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LEARNING MAP

Learning Map

Blake Allen

Sanford College of Education, National University

ITL 520: Academic Language & Literacy

Dr. Janice March

October 25, 2020

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LEARNING MAP
CCSS.ELA-Literacy.RH.11-12.6:
6. “Evaluate authors’ differing points of view on the same historical event or issue by
assessing the authors’ claims, reasoning, and evidence” (California Department of Education
[CDE], 2013, p. 81).

Representation Engagement Action & Expression

UDL ELL: Emerging ELL: Emerging ELL: Emerging

 Pre-teach academic  Collaboration w/  Alternatives in the

vocabulary proficient-varying requirements for
(Opening, Activity, English Speakers rate, timing, and/or
& Closure) (Opening & speed of
 Provided Activity) completion
comprehensible  Reduced linguistic (Opening, Activity,
input (Opening, load (Opening, & Practice)
Activity, Practice, Activity, &  Provided verbal
& Closure) Practice) and written
 Verbal and written sentence frames
Student w/ Special Needs:
modeling (Opening, Activity,
Dyslexia
(Opening, Activity, & Practice)
Practice, &  Reduced linguistic
Student w/ Special Needs:
Closure) load (Opening,
Dyslexia
Activity, &
Student w/ Special Needs:
Practice)  Alternatives in the
Dyslexia
 Opportunities to requirements for
 Alternatives in the individually read- rate, timing, and/or
display of aloud and/or speed of
perceptual request completion
information confirmation of (Opening, Activity,
(Opening, Practice, accurate reading & Practice)
& Closure) (Opening &  Text-to-Speech
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LEARNING MAP
Representation Engagement Action & Expression

 Text-to-Speech Activity) (Opening &

(Opening & Activity)
Standard English Speaker:
Activity)  Speech-to-Text
Proficient
(Practice)
Standard English Speaker:
 Provided regular,
Proficient Standard English Speaker:
structured
Proficient
 Verbal and written opportunities for
modeling reading, writing,  Provided verbal
(Opening, Activity, speaking, listening, and written
Practice, & and/or sentence frames
Closure) communicative (Opening, Activity,
 Provided competency & Practice)
comprehensible (Opening, Activity,  Grammatical
input (Opening, Practice, & modeling and
Activity, Practice, Closure) support (Opening,
& Closure) Activity, &
 Grammatical Practice)
modeling and
support (Opening,
Activity, &
Practice)
PLANNIN English Language Learner: Student with Special Standard English Speaker:
G
Emerging Needs: Dyslexia Proficient

Target:
Standard- CCSS.ELA-Literacy.RH.11-12.6:
6. “Evaluate authors’ differing points of view on the same historical event
or issue by assessing the authors’ claims, reasoning, and evidence” (California
Department of Education [CDE], 2013, p. 81).
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LEARNING MAP
Representation Engagement Action & Expression

Goals- In efforts to evaluate (by way of assessing authors’ claims, reasoning, and
evidence) authors’ differing points of view on the same historical event or issue,
students would be expected to know and be able to:

 Analyze authors’ respective points of views (claims, reasoning, and

evidence) on the same historical event or issue;
 Apply authors’ respective claims, reasoning, and evidence as points of
view for the same historical event or issue;
 Understand authors’ respective claims, reasoning, and evidence on the
same historical event or issue;
 [and] Remember authors’ respective claims, reasoning, and evidence on
the same historical event or issue.

Outcomes- In keeping consideration of:

1. R.CCR.6 (complementary to CCSS.ELA-Literacy.RH.11-12.6), by the

end of grades 11-12 students are expected to know and be able to:
 “Assess how point of view or purpose shapes the content and
style of a text” (CDE, 2013. p. 80).
2. California English Language Development Standards (corresponding to
CCSS.ELA-Literacy.RH.11-12.6), by the end of grades 11-12 students
are expected to know and be able to perform the following tasks:
 “Reading closely literary and informational texts and viewing
multimedia to determine how meaning is conveyed explicitly
and implicitly through language”
 [and ] “Evaluating how well writers and speakers use language
to support ideas and arguments with details or evidence
depending on modality, text type, purpose, audience, topic, and
content area” (CDE, 2014, p. 135).

Assessment:
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LEARNING MAP
Representation Engagement Action & Expression

 Students will, in no more than 500 words (one page, single-spaced):

o Evaluate (by way of assessing Author A and Author B’s claims,
reasoning, and evidence) Author A’s and Author B’s differing
points of view on the “U.S. Middle East policy and its strategic,
political, and economic interests, including those related to the
Gulf War” (CDE, 2000, p. 52).
 Grade 11- CDE History-Social Science Content Standard
11.9(6).
Instruction:

 Students will be randomly assigned opposing text (from Author A or

Author B) corresponding to U.S. Middle East policy [and its strategic,
political, and economic interests] as it pertains to the Gulf War.
o Individually, students will be given a two-set graphic organizer
handout to which they will list perceived claims, reasoning, and
evidence [of their Author].
 Students will be separated [by previous, random assignment] into one of
two groups: Group A (Author A) or Group B (Author B).
o As a group, students (w/ the educator as necessitated) will refine
the claims, reasoning, and evidence [of their group/author] onto
the corresponding set of the graphic organizer.
 Students will be assigned the text not yet analyzed (from the opposing
Author A or Author B) and replicate the aforementioned sequence onto
the corresponding, remaining set of the graphic organizer.
 As a homework assignment, students will, in no more than 500 words
(one page, single-spaced):
o Evaluate (by way of assessing Author A and Author B’s claims,
reasoning, and evidence) Author A’s and Author B’s differing
points of view on the “U.S. Middle East policy and its strategic,
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LEARNING MAP
Representation Engagement Action & Expression

political, and economic interests, including those related to the

Gulf War” (CDE, 2000, p. 52).
 As a class the following day, students and the educator will collectively
evaluate [using the homework as reference] and appropriately create a
newly completed graphic organizer.
Management:

 Each student will be taught the applicable strategies for assessing

his/her own understanding of behavior and, if necessary, how to correct
his/herself, i.e. self-regulated or self-directed monitoring and
maintenance of learning or behavior (Slavin, 2018).
 DAILY AGENDA: What is the sequence of your lesson?
o Opening: First individual and group analysis
o Activity: Second individual and group analysis
o Practice: Homework evaluation assessment
o Closure: Collective evaluation and creation
 Students are given the first half of the class to complete the opening.
Students are given the second half of the class to complete the activity.
Students are given as much time as needed the following class to
complete the closure.
 Students are grouped and regrouped in accordance to the randomly
assigned text (Author A or Author B). Groups are given the opportunity
to meet in varying sections of the classroom or surrounding areas.
 Students will be distributed materials (i.e. assigned text and graphic
organizer(s)) in the order they are necessitated or warranted.
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LEARNING MAP
As an educator, planning acts as a dynamic, reciprocal data-driven decision making
process in which instructional decisions are provided for, and later differentiated in through the
information revealed before, during, and after instruction. For the purposes of the student,
planning [albeit evidenced to a greater degree as a result of assessment] reveals the conceptual,
but likewise tangible, learning progression from do not know → know now → know, understand,
and can do. For the purposes of the educator, planning [once more evidenced to a greater degree
as a result of assessment] reveals the strengths, weaknesses, or needs for validity, reliability, or
practicality within the educators’ instruction.
References
California Department of Education [CDE]. (2000). History-Social Science- Content standards
for California public schools.
https://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf
California Department of Education [CDE]. (2013). California common core state standards:
English language arts & literacy in history/social studies, science, and technical
subjects. https://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf
California Department of Education [CDE]. (2014). California English language development
standards (electronic edition): Kindergarten through grade 12.
https://www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf
CAST. (2018). Universal design for learning guidelines version 2.2. http://udlguidelines.cast.org
Slavin, R.E. (2018). Educational psychology: theory and practice. (12th edition). Pearson.