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Assessment Map Sample
This sample assessment map provides an example of how to think about how the learning of a
standard progresses over a unit. It can be used at the module level as well. For the purposes of honing
in on a specific standard, this map only includes a small segment of the total map.
Standard RL.9-10.5 Analyze how an author's choices concerning how to structure a text, order
events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects
as mystery, tension, or surprise.
Unit /
Lesson
Standards
Assessed
Text
Assessment
Unit 1
Lesson 3
RL.9-10.5
“The Tell-Tale
Heart”
(paragraph 3)
The learning in this lesson will be captured through a Quick Write
at the end of the lesson. Students will answer the following
prompt based on the close reading (citing text evidence and
analyzing key words and phrases) completed in the lesson:
Unit 1
Lesson 5
RL.9-10.2
RL.9-10.5
“Tell-Tale
Heart”
(paragraphs
8–13)
Unit 1
Lesson 7
RL.9-10.5
“The Tell-Tale
Heart” (entire
text)
How does Poe manipulate (use) time in paragraph 3? What is the
effect of Poe’s manipulation (use) of time?
The learning in this lesson will be captured through a Quick Write
at the end of the lesson. Students will answer the following
prompt based on the evidence-based discussion completed in the
lesson:
How do Poe’s structural choices contribute to the development
and refinement of a central idea?
The learning in this lesson will be captured through an Exit Ticket
at the end of the lesson.
Students will make an original claim about Poe’s use of text
structure, time, or order of events and support the claim with
evidence from the text.
May 2014
©2014 Public Consulting Group. All rights reserved.
Commented [CK1]: This is the first prompt that asks
students to consider RL. 9-10.5. It directs their attention
very specifically to a certain detail and asks them to
consider the effect of that detail. It asks students to
connect these two things, but doesn’t ask them to generate
anything very deep.
Commented [CK2]: With this prompt, Students are asked
to connect notions of structure and central idea in a broad
way. Since this is a suspenseful story, the notion of
suspense, tension, or mystery is part of the mix, but it’s not
foregrounded in this lesson. Students continue to practice
with this idea of structure.
Commented [CK3]: Here, the expectation is raised a bit.
However, since the whole notion of this standard deals with
mystery and suspense, the primary burden of this
assessment is not so much on identifying how structure
works, but on finding the details to support how it creates
mystery or suspense. It’s a small jump up, but not a huge
one.
New York State Common Core
Unit /
Lesson
Standards
Assessed
Text
Assessment
Unit 1
Lesson 8
CCRA.R.6
RL.9-10.2
RL.9-10.5
W.9-10.2.b, d
“The Tell-Tale
Heart” (entire
text)
The learning in this lesson will be captured through the Mid-Unit
Assessment. The Mid-Unit Assessment prompt is the following:
RL.9-10.2
RL.9-10.5
“I felt a
Funeral, in my
Brain,”
Unit 1
Lesson 11
Unit 2
Lesson 1
Unit 2
Lesson 3
RL.9-10.5
RL.9-10.5
Oedipus the
King, lines 1–
66
Oedipus the
King, lines
131–177
Identify a central idea in “The Tell-Tale Heart” and discuss how
point of view and structural choices contribute to the
development of that central idea over the course of the text.
The learning in this lesson will be captured through a Quick Write
at the end of the lesson. Students will answer the following
prompt based on the close reading (citing text evidence and
analyzing key words and phrases) completed in the lesson:
How do Dickinson’s structural choices contribute to the
development of a central idea?
The learning in this lesson will be captured through a Quick Write
at the end of the lesson. Students will answer the following
prompt based on the close reading (citing text evidence and
analyzing key words and phrases) completed in the lesson:
How does Sophocles’s choice to open the tragedy with dialogue
about the past create mystery or suspense?
The learning in this lesson will be captured through the Mystery
Revealed Jigsaw Tool, including a written response to a focus
prompt:
Sophocles chose to recall events of Laius’s death rather than
portray them. What is the effect of this structural decision?
May 2014
©2014 Public Consulting Group. All rights reserved.
Commented [CK4]: Students practice with the same idea
they dealt with in lesson 5.
Commented [CK5]: Ditto here. They’re working on
gaining some control over the skills embedded in this
standard, exploring how the structure works, not just the
effect of a structural choice.
Module Assessment Map (10.1)
Unit /
Lesson
Standards
Assessed
Standards
Addressed
Text
Assessment
Unit 1
CCRA.R.5
RL.9-10.4
Lesson 1
RL.9-10.2
L.9-10.4.a
“The Passionate
Shepherd to His Love”
(stanzas 1-2)
by Christopher Marlowe
The learning in this lesson is captured through a Quick Write at the
end of the lesson. Students answer the following prompt based on the
reading (citing text evidence and analyzing key words and phrases)
completed in the lesson.
How does the structure of Marlowe’s poem develop a central idea of
the text?
Unit 1
RL.9-10.4
Lesson 2
CCRA.R.5
RL.9-10.1
“The Passionate
Shepherd to His Love”
RL.9-10.2
L.9-10.4.a
How does the language of Marlowe’s poem evoke a sense of time and
place? How does this time and place develop a central idea of the text?
L.9-10.5
Unit 1
Lesson 3
RL.9-10.2
RL.9-10.4
SL.9-10.1
The learning in this lesson is captured through a Quick Write at the
end of the lesson. Students answer the following prompt based on the
reading (citing text evidence and analyzing key words and phrases)
completed in the lesson.
“The Nymph’s Reply to
the Shepherd” by Sir
Walter Raleigh
L.9-10.5
The learning in this lesson is captured through a Quick Write at the
end of the lesson. Students answer the following prompt based on the
reading (citing text evidence and analyzing keywords and phrases)
completed in the lesson.
How does Raleigh develop a central idea of his poem?
May 2014
©2014 Public Consulting Group. All rights reserved.
New York State Common Core
Unit /
Lesson
Standards
Assessed
Standards
Addressed
Text
Assessment
Unit 1
RL.9-10.9
CCRA.R.5
“The Passionate
Shepherd to His Love”
The learning in this lesson is captured through a Quick Write at the
end of the lesson. Students answer the following prompt based on the
reading (citing text evidence and analyzing key words and phrases)
completed in the lesson. Student responses should be assessed using
the Short Response Rubric and Checklist.
Lesson 4
RL.9-10.2
RL.9-10.4
“The Nymph’s Reply to
the Shepherd”
SL.9-10.1
How does Raleigh draw upon or transform Marlowe’s poem?
Unit 1
RL.9-10.2
CCRA.R.6
Lesson 5
RL.9-10.9
SL.9-10.1
“Raleigh Was Right” by
William Carlos Williams
W.9-10.2.d
The learning in this lesson will be captured through a Quick Write at
the end of the lesson. Students will answer the following prompt
based on the close reading (citing text evidence and analyzing key
words and phrases) completed in the lesson. Students will be assessed
on their use of precise and domain-specific vocabulary.
Which of Raleigh’s central ideas does Williams focus on and how does
Williams develop this idea?
Unit 1
RL.9-10.1
RL.9-10.2
“Raleigh Was Right”
Lesson 6
RL.9-10.9
W.9-10.2.b
“The Passionate
Shepherd to His Love”
SL.9-10.1.a
“The Nymph’s Reply to
the Shepherd”
May 2014
©2014 Public Consulting Group. All rights reserved.
The learning in this lesson is captured on an Evidence Collection Tool
that prompts students to cite strong and thorough textual evidence to
support analysis of how an author draws on and transforms source
material in a specific work.
Evidence Collection Tool Prompt: How does Williams draw upon and
transform a central idea established by Marlowe and Raleigh? Cite
evidence to support your response.
New York State Common Core
Unit /
Lesson
Standards
Assessed
Standards
Addressed
Text
Assessment
Unit 1
RL.9-10.9
RL.9-10.2
Lesson 7
W.9-10.2.d
W.9-10.9
“The Passionate
Shepherd to His Love”
Students craft a multi-paragraph response to the End-of-Unit
Assessment prompt:
“The Nymph’s Reply to
the Shepherd”
How does Williams draw upon and transform the central ideas
established by Marlowe and Raleigh? Cite evidence to support your
response.
SL.9-10.1
“Raleigh was Right”
Unit 2
RL.9-10.3
Lesson 1
RL.9-10.1
W.9-10.9
“The Palace Thief”
(pp. 155–160) by Ethan
Canin
The learning in this lesson is captured through a Quick Write at the
end of the lesson. Students answer the following prompt based on the
reading (citing evidence from the text and analyzing key words and
phrases) completed in the lesson.
How does the character of Hundert, the narrator, develop in this
passage?
Unit 2
RL.9-10.3
Lesson 2
RL.9-10.1
RL.9-10.4
“The Palace Thief”
(pp. 160–164)
The learning in this lesson is captured through a Quick Write at the
end of the lesson. Students answer the following prompt based on the
reading (citing evidence from the text and analyzing key words and
phrases) completed in the lesson.
How does the character of Hundert further develop through his
interaction with the Senator?
Unit 2
RL.9-10.2
RL.9-10.1
Lesson 3
RL.9-10.3
RL.9-10.4
“The Palace Thief”
(pp. 164–168)
The learning in this lesson is captured through a Quick Write at the
end of the lesson. Students answer the following prompt based on the
reading (citing evidence from the text and analyzing key words and
phrases) completed in the lesson.
How do the narrator’s actions in this passage reveal an emerging
central idea of this text?
May 2014
©2014 Public Consulting Group. All rights reserved.
New York State Common Core
Unit /
Lesson
Standards
Assessed
Standards
Addressed
Text
Assessment
Unit 2
RL.9-10.3
RL.9-10.1
“The Palace Thief”
(pp. 168–171)
The learning in this lesson is captured through Quick Write at the end
of the lesson. Students use their completed Multiple Motivations Tool
to respond to the following prompt:
Lesson 4
RL.9-10.2
RL.9-10.4
Unit 2
RL.9-10.3
Lesson 5
RL.9-10.4
RL.9-10.1
How do the conflicting motivations of the narrator shape his actions in
the passage?
“The Palace Thief”
(pp. 171–175)
L.9-10.5
The learning in this lesson is captured through a Quick Write at the
end of the lesson. Students answer the following prompt based on the
reading (citing evidence from the text and analyzing key words and
phrases) completed in the lesson.
How does the narrator’s descriptive word choice further develop the
characters of Sedgewick and Hundert?
Unit 2
RL.9-10.3
Lesson 6
RL.9-10.1
RL.9-10.4
“The Palace Thief”
(pp. 175–182)
L.9-10.5
The learning in this lesson is assessed through a Quick Write activity at
the end of the lesson. Students answer the following prompt based on
the reading (citing evidence from the text and analyzing key words and
phrases) completed in the lesson.
How does the character of Hundert further develop in this passage?
Unit 2
RL.9-10.3
Lesson 7
W.9-10.2
“The Palace Thief”
(pp. 155–182)
Students craft a multi-paragraph response to the Mid-Unit Assessment
prompt.
How has Hundert developed over the course of this text? Cite evidence
to support your response.
W.9-10.9
May 2014
©2014 Public Consulting Group. All rights reserved.
New York State Common Core
Unit /
Lesson
Standards
Assessed
Standards
Addressed
Text
Assessment
Unit 2
RL.9-10.2
RL.9-10.1
“The Palace Thief”
(pp. 182–187)
The learning in this lesson is captured through a Quick Write at the
end of the lesson. Students answer the following prompt based on the
reading (citing evidence from the text and analyzing key words and
phrases) completed in the lesson.
Lesson 8
RL.9-10.3
How do Hundert’s reflections develop a central idea of the text?
Unit 2
RL.9-10.3
Lesson 9
RL.9-10.1
RL.9-10.2
“The Palace Thief”
(pp. 187–191)
The learning in this lesson is captured through a Quick Write at the
end of the lesson. Students answer the following prompt based on the
reading (citing evidence from the text and analyzing key words and
phrases) completed in the lesson.
How does Hundert’s reunion with his former students contribute to the
development of a central idea in the text?
Unit 2
Lesson 10
RL.9-10.3
RL.9-10.1
RL.9-10.2
“The Palace Thief”
(pp. 191–195)
SL.9-10.4
May 2014
©2014 Public Consulting Group. All rights reserved.
The learning in this lesson is captured through a Quick Write. Students
answer the following prompt based on the reading (citing evidence
and analyzing key words and phrases) completed in the lesson:
How do details in the passage develop your understanding of
Hundert’s conflicting motivations? Use evidence from the text,
including details from the first “Mr. Julius Caesar” competition, to
support your answer.
New York State Common Core
Unit /
Lesson
Standards
Assessed
Standards
Addressed
Text
Assessment
Unit 2
RL.9-10.2
RL.9-10.1
“The Palace Thief”
(pp. 195–198)
The learning in this lesson is captured through a Quick Write at the
end of the lesson. Students answer the following prompt based on the
reading (citing evidence from the text and analyzing key words and
phrases) completed in the lesson.
Lesson 11
RL.9-10.4
SL.9-10.1
How does the competition and its aftermath further develop a central
idea in the text?
Unit 2
RL.9-10.3
RL.9-10.1
Lesson 12
“The Palace Thief”
(pp. 198–205)
The learning in this lesson is captured through a Quick Write at the
end of the lesson. Students answer the following prompt based on the
reading (citing evidence from the text and analyzing key words and
phrases) completed in the lesson.
How does the interaction between Deepak and Hundert develop your
understanding of the relationship between Hundert and Bell?
Unit 2
RL.9-10.2
RL.9-10.1
Lesson 13
RL.9-10.3
W.9-10.2
“The Palace Thief”
L.9-10.1
May 2014
©2014 Public Consulting Group. All rights reserved.
The learning in this lesson is captured through the End-of-Unit
Assessment. Students respond to the following prompt in a multiparagraph essay:
What central idea does Canin develop in “The Palace Thief”? In your
analysis, consider how the narrator and his interaction with other
characters develop this idea. Use three to six vocabulary words from
this unit in your response.
New York State Common Core
Unit /
Lesson
Standards
Assessed
Standards
Addressed
Text
Assessment
Unit 3
RL.9-10.3
RL.9-10.1
The Joy Luck Club
“Rules of the Game” (pp.
89–101) by Amy Tan
The learning in this lesson is captured through a Quick Write at the
end of the lesson. Students answer the following prompt based on the
reading completed in the lesson.
Lesson 1
L.9-10.4
L.9-10.5
Unit 3
RL.9-10.3
Lesson 2
RL.9-10.2
RL.9-10.4
How does the interaction between Waverly and her mother in this
passage reveal a central idea of the text?
The Joy Luck Club
“Rules of the Game” (pp.
89–93)
SL.9-10.1.e
The learning in this lesson is captured through a Quick Write at the
end of the lesson. Students answer the following prompt based on the
reading (citing text evidence and analyzing key words and phrases)
completed in the lesson.
How does your understanding of Waverly develop over the course of
this passage?
Unit 3
RL.9-10.2
RL.9-10.1
RL.9-10.3
Lesson 3
W.9-10.2.b
The Joy Luck Club
“Rules of the Game” (pp.
93–98)
How do interactions between Waverly and her mother develop a
central idea of the text?
L.9-10.5
Unit 3
RL.9-10.3
RL.9-10.1
Lesson 4
W.9-10.9
RL.9-10.2
The learning in this lesson is captured on the Game Evidence
Collection Tool, which prompts students to collect key details and
begin to make connections in order to answer the following question:
The Joy Luck Club “Rules
of the Game” (pp. 98–
101)
The learning in this lesson is captured through a Quick Write at the
end of the lesson. Students answer the following prompt based on the
reading completed in this lesson, and in each subsequent lesson in the
unit, with a Quick Write assessment.
How does Waverly’s character develop through confrontation and
competition? Draw upon evidence from the entire chapter to support
your understanding.
May 2014
©2014 Public Consulting Group. All rights reserved.
New York State Common Core
Unit /
Lesson
Standards
Assessed
Standards
Addressed
Text
Assessment
Unit 3
RL.9-10.3
RL.9-10.4
The Joy Luck Club
“Two Kinds” (pp. 132–
135)
The learning in this lesson is captured through a Quick Write at the
end of the lesson. Students answer the following prompt based on the
reading (citing text evidence and analyzing key words and phrases)
completed in the lesson.
Lesson 5
SL.9-10.1
How do Jing-mei’s interactions with her mother develop over the
course of this passage? What is she hoping will happen? Use details
from the text to support your answer.
Unit 3
RL.9-10.2
Lesson 6
RL.9-10.3
SL.9-10.1.a
The Joy Luck Club
“Two Kinds” (pp. 136–
138)
The learning in this lesson is captured through a Quick Write at the
end of the lesson. Students answer the following prompt based on the
reading (citing text evidence and analyzing keywords and phrases)
completed in the lesson.
What is the impact of Tan’s choice to insert Waverly into “Two Kinds”?
Unit 3
Lesson 7
RL.9-10.3
RL.9-10.2
W.9-10.2.b
The Joy Luck Club
“Two Kinds” (pp. 139–
142)
SL.9-10.1
May 2014
©2014 Public Consulting Group. All rights reserved.
Student learning in this lesson is captured with the Evidence Collection
Tool and the Lesson 7 Jigsaw Tool, including the following Quick Write
prompt on the Lesson 7 Jigsaw Tool.
How does Jing-mei’s performance at the talent show illustrate her
development as a character? Use specific details and direct quotes
from your Evidence Collection Tool and the Lesson 7 Jigsaw Tool to
develop your response.
New York State Common Core
Unit /
Lesson
Standards
Assessed
Standards
Addressed
Text
Assessment
Unit 3
RL.9-10.3
W.9-10.2.b
The Joy Luck Club
“Two Kinds” (pp. 142–
144)
The learning in this lesson is captured through a Quick Write at the
end of the lesson. Students answer the following prompt based on the
reading (citing text evidence and analyzing key words and phrases)
completed in the lesson.
Lesson 8
W.9-10.4
SL.9-10.1.a, c
What “kind” of daughter has Jing-mei become? How has she
developed over the course of the text? Support your response with
evidence from the excerpts on your Expectations and Response Tool, as
well as from this lesson’s excerpt (pp. 142–144).
Unit 3
RL.9-10.2
RL.9-10.3
Lesson 9
W.9-10.2.b
L.9-10.1.b
The Joy Luck Club
“Two Kinds”
Mid-Unit Assessment:
Friday Night Lights
“Dreaming of Heroes”
(pp. 73–76) by H.G.
Bissinger
The learning in this lesson is captured through a Quick Write at the
end of the lesson. Students answer the following prompt based on the
reading (citing text evidence and analyzing key words and phrases)
completed in the lesson.
W.9-10.4
Presentation Prompt: How does Tan develop and refine a central idea
in “Two Kinds”? Support your analysis with at least three concrete
details or quotations, and include an objective summary of the text.
SL.9-10.4
Unit 3
Lesson 10
RI.9-10.2
RI.9-10.3
L.9-10.1.a
How does Mike’s relationship with his father develop a central idea of
the text?
May 2014
©2014 Public Consulting Group. All rights reserved.
New York State Common Core
Unit /
Lesson
Standards
Assessed
Standards
Addressed
Text
Assessment
Unit 3
RI.9-10.3
RI.9-10.1
Lesson 11
RI.9-10.6
RI.9-10.2
Friday Night Lights
(pp. 77–79)
Student learning in this lesson is captured through the Documented
and Reconstructed Details Tool. This tool enables students to track
when Bissinger documents events and discussions that he has
witnessed in this passage and when Bissinger reconstructs events,
conversations, and emotions in order to develop the central ideas of
his text and advance his point of view or purpose. Student learning will
be assessed through their responses to questions on the tool.
Unit 3
RI.9-10.3
RI.9-10.2
Lesson 12
L.9-10.2.a
Friday Night Lights
“Dreaming of Heroes”
(pp. 79–84)
The learning in this lesson is captured through a Quick Write at the
end of the lesson. Students answer the following prompt based on the
reading (citing text evidence and analyzing key words and phrases)
completed in the lesson.
What connection does Bissinger develop between Don and Charlie
Billingsley’s relationship and Permian football? Use key details from
the text to support your response.
Unit 3
Lesson 13
RI.9-10.2
RI.9-10.1
RI.9-10.3
Friday Night Lights
“Dreaming of Heroes”
(pp. 84–87)
SL.9-10.1
L.9-10.2.a
May 2014
©2014 Public Consulting Group. All rights reserved.
The learning in this lesson is captured through the written response to
the final question on the Season Opener: Actions and Reactions Tool:
How do the final events of the season opener shape and refine a
central idea of the text?
New York State Common Core
Unit /
Lesson
Standards
Assessed
Standards
Addressed
Text
Assessment
Unit 3
RI.9-10.2
RL.9-10.1
Lesson 14
RL.9-10.2
RL.9-10.3
The Joy Luck Club
“Two Kinds” and
“Rules of the Game”
The learning in this unit is captured through a multi-paragraph written
response at the end of the lesson.
W.9-10.2
RI.9-10.1
W.9-10.9
Friday Night Lights
“Dreaming of Heroes”
Choose either “Rules of the Game” or “Two Kinds” from The Joy Luck
Club and compare it to Bissinger’s “Dreaming of Heroes” from Friday
Night Lights. How do the relationships between children and their
parents develop a central idea common to these two texts?
Responses should discuss at least two pieces of textual evidence from
both texts.
10.1
Performance
Assessment
“The Palace Thief”
The Joy Luck Club
“Two Kinds” and
“Rules of the Game”
Friday Night Lights
“Dreaming of Heroes”
Over the course of this module, you have read Ethan Canin’s “The
Palace Thief,” two chapters from Amy Tan’s The Joy Luck Club, and a
chapter from H. G. Bissinger’s Friday Night Lights. For this assessment,
write a multi-paragraph response to the following prompt:
Select a relationship from one of these texts. How does this
relationship develop a central idea over the course of your chosen text?
In order to address the prompt, review your notes and annotations
about the texts in this module, including statements you have made
about your chosen relationship, the characters in it, and central ideas
in that text. In your review, identify interactions and connections and
discuss these with a small group of classmates. Next, gather relevant
textual evidence to support a statement about how your chosen
relationship develops a central idea. After drafting a multi-paragraph
response to the prompt, engage in the revision process, independently
or with a classmate, to edit and revise your response.
May 2014
©2014 Public Consulting Group. All rights reserved.
DRAFT
NYS Common Core ELA & Literacy Curriculum
Grade 10 • Module 3 • Unit 1 • Lesson 1
Short Response Rubric
Name:
Class:
Date:
Conventions
Evidence
Analysis
Inferences/Claims
Assessed Standard:
2-Point Response
1-Point Response
0-Point Response
Includes valid inferences or
claims from the text
Includes inferences or claims
that are loosely based on the
text
Does not address any of
the requirements of the
prompt or is totally
inaccurate
Fully and directly responds to
the prompt
Responds partially to the prompt
or does not address all elements
of the prompt
Includes evidence of reflection
and analysis of the text
A mostly literal recounting of
events or details from the text
The response is blank
Includes relevant and sufficient
textual evidence to develop
response according to the
requirements of the quick write
Includes some relevant facts,
definitions, concrete details
and/or other information from
the text to develop an analysis of
the text according to the
requirements of the quick write
The response includes no
evidence from the text
Uses complete sentences where
errors do not impact readability
Includes incomplete sentences
or bullets
The response is
unintelligible or
indecipherable
File: 10.3.1 Lesson 1 Date: 4/18/14 Classroom Use: Starting 4/2014
© 2014 Public Consulting Group. This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
http://creativecommons.org/licenses/by-nc-sa/3.0/
DRAFT
NYS Common Core ELA & Literacy Curriculum
Grade 10 • Module 3 • Unit 1 • Lesson 1
Short Response Checklist
Name:
Class:
Date:
Assessed Standard:
Does my writing…
Did I…
Include valid inferences
and/or claims from the
text?
Closely read the prompt and address the whole prompt in
my response?
Clearly state a text-based claim I want the reader to
consider?
Confirm that my claim is directly supported by what I read in
the text?
Develop an analysis of the
text?
Did I consider the author’s choices, impact of word choices,
the text’s central ideas, etc.?
Include evidence from the Directly quote or paraphrase evidence from the text?
text?
Arrange my evidence in an order that makes sense and
supports my claim?
Reflect on the text to ensure the evidence I used is the best
evidence to support my claim?
Use complete sentences,
correct punctuation, and
spelling?
Reread my writing to ensure it means exactly what I want it
to mean?
Review my writing for correct grammar, spelling, and
punctuation?
File: 10.3.1 Lesson 1 Date: 4/18/14 Classroom Use: Starting 4/2014
© 2014 Public Consulting Group. This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
http://creativecommons.org/licenses/by-nc-sa/3.0/
✔
NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 10 • Module 3 • Unit 1 • Lesson 15
10.3.1 End-of-Unit Text Analysis Rubric
/24
Criteria
4 – Responses at this Level:
3 – Responses at this Level:
2 – Responses at this Level:
1 – Responses at this Level:
Content and Analysis
Determine a central idea from the text and
analyze its development by providing precise
and sufficient examples of the central idea’s
emergence and refinement using specific
details.
Determine a central idea from the text and analyze
its development by providing relevant and
sufficient examples of the central idea’s emergence
and refinement using specific details.
Determine a central idea from the text and
analyze its development by undeveloped or
insufficient but relevant examples of the central
idea’s emergence and refinement using specific
details.
Fail to identify and/or explain a central idea from
the text.
Explain how the author unfolds an analysis or
series of ideas or events; effectively analyze
how the details are ordered, introduced, and
developed.
Explain how the author unfolds an analysis or series
of ideas or events; accurately analyze how the
details are ordered, introduced and developed.
Explain how the author unfolds an analysis or
series of ideas or events; provide a partial
analysis of how the details are ordered,
introduced and developed.
Fail to demonstrate analysis through specific
textual details.
Develop the response with well-chosen,
relevant, and sufficient facts, extended
definitions, concrete details, quotations, or
other information and examples appropriate to
the audience’s knowledge of the topic.
Develop the response with relevant and sufficient
facts, concrete details, quotations, or other
information and examples appropriate to the
audience’s knowledge of the topic.
Partially develop the response with relevant
facts, details, quotations, or other information
and examples that are appropriate to the
audience’s knowledge of the topic.
Do not develop the response with relevant facts,
details, quotations, or other information and
examples that are appropriate to the audience’s
knowledge of the topic.
The extent to which the response determines
and analyzes central idea(s) clearly and
accurately in order to respond to the task and
support an analysis of the text.
Provide no examples or irrelevant and insufficient
examples of the central idea’s emergence and
refinement.
CCSS.ELA-Literacy.RI.9-10.2
Determine a central idea of a text and analyze
its development over the course of the text,
including how it emerges and is shaped and
refined by specific details; provide an objective
summary of the text.
Content and Analysis
The extent to which the response analyzes
how the author unfolds an analysis clearly
and accurately in order to respond to the task
and support an analysis of the text.
Provide little to no analysis of how the details are
ordered, introduced, and developed.
CCSS.ELA-Literacy.RI.9-10.3
Analyze how the author unfolds an analysis or
series of ideas or events, including the order in
which the points are made, how they are
introduced and developed, and the
connections that are drawn between them.
Command of Evidence and Reasoning
The extent to which the response presents
relevant and sufficient evidence from the text
to develop the topic and uses examples
appropriate to the audience’s knowledge.
CCSS.ELA-Literacy.W.9-10.2.b
Write informative/explanatory texts to
examine and convey complex ideas, concepts,
and information clearly and accurately through
the effective selection, organization, and
analysis of content.
b. Develop the topic with well-chosen,
relevant, and sufficient facts, extended
definitions, concrete details, quotations, or
other information and examples appropriate
to the audience’s knowledge of the topic.
File: 10.3.1 Lesson 15 Date: 4/18/14 Classroom Use: Starting 4/2014
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NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 10 • Module 3 • Unit 1 • Lesson 15
CCSS.ELA-Literacy.W.9-10.9
Draw evidence from literary or informational
texts to support analysis, reflection, and
research.
Coherence, Organization, and Style
The extent to which the response includes
and uses precise language and domain
specific vocabulary to manage the complexity
of the topic.
Skillfully and accurately use precise language
and domain-specific vocabulary to manage the
complexity of the topic.
Accurately use precise language or domain-specific
vocabulary to manage the complexity of the topic.
Inconsistently use domain-specific vocabulary to
manage the complexity of the topic.
Ineffectively or inappropriately use precise
language or domain-specific vocabulary to
manage the complexity of the topic.
Skillfully establish and maintain a formal style
and objective tone appropriate to the norms
and conventions of the discipline.
Establish a style and tone appropriate to the
discipline; demonstrate inconsistent use of
formality and objectivity.
Use inconsistent style and tone with some
attention to formality and objectivity.
Lack a formal style, using language that is basic,
imprecise, or contextually inappropriate.
Demonstrate control of conventions with
essentially no errors, even with sophisticated
language.
Demonstrate basic control of conventions with
occasional errors that do not hinder
comprehension.
Demonstrate partial control of conventions with
some errors that hinder comprehension.
Demonstrate little control of conventions with
frequent errors that make comprehension
difficult.
CCSS.ELA-Literacy.W.9-10.2.d
d. Use precise language and domain-specific
vocabulary to manage the complexity of the
topic.
Coherence, Organization, and Style
The extent to which the response properly
uses formal style and objective tone as well as
adheres to the writing conventions of the
discipline.
CCSS.ELA-Literacy.W.9-10.2.e
e. Establish and maintain a formal style and
objective tone while attending to the norms
and conventions of the discipline in which they
are writing.
Control of Conventions
The extent to which the response
demonstrates command of conventions of
standard English grammar, usage,
capitalization, punctuation, and spelling.
CCSS.ELA-Literacy.L.9-10.1
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking.
CCSS.ELA-Literacy.L.9-10.2
Demonstrate command of the conventions of
standard English capitalization, punctuation,
and spelling when writing.



A response that is a personal response and makes little or no reference to the task or text can be scored no higher than a 1.
A response that is totally copied from the text with no original writing must be given a 0.
A response that is totally unrelated to the task, illegible, incoherent, blank, or unrecognizable as English must be scored as a 0.
File: 10.3.1 Lesson 15 Date: 4/18/14 Classroom Use: Starting 4/2014
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NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 10 • Module 3 • Unit 1 • Lesson 15
10.3.1 End-of-Unit Text Analysis Checklist
Assessed Standards:
Does my writing…
✔
Identify a central idea from the text and analyze its
development? (RI.9-10.2)
Provide examples of the emergence and refinement of the
central idea using specific details? (RI.9-10.2)
Include a summary of the text to frame the development
and refinement of the central idea? (RI.9-10.2)

Examine how an author unfolds an analysis or series of
events using specific textual details? (RI.9-10.3)

Provide an accurate analysis of how the details are ordered,
introduced and developed? (RI.9-10.3)

Include thorough evidence from the text, making clear
connections between the details selected and the
statements made? (RI.9-10.3)

Command of Evidence
and Reasoning
Present ideas clearly and consistently, making effective use
of relevant and sufficient evidence to support analysis,
reflection, and research? (W.9-10.2.b, W.9-10.9)

Coherence, Organization,
and Style
Establish and maintain a formal style and objective tone,
using precise language and domain-specific vocabulary?
(W.9-10.2.d,e)

Control of Conventions
Demonstrate control of the conventions with infrequent
errors? (L.9-10.1, L.9-10.2)

Content and Analysis
File: 10.3.1 Lesson 15 Date: 4/18/14 Classroom Use: Starting 4/2014
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

NYS Common Core ELA & Literacy Curriculum
Grade 10 • Module 3 • Unit 3 • Lesson 3
DRAFT
10.3.3 Rubric
/16
Criteria
4 – Responses at this Level:
3 – Responses at this Level:
2 – Responses at this Level:
1 – Responses at this Level:
Content and Analysis: The extent to
which the response conveys complex
ideas and information clearly and
accurately in order to respond to the
task and support an analysis of the
text.
Introduce precise claim(s) and
distinguish the claim(s) from alternate
or opposing claims in an in-depth and
insightful analysis. (W.9-10.1.a)
Introduce a precise claim and
adequately distinguish the claim from
alternate or opposing claims in an
accurate analysis. (W.9-10.1.a)
Introduce a claim, but only partially or
ineffectually distinguish the claim
from alternate or opposing claims;
analysis is somewhat unclear or
confusing at times. (W.9-10.1.a)
Do not introduce a claim; analysis is
mostly unclear or confusing.
(W.9-10.1.a)
Develop claim(s) and counterclaim(s)
fairly by supplying evidence for and
addressing the strengths and
limitations of both. (W.9-10.1.b)
Develop claim(s) and counterclaim(s)
by supplying evidence but do not
thoroughly address strengths or
limitations of counterclaim(s). (W.910.1.b)
Develop claim(s) partially; lack
evidence to fully develop claim(s)
and/or counterclaim(s); fail to address
strengths and limitations of claim(s)
and counterclaim(s). (W.9-10.1.b)
Do not demonstrate analysis.
(W.9-10.1.b)
Partially anticipate the audience’s
knowledge level and concerns.
(W.9-10.1.b)
Inaccurately or inappropriately
anticipate the audience’s knowledge
level and concerns or fail to consider
the audience. (W.9-10.1.b)
(W.9-10.1.a, W.9-10.1.b)
Precisely anticipate the audience’s
knowledge level and concerns. (W.910.1.b)
Command of Evidence and
Reasoning: The extent to which the
response presents evidence from the
provided text(s) and uses reasoning to
support analysis.
(W.9-10.1)
Coherence, Organization, and Style:
The extent to which the response
logically organizes and links complex
ideas, concepts, and information using
formal style, precise language and
general academic and domain specific
vocabulary acquired throughout the
research process.
(W.9-10.1.a, W.9-10.1.c, W.9-10.1.d,
W.9-10.1.e, L.9-10.6)
Support claims effectively and
sufficiently by providing a wide range
of relevant evidence.
Support claims sufficiently by
providing relevant evidence.
Support claims partially by providing
insufficient but relevant evidence, or
evidence loosely related to the
claim(s).
Present irrelevant and/or little or no
evidence from the text.
Use valid reasoning to establish clear
relationships between and among
claim(s) and evidence.
Use valid reasoning to relate claims
and evidence on a basic level.
Use some reasoning to partially relate
claims and evidence; use unclear
reasoning.
Demonstrate unclear, unfounded or
little to no use of reasoning; fail to
establish relationships between and
among claim(s) and evidence.
Organize claims, counterclaims,
evidence, and reasoning to establish
clear relationships among all
components. (W.9-10.1.a)
Exhibit basic organization of claims,
counterclaims, evidence, and
reasoning so as to create relationships
among all components. (W.9-10.1.a)
Exhibit skillful use of words, phrases,
and clauses to link sections of the text,
create cohesion, and clarify
relationships among components of
the argument. (W.9-10.1.c)
Exhibit basic use of words, phrases,
and clauses to link sections of the text,
create cohesion, and clarify
relationships among components of
the argument. (W.9-10.1.c)
Exhibit partial organization of claims,
counterclaims, evidence, and
reasoning; relationships among all
components are inconsistent and at
times unclear. (W.9-10.1.a)
Exhibit little organization of claims,
counterclaims, evidence and
reasoning; relationships among
components are for the most part
unclear. (W.9-10.1.a)
Exhibit inconsistent use of words,
phrases, and clauses to link sections of
the text. (W.9-10.1.c)
Exhibit little or no use of words,
phrases and clauses to link sections of
the text. (W.9-10.1.c)
Skillfully establish and maintain a
formal style and objective tone
appropriate to the norms and
conventions of the discipline. (W.910.1.d)
Establish a style and tone appropriate
to the discipline; demonstrate
inconsistent use of formality and
objectivity. (W.9-10.1.d)
Use inconsistent style and tone with
some attention to formality and
objectivity. (W.9-10.1.d)
Lack a formal style, using language
that is basic, imprecise, or
contextually inappropriate. (W.910.1.d)
File: 10.3.3 Lesson 3 Date: 4/18/14 Classroom Use: Starting 4/2014
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Sufficiently anticipate the audience’s
knowledge level and concerns. (W.910.1.b)
Provide a concluding statement or
Provide a concluding statement that
inadequately supports the argument
presented or repeats claim(s) and
Provide a concluding statement that is
unrelated to the claims presented
NYS Common Core ELA & Literacy Curriculum
Criteria
Control of Conventions: The extent to
which the response demonstrates
command of conventions of standard
English grammar, usage,
capitalization, punctuation, and
spelling, and conforms to the
guidelines in a style manual
appropriate for the discipline and
writing type.
(L.9-10.1, L.9-10.2, L.9-10.3.a)



Grade 10 • Module 3 • Unit 3 • Lesson 3
DRAFT
4 – Responses at this Level:
3 – Responses at this Level:
2 – Responses at this Level:
1 – Responses at this Level:
Provide a concluding statement or
section that supports the argument
presented and offers a new way of
thinking about the issue. (W.9-10.1.e)
section that supports the argument
presented but does not offer a new
way of thinking about the issue.
(W.9-10.1.e)
evidence verbatim or without
significant variation. (W.9-10.1.e)
and/or provide no concluding
statement. (W.9-10.1.e)
Demonstrate accurate and effective
use of general academic and domainspecific words and phrases acquired
through the research process. (L.910.6)
Demonstrate accurate use of general
academic and domain-specific words
and phrases acquired through the
research process. (L.9-10.6)
Demonstrate partially accurate use of
general academic and domain-specific
words and phrases acquired through
the research process. (L.9-10.6)
Demonstrate little or inaccurate use of
general academic and domain-specific
words and phrases; do not exhibit
acquisition of vocabulary through the
research process. (L.9-10.6)
Demonstrate control of conventions
with essentially no errors, even with
sophisticated language. (L.9-10.1,
L.9-10.2)
Demonstrate basic control of
conventions with occasional errors
that do not hinder comprehension.
(L.9-10.1, L.9-10.2)
Demonstrate partial control of
conventions with some errors that
hinder comprehension. (L.9-10.1,
L.9-10.2)
Demonstrate little control of
conventions with frequent errors that
make comprehension difficult.
(L.9-10.1, L.9-10.2)
Demonstrate proper citation of
sources to avoid plagiarism when
dealing with direct quotes and
paraphrased material; contain no
citation errors. (L.9-10.3.a)
Demonstrate proper citation of
sources to avoid plagiarism when
dealing with correct quotes and
paraphrased material; contain only
minor citation errors(L.9-10.3.a)
Demonstrate partial or inconsistent
use of citation of sources to avoid
plagiarism when dealing with direct
quotes and paraphrased material;
contain some major or frequent minor
citation errors. (L.9-10.3.a)
Do not make use of citation or
plagiarize.
(L.9-10.3.a)
A response that is a personal response and makes little or no reference to the task or text can be scored no higher than a 1.
A response that is totally copied from the text with no original writing must be given a 0.
A response that is totally unrelated to the task, illegible, incoherent, blank, or unrecognizable as English must be scored as a 0.
Assessed Throughout the Module (Research and Writing Process)
CCSS.ELA-Literacy.W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question)
or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of
the subject under investigation.
CCSS.ELA-Literacy.W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively;
assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of
ideas, avoiding plagiarism and following a standard format for citation.
CCSS.ELA-Literacy.W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
File: 10.3.3 Lesson 3 Date: 4/18/14 Classroom Use: Starting 4/2014
© 2014 Public Consulting Group. This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
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NYS Common Core ELA & Literacy Curriculum
DRAFT
Grade 10 • Module 3 • Unit 3 • Lesson 3
10.3.3 Checklist
Assessed Standards:
Does my writing…
Content and Analysis
Introduce precise claims and distinguish the claims from
alternate or opposing claims? (W.9-10.1.a)
Supply evidence to develop claims and counterclaims?
(W.9-10.1.b)
Address the strengths and limitations of the claims and
counterclaims? (W.9-10.1.b)
Anticipate the audience’s knowledge level and concerns?
(W.9-10.1.b)
Command of Evidence and Support claims by providing a wide range of relevant
Reasoning
evidence? (W.9-10.1)
Use valid reasoning to demonstrate clear relationships
between claims and evidence? (W.9-10.1)
Coherence, Organization,
and Style
Organize claims, counterclaims, evidence, and reasoning to
establish clear relationships among all the components of
the argument? (W.9-10.1.a)
Use words, phrases, and clauses effectively to create clear
relationships among components of the argument? (W.910.1.c)
Establish and maintain a formal style, using precise language
and sound structure? (W.9-10.1.d)
Provide a conclusion that supports the argument and offers
a new way of thinking about the issue? (W.9-10.1.e)
Demonstrate accurate and effective use of general academic
and domain-specific words and phrases acquired through
the research process? (L.9-10.6)
Control of Conventions
Demonstrate control of standard English grammar
conventions, with infrequent errors? (L.9-10.1, L.9-10.2)
Provide proper citation of quotes and paraphrases to avoid
plagiarism? (L.9-10.3a)
File: 10.3.3 Lesson 3 Date:4/18/2014 Classroom Use: Starting 4/2014
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✔
Student Work Analysis Activity
Purpose
The purpose of this activity is to practice both using student work as data and articulating the progression of student learning
over time. This activity is best done with a facilitator and time keeper to keep the discussion focused and on track.
Directions
Select a facilitator for this activity. For each piece of student work, follow the following protocol:
1. Each member of the group looks at the work silently against the rubric, annotating and making observations.
Individually rate the work. 3 minutes
2. The group discusses their findings and comes to a consensus about the work. Collect your observations on the template.
5 minutes
 What can this student do with respect to this standard? What in the student’s work tells us so?
 What is this student struggling with? What in the student work tells us so?
 For each sample after the first one, What can this student do today that he/she could NOT do yesterday?
May 2014
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New York State Common Core
Student
Work
Sample
(For each sample after the first) What
What is this student struggling with? can this student do today that he or
What do you notice about this work?
What in the student work tells us so? she could not do yesterday? What in
the student work tells us so?
Sample
#1
Sample
#2
May 2014
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New York State Common Core
Student
Work
Sample
(For each sample after the first) What
What is this student struggling with? can this student do today that he or
What do you notice about this work?
What in the student work tells us so? she could not do yesterday? What in
the student work tells us so?
Sample
#3
Sample
#4
May 2014
©2014 Public Consulting Group. All rights reserved.
Talking About Student Learning
This table contains some examples of CCSS aligned ways to communicate about what students can and
cannot do with respect to the standards. Tip: Use the language of the standards as much as possible.
Do Less Of
Do More Of
Orienting around compliance
Orienting around skills
Caleb refuses to spell correctly.
Caleb still needs to learn how to explain how text structure contributes to
tension in a text, although he can explain what structure is and identify
points of tension.
My class just won’t look at both
sides of a topic.
Although my class is able to develop a claim effectively, they are still
struggling to develop counterclaims fairly and to supply meaningful
evidence for both sides of an issue.
Just holding students accountable
Pairing accountability with explicit instruction
I expect my students to support
their opinions with evidence.
My students are learning to support their claims with evidence by
determining how details in a text are connected and then articulating that
connection as a claim.
They will be putting this skill into practice by making several claims about
a text we are reading together before doing the same thing with a new
text.
Focusing on the numbers
Focusing on the work and the standard
Martina has an 84%.
Martina’s last essay demonstrated growth in her ability to determine a
central idea in a text. Now she needs to learn to trace how that idea
emerges and is shaped by specific details.
The class average was 73% on this
test.
This class is struggling to support their claims with relevant and sufficient
evidence. Although they can identify evidence, determining the quality of
evidence is something we need to work on.
Dashawn has 96 points this period.
Dashawn is now able to move conversations forward by posing and
responding to questions. He’s still working on his ability to clarify, verify,
or challenge ideas and conclusions.
May 2014
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Impact and Influence Quadrant Chart
Purpose
The purpose of this quadrant chart is to help teams identify high impact and high influence areas of
concentration when making plans to address potential root causes of student learning needs.
Directions
During any discussion of potential root causes, use this chart as a point of reference. Plot each
potential cause according to the following two criteria:
1) How much does this cause impact the student/class current learning need?
2) How much influence does the classroom teacher have on this potential cause.
May 2014
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Classroom Reflection
Class Description: (Student characteristics, SES, general makeup, etc., block schedule,
period length, etc.)
I teach in a high needs, rural school in Northern New York, in a K-12 building with a total enrollment of
898 students; 48% of these students qualify for free or reduced lunch. I taught these lessons to sixtythree 10th grade students, eight of whom have IEPs. Class periods are 38 minutes in length.
Description of Unit/Module Instruction
How much of the module did you teach and how did you do it? (What did you teach as
written, adapt, eliminate, add, etc. Why?)
I began my adaptation of Module 10.1 in Unit 10.1.3, with Lesson 10. At the beginning of the unit,
during our study of “Two Kinds,” NYS Module 10.1 had not yet been published, so all of my lessons
utilized materials that I developed on my own. I did, however, try to model my instruction after that
described in the 9th grade modules. Although my school does not require adoption of the NYS
modules, when Module 10.1 was published, I welcomed the opportunity to adapt it to my own
instruction.
I began my adaptation of Module 10.1 in Unit 10.1.3, with Lesson 10. (I did not incorporate AIR as
suggested in the Module.) I adapted the Quick Write prompt for Lesson 10 to provide students with
more practice analyzing the relationship between Mike and Billy before considering how that
relationship developed a central idea of the text. After our initial read and discussion of textdependent questions, we looked for details in the text related to the relationship, then looked for
patterns in those details that might reveal something about the relationship. Then, students recorded
their initial thoughts about Mike and Billy’s relationship before moving into the prompt provided in the
Module. I did not include the text-dependent questions related to parallel structure, but I did spend at
least two extra days reteaching/reviewing central idea before they could complete the Lesson 10 Quick
Write prompt as written in the Module. Lesson 10 homework—the Preface Activity—was done as a
brief in-class activity at the end of Lesson 11.
May 2014
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New York State Common Core
We did not complete the Photo Activity that is part of Lesson 11. My students completed the
Documented and Reconstructed Details Tool at the beginning of Lesson 11, instead of at the end as it is
suggested in the Module, and we focused only on details related to Mike. Students did respond to the
prompt provided for the Tool. We then moved into the reading and discussion of p. 77-79 of the text,
where I added and/or revised text-dependent questions as necessary to meet my students’ needs.
We began Lesson 12 with a shortened version of Activity 3, including reading and discussion of p. 7980. I used one of the text-dependent questions (“How does Bissinger’s description of Charlie Billingsley
connect to his earlier description of ‘ornery kids’?”) as a Quick Write. We then completed the rest of
Activity 3 as written in the module, followed by a Quick Write that I created to assess RI 3, a standard
addressed in other prompts throughout the module: “How does Bissinger connect his descriptions of
Charlie and Don to his descriptions of Billy and Mike?” Students also completed the Lesson 12 Quick
Write provided in the module.
I taught Lesson 13 mostly as written in the module, except without the Glossary of American Football
Handout. Students completed the Actions and Reactions Tool, including questions 1 and 2 on the back
of the Tool, then we spent a bit more time generating a list of central ideas of the text before
completing question #3 as a Quick Write response.
Students did not complete the Checkerboard Tool in preparation for the Unit Assessment, as we did
not study “Rules of the Game,” just “Two Kinds” and “Dreaming of Heroes.” They did, however, use an
“It Says, I Say, and So…” chart (an organizer we used frequently throughout the unit in preparation for
Quick Writes) to organize their thinking prior to the assessment. We also used a modified version of
the assessment that did not include “Rules of the Game” as a text option; instead, students were
required to use both “Two Kinds” and “Dreaming of Heroes” to answer the prompt. Students were not
given a chance to revise their work.
How did the context affect how the module was taught?
Because my class periods are only 38 minutes in length, the Module lessons usually spanned two or
three class periods. A typical lesson (including both my own lessons and lessons adapted from the
module) consisted of the following:
1. Student recording of the day’s learning target. (ex: “I can determine a central idea in
paragraphs 1-5 of “Two Kinds.”) I did not use the CC Learning Standards Tool; I think
wording the standard in a more student-friendly way made it easier for students to
understand exactly what they were expected to know and do.
May 2014
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New York State Common Core
2. Paired or independent reading of the next section of text, followed by students recording
and discussing the gist of what they read. (I did number the paragraphs to make it easier to
refer to them during discussions.)
3. Student completion of text-dependent questions, sometimes as they were worded in the
module, but often rephrased in a way that I thought clarified the question a bit more. Most
often, I presented a question to students, asked them to find evidence that helped them
answer the question, mark the evidence in the text, then record their thinking about the
question in the margin. Students then shared their thinking with a partner before we
discussed the question as a class. I tried providing a set of questions to groups of students,
as suggested in the module, but I found that the progression from individual, to partner, to
group provided more accountability and engagement.
4. An assessment of some sort, usually either in the form of a Quick Write or a brief response
on a student’s Learning Target sheet. (See #5) Quick Writes were never actually “quick.”
Often, students spent at least half if not three-quarters of a class period completing the
paragraph. I also included instruction around introducing and explaining evidence in a Quick
Write; the Short Response Rubric provided in the Module was used for assessment of this
work. At the beginning of the unit, I often provided students with sentence frames they
could use to help them establish a claim for their Quick Writes.
5. Student self-assessment of the day’s learning target through a rating on a Learning Target
sheet.
What do you think went well? What do you wish had gone better?
My students really benefitted from the integration of assessments throughout each unit. The unit
Quick Writes, combined with the Learning Target responses I developed, gave me an accurate picture
of where students were so I could effectively plan the next lesson. I also think the Short Response and
the Text Analysis rubrics were simple, effective gauges of student progress.
At times, I struggled to adapt the lessons to such a short class period. Making these adaptations,
though, really helped me gain a deeper understanding of the lessons (and, thus, the standards they are
meant to teach). If I simply used the module as written, I would not have had as much engagement
with the materials and I (and my students) would not have benefitted as much from them.
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May 2014
©2014 Public Consulting Group. All rights reserved.
Course Correction Template
Purpose
The purpose of this template is to provide a way to structure thinking around how to support a student
or group of students toward meeting a standard. This template can be used as a springboard for
thinking or as a blueprint for instructional planning.
Instructions
In the spaces indicated below, identify the standard for instruction, the student or students’ current
status with respect to the learning progression of this standard, and the root cause or causes you have
identified. Then sketch out a plan for helping the student(s) meet the standard.
Background
Fill in the results of your team’s analysis.
What standard is the focus of
instruction?
What is the current level of
learning for this student/group of
students? What can this
student/group do with respect to
the standard? What aspects are
still in development?
What high impact/high control
root cause have you selected to
focus on?
May 2014
©2014 Public Consulting Group. All rights reserved.
New York State Common Core
Instructional Plan
This is a place to capture your thinking about helping this student course correct. The first three rows
should get you started on the development of your plan. Use as many (or as few) of the subsequent
rows as necessary. (Success factor: Detail. If you decide to develop an additional piece of instruction or
an assessment, describe it here.)
How will you know
whether the student has
achieved the instructional
goal? (An upcoming
assessment in the
curriculum? A repeat of a
previous assessment?
Something else you’ve
designed?)
What is the next piece of
instruction that will
address the root cause(s)
you identified? (This may
be from the ELA curriculum,
adaptations to that
curriculum, supplements,
additional supports, etc.)
What will you do and what
will the student do to tell
you whether or not that
instruction was successful?
(A formative assessment
from the curriculum?
Something else you’ve
designed?)
May 2014
©2014 Public Consulting Group. All rights reserved.
New York State Common Core
What is the next piece of
instruction that will address
the root cause(s) you
identified?
What will you do and what
will the student do to tell
you whether or not that
instruction was successful?
What is the next piece of
instruction that will address
the root cause(s) you
identified?
What will you do and what
will the student do to tell
you whether or not that
instruction was successful?
May 2014
©2014 Public Consulting Group. All rights reserved.