3: Organizing Evidence-Based Claims 250

Activity 1: Independent Reading and Forming EBCs 253

Activity 2: Comparing EBCs 256

Activity 3: Model Organizing EBCs 256

Activity 4: Deepening Understanding 258

Activity 5: Organizing EBCs in Pairs 260

Activity 6: Class Discussion of Student EBCs 261

Part 3: Formative Assessment Opportunities 261

Part 4: Writing Evidence-Based Claims 263

Activity 1: Model the Communication of an EBC through Writing 266

Activity 2: Model and Practice the Use of Questions and Criteria to Improve a Written EBC 267

Activity 3: Writing EBCs in Pairs 269

Activity 4: Reviewing and Improving Written EBCs 270

Activity 5: Independent Reading, Developing Questioning Paths, and Making EBCs 272

Activity 6: Read Aloud and Class Discussion 272

Activity 7: Independent Writing of EBCs 273

Activity 8: Using Peer Feedback to Revise a Written EBC 274

Part 4: Formative Assessment Opportunities 274

Part 5: Developing Evidence-Based Writing 277

Activity 1: Independent Reading and Class Discussion of Global EBCs 281

Activity 2: Forming Global or Comparative EBCs 283

Activity 3: Reviewing and Organizing EBCs 283

Activity 4: Independent Drafting of a Final EBC Essay 284

Activity 5: Using the Collaborative, Criteria-Based Process to Improve Essays 285

Activity 6: Class Discussion of Final EBC Essays 287

Part 5: Summative Assessment 287

Making Evidence-Based Claims Unit Texts 290

Making Evidence-Based Claims: Literacy Toolbox 309

Unit 3: Making Evidence-Based Claims about Literary Technique: “I could hear everyone’s heart” 333

Topic and Texts 334

Learning Progression 334

Sequencing Learning over Time and across Grade Levels 335

Outline 336

Introduction to the Making Evidence-Based Claims Literacy Toolbox 336

Literacy Skills and Academic Habits 337

Common Core State Standards Alignment 339

Part 1: Understanding Evidence-Based Claims about Literary Technique 340

Activity 1: Introducing to the Unit 342

Activity 2: Independent Reading 345

Activity 3: Read Aloud and Class Discussion 347

Activity 4: Model the Forming of EBCs 350

Part 1: Formative Assessment Opportunities 351

Part 2: Making Evidence-Based Claims About Literary Technique 353

Activity 1: Independent Reading to Find Supporting Evidence 356

Activity 2: Read Aloud and Class Discussion 357

Activity 3: Forming EBCs in Pairs 361

Activity 4: Class Discussion of EBCs 362

Activity 5: Forming EBCs 362

Part 2: Formative Assessment Opportunities 363

Part 3: Organizing Evidence-Based Claims About Literary Technique 365

Activity 1: Independent Reading and Forming EBCs 368

Activity 2: Comparing EBCs 370

Activity 3: Model Organizing EBCs 370

Activity 4: Deepening Understanding 372

Activity 5: Organizing EBCs in Pairs 374

Activity 6: Class Discussion of Student EBCs 374

Part 3: Formative Assessment Opportunities 375

Part 4: Writing Evidence-Based Claims About Literary Technique 377

Activity 1: Model the Communication of an EBC through Writing 380

Activity 2: Model and Practice the Use of Questions and Criteria to Improve a Written EBC 381

Activity 3: Writing EBCs in Pairs 383

Activity 4: Reviewing and Improving Written EBCs 384

Activity 5: Independent Reading, Developing Questioning Paths, and Making EBCs 385

Activity 6: Read Aloud and Class Discussion 386

Activity 7: Independent Writing of EBCs 386

Activity 8: Using Peer Feedback to Revise a Written EBC 387

Part 4: Formative Assessment Opportunities 388

Part 5: Developing Evidence-Based Writing 390

Activity 1: Independent Reading and Class Discussion of Global EBCs about Literary Technique 394

Activity 2: Forming Global EBCs about Literary Technique 396

Activity 3: Reviewing and Organizing EBCs 396

Activity 4: Independent Drafting of a Final EBC Essay 396

Activity 5: Using the Collaborative, Criteria-Based Process to Improve Essays 397

Activity 6: Class Discussion of Final EBC Essays 399

Part 5: Summative Assessment 400

Making Evidence-Based Claims about Literary Technique Unit Text 402

Making Evidence-Based Claims: Literacy Toolbox 418

Unit 4: Researching to Deepen Understanding: “Design: How Does It Influence Innovation and Progress?” 441

Learning Progression 442

Sequencing Learning over Time and across Grade Levels 443

Outline 444

Introduction to the Researching to Deepen Understanding Literacy Toolbox 445

Literacy Skills and Academic Habits 446

How This Unit Aligns with CCSS for ELA and Literacy 448

Terms and Definitions Used in This Unit 450

Research Topics 450

Common Source Set 450

Part 1: Initiating Inquiry 452

Activity 1: Introducing the Unit 455

Activity 2: Exploring a Topic 457

Activity 3: Conducting Pre-Searches 467

Activity 4: Vetting Areas of Investigation 472

Activity 5: Generating Inquiry Questions 473

Part 1: Formative Assessment Opportunities 475

Part 2: Gathering Information 478

Activity 1: Planning Searches for Information 481

Activity 2: Building an Initial Research Frame 485

Activity 3: Conducting Searches for Background Sources Using Inquiry Questions and Paths 487

Activity 4: Assessing Sources 488

Activity 5: Making and Recording Notes 492

Activity 6: Conducting Searches Independently 495

Activity 7: Reviewing and Revising the Research Frame 496

Part 2: Formative Assessment Opportunities 497

Part 3: Deepening Understanding 499

Activity 1: Selecting Key Sources 502

Activity 2: Analyzing a Source’s Perspective 502

Activity 3: Reading Key Sources Closely—Forming Claims 506

Activity 4: Writing EBCs about Sources 509

Part 3: Formative Assessment Opportunities 510

Part 4: Finalizing Inquiry 512

Activity 1: Addressing Inquiry Paths 515

Activity 2: Organizing Evidence 516

Activity 3: Evaluating Research 516

Activity 4: Refining and Extending Inquiry 519

Part 4: Formative Assessment Opportunities 520

Part 5: Developing and Communicating an Evidence-Based Perspective 522

Activity 1: Reviewing Research Portfolios 525

Activity 2: Communicating an Evidence-Based Perspective 525

Activity 3: Writing a Bibliography 534

Activity 4: Communicating a Final Evidence-Based Product 534

Part 5: Summative Assessment Opportunities 536

Researching to Deepen Understanding Common Source Set 539

Researching to Deepen Understanding: Literacy Toolbox 544

Unit 5: Building Evidence-Based Arguments: “Do to others as you would have them do to you” 579

Topic and Texts 581

Learning Progression 581

Outline 582

Sequencing Learning over Time and across Grade Levels 582

Introduction to Building Evidence-Based Arguments Literacy Toolbox 583

How This Unit Teaches Vocabulary 584

Literacy Skills and Academic Habits 585

Common Core State Standards Alignment 587

Part 1: Understanding the Nature of an Issue 588

Activity 1: Introducing the Unit 590

Activity 2: Exploring the Issue 592

Activity 3: Deepening Understanding of the Issue 601

Activity 4: Questioning to Refine Understanding 609

Activity 5: Writing an EBC about the Nature of the Issue 610

Part 1: Formative Assessment Opportunities 611

Part 2: Analyzing Arguments 613

Activity 1: Understanding an Argumentative Position 616

Activity 2: Identifying Elements of Argumentation 618

Activity 3: Delineating Arguments 620

Activity 4: Understanding Perspective 623

Activity 5: Delineating and Comparing Arguments 624

Activity 6: Delineating Additional Arguments 634

Activity 7: Writing to Analyze Arguments 635

Part 2: Formative Assessment Opportunities 636

Part 3: Evaluating Arguments and Developing a Position 638

Activity 1: Evaluating Arguments 641

Activity 2: Developing a Perspective and Position 644

Activity 3: Deepening Understanding 646

Activity 4: Using Others’ Arguments to Support a Position 646

Activity 5: Responding to Opposing Arguments 647

Part 3: Formative Assessment Opportunities 648

Part 4: Organizing an Evidence-Based Argument 650

Activity 1: Planning an Argument—Identifying Supporting Evidence 653

Activity 2: Developing and Sequencing Claims as Premises of the Argument 654

Activity 3: Organizing Evidence to Support Claims 655

Activity 4: Reviewing a Plan for Writing an Argument 656

Part 4: Formative Assessment Opportunities 657

Part 5: Developing Writing through a Collaborative Process 658

Activity 1: Strengthening Writing Collaboratively: Principles and Processes 661

Activity 2: Focus on Content: Ideas and Information 665

Activity 3: Focus on Organization: Unity, Coherence, and Logical Sequence 668

Activity 4: Focus on Support: Integrating and Citing Evidence 670

Activity 5: Additional Rounds of Focused Review and Revision 673

Part 5: Summative Assessment Opportunities 675

Building Evidence-Based Arguments Unit Texts 678

Building Evidence-Based Arguments: Literacy Toolbox 680

All materials from the Literacy Toolbox are available as editable and printable PDFs at

www.wiley.com/go/coreliteracy. Use the following password: odell2016.

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.