Appendix A: Implementing District Standards
Common Core State Standards (CCSS or Standards) for English-Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
Although there are at least ten standards that apply, for purposes of the unit, the three standards most pertinent are:
Reading 1: During discussions and in dialectical journals and essays, students will be required to "[c]ite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain." This requires that prior to discussion or to the writing of their essays, they must have read and evaluated the texts to be discussed. It is in their dialectical journals that they may note questions that become the basis for discussion.
Writing 2(a), (e), and (f): In their essays, students are required "to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content." A well-written essay will—in cogent, formal prose throughout—introduce the topic at issue, organize arguments logically, and provide a concluding section that pulls together their arguments succinctly but not perfunctorily.
Speaking and Listening 1(a), (c), (d): Essential to understanding literature is the free exchange of ideas. The expectation is that students will have read the assigned readings, thought about them, and will come to class willing to share their thoughts and ideas and any questions they may have. They are evaluated not only on the quantity of the comments they make but, more importantly, on the quality of their comments, including but not limited to whether: 1) their comments move the discussion forward; 2) they are listening to others' comments and observations, and responding thoughtfully; inviting more reticent members of the class to participate; 3) they are not simply agreeing with another's comment but providing further explanation as to why, as well as not simply disagreeing with another's comment but explaining why their view differs. Students must also cite specific evidence from texts in order to receive credit. Comments that are particularly insightful, that synthesize several points of view or opinions, are rewarded; comments that do not move discussion forward, are not. Comments made in side conversations do not receive credit.
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