Stage 3.

1Vertical Articulation of Assessment Evidence

Summative Assessment Tasks and Criteria 1. Socratic whole group seminar a. Connect text to unit macro-concept b. Justify generalizations with text c. Synthesize text with outside readings d. Analyze character development. e. Identify and analyze symbols in literary selections. f. Examine the impact of the written word on culture. g. Examine culture as a factor in literature. 2. Research Iceberg of Culture Group Task a. develop a research question that explores the treatment of cultural impact topic b. analyze how the individual is shaped by cultural paradigm shifts c. present research that persuasively presents the impact of the cultural change. Pre-assessment Data Gathering 1. Complete student data card gathering information to group for interest (based on the elements of the iceberg of culture), learner preferences (especially group dynamic), and learner profile (Sternbergs triarchic). 2. Complete Sternberg selfassessment for learner profile. 3. Fishbowl seminar differentiated by interest associated with the Iceberg of Culture-- use data gathering chart to determine skill deficiencies prior to summative seminar. 4. Active reading of fishbowl preparation packet to determine skill deficiencies prior to beginning the novel. Formative Evidence

1. Use the pre-assessment fishbowl seminars to formatively assess students understanding of the impact of the various elements of culture on the individual. 2. Gather anecdotal evidence during classroom discussions of assigned sections of the novel. 3. Facilitate Sternberg task using a sample seminar question discussing the impact of proverbs on an audiences perception of character and culture, tiered to address seminar areas of weakness during practice seminar. 4. Provide descriptive feedback during miniwhole group seminar conducted after the Sternberg task.

Stage 3.2Sequence of Teaching and Learning Unit Hook: Even small changes make a big differenceThe convergence when who we are impacts who I am Structure: 3 minute fast write and voluntary sharing/discussion Topic: Choose one of the variables that many consider a part of the Iceberg of Culturealter something about that variable in your life; how would you be a different you had that change actually taken place? (See below for potential focusing models. Note: providing one focusing model is appropriateprovide other examples to those who struggle to start the fast write.) Politics (If your family is connected to a specific political party, how would you be different if your family didnt care about politics at all?) Family (If your family is a small family, how would you be different if your family were larger?) Culture (If your family celebrates predominantly one cultureItalian-American, Native Americanhow would you be different if they were much more culturally diverse?) Philosophical (If you are raised an optimist, how would you be different if you were raised a pessimist?) Social Order (If your family values things like money, education, or influence in other people, how would you be different if they valued other things like beauty, artistic talent, or altruism?) Student Data Card AdditionHave students indicate on the student data card the 3 topics they find most intriguing based on this hook discussion. Their list should be ranked with one being the most intriguing. This information will be used to create interest groups for the practice fishbowl.

Differentiated Components for the Sequence of Teaching and Learning: Component One: Iceberg of Culture Fishbowl Practice Seminars Facet of UnderstandingExplanation, Interpretation, Perspective, Self-Knowledge UbD WHERETO Component: Hook, Organize Thinking, Tailor, Exploration and Refinement Topic: Iceberg of Culture and the Individual Strategy: Differentiated Fishbowl Seminars Differentiated by: Interest, Guided choices based on readiness Link to Materials Rationale: Because these seminars will be used as an additional hook for this units macro concepts, differentiating by interest will help motivate students to explore the two main enduring understandings: the individual is shaped by a variety of forces beyond the self. literature is often a response to larger issues beyond the individual. This differentiated component provides instructors with the opportunity to gather pre-assessment readiness data in the areas listed as criteria for the summative Socratic seminar task. The structure of the preparation packet uses guided choices as a strategy. Many students may have a solid foundation for active reading and formulating critical questions; however, others may still need models to follow when unpacking the fishbowl reading material and creating their own fishbowl seminar questions. By providing guided choices for active

reading and inquiry strategies, these students will have the differentiation they need to grow as critical readers. Using the interest pre-assessment data from the hook activity in conjunction with the learner preference data already indicated on the data card, the instructor should group students in clusters of 4 or 5. Grouping recommendations are as follows: if possible try to include one visionary and one devils advocate in each group to strive for interesting conversational dynamic during fishbowl discussions. During the fishbowl discussionsstructure the room with an inner-circle, outer-circle desk configuration. The instructor should use the anecdotal record sheet to gather both formative data on the students conceptual understanding and pre-assessment data for seminar skills. Student outer-circle listeners should complete the what I would have said component on the fishbowl preparation sheet, as these macro concepts will be foci during class discussions covering the novel. During the transition periods between fishbowls, the instructor should provide students with time to reflect on their communication skills during the fishbowl and write a brief what Im going to remember for the Socratic seminar reflection. Component Two: Sternberg Menu, Tiered for Skill remediation Facet of UnderstandingExplanation, Interpretation, Application, Perspective UbD WHERETO Component: Tailor, Exploration, Reflect, and Organize Topics: Examine how writers use figurative language to convey meaning. Examine the impact of the written word on culture. Examine culture as a factor in literature. Strategy: Sternberg Menu, Tiered Task, Graphic Organizers provided for guided choices Differentiated by: Learner Profile and Preference, Tiered for Readiness Link to Materials Rationale: Tropes are like peoplesometimes we can approach them creatively; sometimes they invite analysis; and other times, we can consider them practically. To help students work efficiently with the tropes in this text (for this specific text African Proverbs, but this could easily be adapted for another major work offered as a choice for this unit) the Sternberg task menu will allow students to reflect on their learner preference and choose a task that allows them to efficiently demonstrate their understanding and skills as outlined on the menu. Interestingly, you may find that students with a higher creative learner profile score will choose a practical or analytical task as a result of their interpretation of their chosen trope. The end product for each task will be published on large post-it paper. Students will be provided with a graphic organizer flip book to align their end product with an efficient visual to help other students use their conclusions during the whole group discussion at the end of the activity. This whole group discussion question comes from the original Socratic seminar question list for the novel used by the instructor in previous years. By bringing the students together for this whole group objective, the gallery walk-about is relevant to the whole classnot just a show and tell session. The whole group discussion following the differentiated activity will also provide the teacher with an opportunity to formatively assess student growth in the criterion areas for the summative seminar and to provide descriptive feedback prior to the students preparing for the end-of-novel Socratic seminar.

Based on the fishbowl performance data, students will most likely fall into five profiles: Profile 1: This student was overtly prepared for discussion having actively and purposefully read the target material. Prepared questions connected big ideas to specific moments from the readings. Performance during fishbowl reflected the level of participation, as these students quoted from the text to answer other participants questions. They also posed provocative, discussion-generating questions. Profile 2: This student interacted with the text purposefully and posed terrific big picture questions that generated discussion. This student seemed to struggle to zoom in to specific moments in the text, but could discuss the text generally and with insight. These students are Tier One Students. Profile 3: This student didnt seem to interact with the text enough to use it to meaningfully respond to peer questions. Practice with close reading of an isolated text is important before the next seminar discussion. These are Tier Two Students, working on focused task-oriented active reading. Profile 4: This student interacted with the text in a personally relevant way, but seemed to struggle to connect active reading to the purpose of the discussion (ie over-arching questions). These students need a purposeful plan for re-accessing information quicklymany of these students discussed the passages generally and posed confusing discussion questions. Practice with questioning will be important prior to the next seminar. Profile 5: These students need a plan for purposeful reading and questioning. Some of these students did an ok job winging it during discussion, but their responses were mainly personal opinion or anecdote rather than textual analysis. These are Tier Three Students, working on creating focusing questions to help students connect the text to the larger task/question. Component Three: Who are We? Cultural Paradigm Shifts and the Iceberg of Culture Research Task Facet of UnderstandingInterpretation, Application, Perspective UbD WHERETO Component: Tailor, Exploration, Refine Topics: The individual is shaped by a variety of forces beyond the self. Focused research and use of reliable sources of information. Strategy: Group Investigation, Learning Options Differentiated by: Learner Profile and Interest (groups pre-established during practice fishbowls. Tweak to culture group, tiplook for a pattern of interest in the special interest section of the student data card. *This year in both blocks the culture group shared technology as an interest. Therefore the culture group morphed into a group exploring how technological changes have profoundly affected our culture.) Link to Materials Rationale: Research can be a difficult taskespecially if the topic is perceived as dull or confusing. If students have continued to express interest in the impact of their focused fishbowl topic during class discussions of the novel, use those interest groups for this research task. An informal entrance ticket survey (or passing those data cards back out for refinement) would yield the necessary information to group students by interest. Direct instruction on vetting websites and MLA citation may be necessary and should be offered as a learning option on the first research day. Suggestion for learning option implementationwhile students are researching, offer mini-lessons on both topics to those students who either through teacher identification during research tasks earlier in the year or through self-assessment deem the session necessary.

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Name: ______________________Block: _____________ Date: _____________

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Note: Reading strategies are available via this linked resource prepared by Allison Graves and Amy Jo Harrell for Ocean Lakes High School. Recommendation: Provide students these handouts and instruction on their use as needed.

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Name: ______________________Block: _____________ Date: _____________

Unit 3: Who Are We? Macro-concept Fishbowl Preparation Topic: ___________________________________ What is your response to your topics over-arching question? Feel free to bullet your ideas for a discussion about this big question.

Open-ended Question
Ask a question that forces your group to connect your focus concept to a specific reading from the packet.

Quote:
Write a quote from the reading that connects to your focus topic. Be sure to cite the authors name at the end of the quote.

Planned Response
Explain how you would answer the question. Your answer should reflect your knowledge about your focus concept and how it relates to the text.

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Name: ______________________Block: _____________ Date: _____________

What I would have said What would you have said if you were a part of that discussion? What questions would you ask? What evidence would you add? Concept:

Concept Notes As you listen to the discussion, take notes on anything you LEARN about the specific concept.

Concept:

Concept:

Concept:

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Fishbowl Anecdotal Data Collection and Skills Mastery Assessment

4=Mastering; 3=Developing; 2=Emerging; 1=Beginning Name Posing complex, analytical, and open-ended questions Developing answers with analysis and supportgoing beyond summary and generalization Using text to support and justify answerstext is referenced with specificity Interacting with peers demonstrates a synthesis of independent ideas with peers ideas

How does the use of proverb and traditions of Original Seminar Question for Post Activity Discussion: oral literature impact our perceptions of another culture? Are they

Howimportant to a readers traditions of oral literature impact our perceptions of another culture? Are they important to a readers understanding does the use of proverb and understanding and analysis of a cultural/regional text? and analysis of a cultural/regional text?

LEARNING GOALS- Students will Understand that (big idea)

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ANALYTICAL TASK:
1. Choose a passage* that uses a proverb. Justify/defend the position that this proverb is essential to this moment in the text and to the audiences understanding of Ibo cultural values to a teenager who wishes this book were Americanized to make reading easier.

a) A writers use of cultural oral traditions and idioms impact a readers perception of that culture; b) Readers who purposefully interact with a text are prepared to synthesize their ideas with others. Be Able To (thinking skills, skills of the discipline) a) Identify a proverb; b) Use a personally effective text interaction strategy; c) Analyze a proverbs impact on the perception of a text and a culture.

Tier 1: Pick your own passage. You may work with a partner if you like. Using the poster paper provided, create a product that meets the goals of your task. Tier 2: Choose a passage* from the two copies in the front of the room. Work on your close/analytical reading of this passage. Be prepared to turn in your active reading. Using the poster paper provided create a product that meets the goals of your task. Tier 3: Choose a passage* from the two in the front of the room. Create at least two focusing questions (using the icons provided in our fishbowl packets) that connects the specific moments from the passage to the task you choose to complete. Use the poster paper provided to publish your focusing questions and to publish a product that meets the goals of your task.

CREATIVE TASK:
1. Choose a passage* that uses a proverb. Make a connection between Ibo culture and contemporary/American sayings/idioms to help a teen reader understand the differences and similarities between American and Ibo culture. How do these similarities and differences impact our analysis of this text?

PRACTICAL TASK:
1. Choose a passage* that uses a proverb. Show how we could apply this proverb to solve a real life problem. Would our use/interpretation of the proverb be similar to or different from the use of the saying in the novel? What might that say about our cultural values?

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Who Are We?

We started this unit discussing the iceberg of culture, we thought about how small variations in those elements underlying our own personal icebergs could impact who we become as individuals. Through Things Fall Apart , we examined the impact of major variations in long held traditions in the 5 elements underlying the iceberg of culture. At this mid-point in our unit, were ready to examine how recent major variations in our own long held traditions could cause reverberating impacts. What will be the paradigm shift that most impacts our culture, and in many ways who we will become as individuals? A paradigm shift, as weve seen in Things Fall Apart , causes tensiontheres an inherent struggle between the calving of the iceberg of culture and the individuals cleaving to the old way of life. Just keep swimming Get back into your fishbowl groups. Brainstorm the many changes happening in our contemporary culture (since 1990) that would fall under your groups focus area. Which one has most impacted American or Global culture and will have the most impact on who we might become as individuals?

Research and Resources:

Once your group has chosen your focus areas most impacting paradigm shift. You should also create a compelling research question using one of the content imperatives to focus your research and to eventually convince your audience (classmates) that this paradigm shift has/will have the most impact on individuals identity. Questioning Icons~

Presentation:
Create a group Prezi or PowerPoint that convinces your classmates that the paradigm shift your group has identified will have the most profound effect on individual values, actions, and beliefs. Each person is responsible for presenting their own provocative research question, deliberately chosen textual support that persuasively links their answer to the question to the groups assertion that the groups identified paradigm shift has (or will) fundamentally changed culture and impacted individual values, actions, and beliefs. Each person is responsible for turning in a Works Cited page. Each person is responsible for fielding questions and defending their groups identified paradigm shift as the most profound shift for humanity. Each person is responsible for reading the rubric.

Resources:
Good places to start~ Op/Ed sections of newspapers: http://www.nytimes.com/pages/opinion/index.html Top Lists like the Time Most Influential People or 80 Days that Changed the World: http://www.time.com/time/specials/packages/0,28757,2111975,00.html http://www.time.com/time/specials/packages/article/0,28804,1977881_1977895,00.html Once you have your topic, be sure to use vetted sources. If you arent sure of how to validate a source, see the handout provided. Databases like Gale, SIRS, and Proquest are already vettedwork smarter!

Back Cultural Paradigm ShiftWho Will We Be?Presentation Rubric

Element
Student Name:

Outstanding
Your seminar portion was very well researched. Textual support and visuals came from a strong research base and really added persuasive impact to your portion of the seminar. Your research questions extended beyond your initial content imperative. You clearly anticipated the audiences potential questions and answer with confidence and persuasive skill.

Very Effective
Your seminar portion was well researched. Your research question was thought provoking and perceptive. You may have chosen a more persuasive excerpt and visuals to support your opinion. Your source demonstrates your understanding of appropriate academic sources. While not necessarily persuasive, you seemed prepared for the audiences questions.

Effective
Your research question yields a superficial discussion, or summary of the cultural shift. Your textual support and visuals are marginally linked to your research question, or is from a gateway source (like Wikipedia or Ask.com). While you may have struggled with a question or two from your audience, on the whole you were prepared for questioning.

Marginally Effective
Evidence of research is missing or demonstrates unacceptable source selection. Your research question and your textual support and visuals seem unrelated. You seemed to use opinion more than research evidence. Too many questions were not answered to consider your position persuasive.

Teacher Comments: Score: ____________________

Student Name: Your seminar portion was very well researched. Textual support and visuals came from a strong research base and really added persuasive impact to your portion of the seminar. Your research questions extended beyond your initial content imperative. You clearly anticipated the audiences potential questions and answer with confidence and persuasive skill. Your seminar portion was well researched. Your research question was thought provoking and perceptive. You may have chosen a more persuasive excerpt to support your opinion. Your source demonstrates your understanding of appropriate academic sources. While not necessarily persuasive, you seemed prepared for the audiences questions. Your research question yields a superficial discussion, or summary of the cultural shift. Your textual support is marginally linked to your research question, or is from a gateway source (like Wikipedia or Ask.com). While you may have struggled with a question or two from your audience, on the whole you were prepared for questioning. Evidence of research is missing or demonstrates unacceptable source selection. Your research question and your textual support seem unrelated. You seemed to use opinion more than research evidence. Too many questions were not answered to consider your position persuasive.

Teacher Comments: Score: ____________________

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