Final+Project

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 * Final Project: Practicing for the PARCC exam. ** Participants will develop a writing to text assessment that uses multiple texts modeled on the PARCC assessment expectations for Simulated Research or Simulated Literary Analysis. This unit does not have to be used as an assessment; teachers can scaffold these tasks, give feedback and conference with students, and allow students to work together. The final expectation is that students will do one of the following tasks:
 * 1) 1. PARCC Exam Simulated Research Simulation Task
 * 2) a. Read an informational text and write an objective summary
 * 3) b. Read 3 additional shorter texts and incorporate evidence from multiple texts in an analytic essay
 * 1) 2. PARCC Exam Simulated Literary Analysis Task
 * 2) a. Read one short piece of literature and one extended piece of literature or extended piece of literary non-fiction. Write a narrative using one piece of literature as the stimulus.
 * 3) b. Write an analytic essay analyzing one or both of the texts

Each participant will develop a writing to text unit consisting of at least five days that provides scaffolds and supports so that all students can effectively write to text. This unit will use the PARCC rubric to assess students’ work.
 * Specific Final Project Organization of Components **
 * 1) 1. A description of the unit in a summary paragraph that includes:
 * 2) a. The goal of the unit and where it fits in your school year and in your plan to teach writing to the text and narrative, explanatory, and argument genres
 * 3) b. The theme of the readings
 * 4) c. The relationship among the readings and the reasons that you selected them
 * 5) 2. An annotated list of at least one extended literary or informational text and at least 4 other texts which may include video clips, photographs, etc. Use the PARCC Literary Analysis Task or Simulated Research Task as a resource for selecting texts.
 * 6) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3. A sequence of 5 or more lessons, each with
 * 7) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">a. A specific writing to text goal for each day
 * 8) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">b. Specific activities and materials that are used each day
 * 9) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">c. A sequenced list of activities for each day that states what students will know and be able to do by the end of that day. Participants can use the course syllabus as a model.
 * 10) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">d. The specific techniques that are used (Get the Gist, Interactive Notebook, Collaborative Note Taking, Collaborative Group Work) must be named in each day’s sequence
 * 11) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">e. A list of materials that are used including teacher-generated worksheets
 * 12) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">A brief reflection about the next steps that you will take in teaching writing to text and the anticipated strengths and concerns that you think you will need to address.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This project will be assessed using the PARCC rubric for analytic and Narrative Writing based upon the following categories (See below): <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Reading--Understanding of Key Ideas and Details <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. Writing--Idea Development <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3. Writing—Clarity of Language <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">4. Writing--Organization <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">5. Writing—Language and Conventions