ELA.RL.11-12.1
| Common core State Standards
- ELA: English Language Arts
- RL: Reading Standards for Literature 6-12
- 11-12: 11th & 12th Grades
-
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.
ELA.SL.11-12.1a
| Common core State Standards
- ELA: English Language Arts
- SL: Speaking and Listening Standards 6-\x80\x9312
- 11-12: 11th & 12th Grades
-
1a:
Initiate and participate effectively in a range of collaborative discussions (one on
one, in groups, and teacher-led) with diverse partners on grades 11-\x80\x9312 topics,
texts, and issues, building on others'\x80\x99 ideas and expressing their own clearly and
persuasively.
a. Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from texts
and other research on the topic or issue to stimulate a thoughtful, well reasoned
exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision making,
set clear goals and deadlines, and establish individual roles as
needed.
c. Propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions on a
topic or issue; clarify, verify, or challenge ideas and conclusions; and promote
divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims,
and evidence made on all sides of an issue; resolve contradictions when
possible; and determine what additional information or research is required
to deepen the investigation or complete the task.
ELA.SL.11-12.1c
Common core State Standards
- ELA: English Language Arts
- SL: Speaking and Listening Standards 6-12
- 11-12: 11th & 12th Grades
-
1c:
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'\x80\x99 ideas and expressing their own clearly and
persuasively.
a. Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from texts
and other research on the topic or issue to stimulate a thoughtful, well reasoned
exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision making,
set clear goals and deadlines, and establish individual roles as
needed.
c. Propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions on a
topic or issue; clarify, verify, or challenge ideas and conclusions; and promote
divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims,
and evidence made on all sides of an issue; resolve contradictions when
possible; and determine what additional information or research is required
to deepen the investigation or complete the task.
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Thought starters
- How does beginning the lesson with student reflection and a guiding question equip students for the discussion?
- In what ways did Sarah ensure this to be student-centered, student-led?
- What does it mean for a teacher to prepare for a discussion?
School Details
Johnston Senior High School6501 Nw 62nd Ave
Johnston IA 50131
Population: 1541
Data Provided By:

Teachers

Sarah Brown Wessling
English Language Arts / 10 11 12 / Teacher
Newest
Teaching Practice
All Grades / All Subjects / Collaboration
Teaching Practice
All Grades / All Subjects / Engagement
Jia Shin Hsieh Nov 21, 2017 2:21am
Pauline mauro May 2, 2017 7:32pm
Gloria Ingram Nov 26, 2016 3:49pm
Alice Derrick Nov 26, 2016 11:29am
Sarah Brown Wessling Aug 31, 2016 5:25pm