Stage One Immerse Inquiry Lesson 20 Create Research

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 Task TASK 12 TEMPLATE (Informational or Explanatory/Definition L 1, L 2): 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 & 7 Support your discussion with evidence from the text(s). L 2 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"

The Unit Organizer CLASS LAST UNIT /Experience UNIT SCHEDULE Debrief Homework Research Characteristics of Informational Text Characteristics of Literary Nonfiction Mini-Inquiry Circles Guided and Independent Practice Performance Tasks UNIT SELF-TEST QUESTIONS 7 CURRENT UNIT 1 Writing Narrative 8 NAME DATE BIGGER PICTURE 5 UNIT MAP based on Research 1. Common Core State Standards and Appendices 2. CCSS Videos is about. . . NEXT UNIT /Experience 3 Reading and Writing Informational Text Research and Argument evidenced by Writing Informative/Explanato ry Texts 1. 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 g n usi Complex Texts 1. Characteristics of Informational Texts 2. Qualitative Measures 3. Text Features 4. Text Structures 5. Author’s Purpose 6. Blended Texts 7. Characteristics of Literary Nonfiction by providing 2 4 by pr ov idi Modeled and Guided Practice of Inquiry Circles 1. Building Community 2. Immerse 3. Investigate 4. Coalesce 5. 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? University of Kansas Center for Research on Learning 2006 ng 2. 3. 4. 5. Independent Practice of Inquiry Circles 1. 2. 3. 4. 5. UNIT RELATIONSHIPS Analyze Discuss Synthesize Evaluate 6

Reflection Quick Write. . . How has your thinking changed regarding the implementation of Literary Nonfiction text in your classroom practice?

Day 8 Stage Three: Coalesce Part 2

Performance Task TASK 12 TEMPLATE (Informational or Explanatory/Definition L 1, L 2): 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 & 7 Support your discussion with evidence from the text(s). L 2 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

The Unit Organizer CLASS LAST UNIT /Experience UNIT SCHEDULE Debrief Homework Research Characteristics of Informational Text Characteristics of Literary Nonfiction Mini-Inquiry Circles Guided and Independent Practice Performance Tasks UNIT SELF-TEST QUESTIONS 7 CURRENT UNIT 1 Writing Narrative 8 NAME DATE BIGGER PICTURE 5 UNIT MAP based on Research 1. Common Core State Standards and Appendices 2. CCSS Videos is about. . . NEXT UNIT /Experience 3 Reading and Writing Informational Text Research and Argument evidenced by 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 g n usi Complex Texts 1. Characteristics of Informational Texts 2. Qualitative Measures 3. Text Features 4. Text Structures 5. Author’s Purpose 6. Blended Texts 7. Characteristics of Literary Nonfiction by providing 2 4 by pr ov idi Modeled and Guided Practice of Inquiry Circles 1. Building Community 2. Immerse 3. Investigate 4. Coalesce 5. 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? University of Kansas Center for Research on Learning 2006 ng Writing Informative/Explanato ry Texts 1. Research Notebook 2. Research Plan 3. Question Web 4. Annotating Texts 5. Going Public Independent Practice of Inquiry Circles 1. Building Community 2. Immerse 3. Investigate 4. Coalesce 5. Go Public UNIT RELATIONSHIPS Analyze Discuss Synthesize Evaluate 6

Assessing the Inquiry Circle Process • Co-created • Standards based

Assessing the Performance Task TASK 12 TEMPLATE (Informational or Explanatory/Definition L 1, L 2): 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 & 7 Support your discussion with evidence from the text(s). L 2 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.