COMMON CORE STANDARDS
Reading for Information
RI.11-12.1 Cite 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.
RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.11-12.9(b) Apply grades 11-12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).
Speaking and Listening
SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
DESCRIPTION OF UNIT
This Grade 12 unit titled “Making Evidence Based Claims – Ronald Reagan, Hillary Clinton” from odelleducation.com is part of a developing core proficiencies program that is intended to be completed in one to three weeks of direct instruction in ELA/literacy. This unit develops students’ abilities to make evidence-based claims through activities based on a close reading of President Ronald Reagan’s First Inaugural Address and Secretary Hillary Clinton’s 2011 APEC Address. While focusing on challenging sections of text(s), it engages students in a productive struggle through discussion questions and other supports that build toward independence. The unit is explicitly and intentionally framed as skills-based instruction. For the summative assessment students independently review both speeches to make a new evidence-based claim.
Connecticut teachers should be aware that teacher notes and preparation materials will require familiarity to be used effectively. Due to the rigor required for student success, additional supports for students who are ELL, have disabilities, or read well below the grade level text band may be required.
RATIONALE FOR SELECTION
The design of this unit is exemplary. In addition to reading and writing, it incorporates many structured collaborative activities to develop key speaking and listening proficiencies. The unit includes a progression of learning where concepts and skills advance and deepen over time; it gradually removes supports and requires students to demonstrate their independent capacities. Files, including detailed daily lesson plans, are organized so that teachers can easily browse through the materials. Varied modes of assessment provide guidance for interpreting student performance.