Teaching with and through Maps

Appendix on Implementing District Standards

Pennsylvania Core Standards, English Language Arts, Grades 6-12

For these particular standards I have used the 7^th grade standards because that is the grade level I teach. The standards I have chosen to use for this project are also used in 6-12 and will apply to those grade levels as well albeit, you may wish to make some accommodations for your students.

1.4 Writing Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

CC.1.4.7.C Develop and analyze the topic with relevant facts, definitions, concrete details, quotations, or other information and examples; include graphics and multimedia when useful to aiding comprehension.

Students will be able to analyze the evidence presented to them to determine who/what committed the crime.  Students will be using facts, clues and maps to aid in comprehension. Students will use this information to write a Text Dependent Analysis (TDA).

CC.1.4.7.J Organize the claim(s) with clear reasons and evidence clearly; clarify relationships among claim(s) and reasons by using words, phrases, and clauses to create cohesion; provide a concluding statement or section that follows from and supports the argument presented. Through their writing, students must provide their reasoning and evidence to support why they believe the particular suspect committed the crime.  Students will also use their annotation skills to take notes and organize their thoughts. The level of guidance you provide students in regards to using annotations will vary by classroom.

CC.1.4.7.T With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Students should be able to feel extrinsically and then intrinsically motivated to be and become successful communicators through writing. Students will work in peer groups to help one another in the investigation and writing process.  Through group work and dialogue, students will be able to help one another in different aspects of their writing. By active listening and questioning, the teacher will also assist in the writing process by asking guiding questions when moving through each group.