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7Experience the Difference in Your Classrooms

Rigorous content that supports TEKS mastery

Critical thinking integrated into every activity

Activities to engage and accommodate all learners

Pair with ThinkUp! Foundations to integrate the 9 Traits of Critical Thinking™

Build a solid critical thinking culture with ThinkUp! Foundations. SA

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Try ThinkUp! ELAR in your classrooms today!

• ThinkUp! ELAR (Levels 1−8) introduces the focus TEKS and the Critical Thinking traits that support students as they learn, practice, and master the TEKS concepts.

• Each Teacher Edition and Student Edition unit includes Getting Started, Instruction, Assessment, Intervention, and Extension components that help teachers engage and accommodate all learners.

• Texts and activities offer students the opportunity to integrate all domains of the ELAR TEKS: reading, inquiry, writing, speaking, listening, viewing, and thinking.

• Teacher Edition units provide detailed information about the unit focus TEKS concept(s) with clarification of the expectations of the TEKS, essential vocabulary, and instructional strategies.

• Student Edition units provide Reader Tips that explain the unit focus TEKS concept(s), including vocabulary, examples, and questions to guide student thinking.

• Student Edition units also feature new, full-length, and grade-appropriate single and paired texts that meet the genre requirements of the TEKS and that engage students in meaningful and authentic reading experiences

We are pleased to introduce ThinkUp! ELAR Teacher and Student Editions. We have developed this product to support your instruction of the newly

adopted ELAR TEKS that will be implemented in the fall of 2019. This sample version offers you the opportunity to review the content and

develop an understanding of what this resource provides for you and your students. Because we are in the process of developing this series for

grades 1–8, the final content of this book may contain slight changes or revisions that are not yet reflected in this sample version.

This sample contains the following content from ThinkUp! ELAR, Level 7:

Unit 8 Teacher Edition

Unit 8 Student Edition

TEKS Vocabulary List

Unit 8 Getting Started

Level 7 Illegal to Copy 1

Pre-Assessment (15 minutes)

Assign the Pre-Assessment for Unit 8. Using the Think Aloud method, guide students in an item-specific discussion, considering correct/incorrect responses and addressing misconceptions and common errors. Use the information to plan instruction in order to help students.

Review the following information to clarify the TEKS before planning instruction.

Clarifying the TEKS

FOCUS TEKS 7.5(F), 7.5(H)

7.5 The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

(F) make inferences and use evidence to support understanding;

(H) synthesize information to create new understanding; and

The processes of making inferences and synthesizing information are complex reading skills. These skills are related because they both require careful reading so that students can gain important insights about texts.

Making InferencesMaking inferences requires that students look carefully at the facts and details in a text to detect explicit meanings, read between the lines to discern implicit meanings, and draw conclusions that are based on reasoning and evidence using both explicit and implicit meanings to support their understanding of the text.

When teaching students how to make inferences about texts, guide them to consider inferences they make each day. For example: A student sees a friend with a broken arm. The student knows his friend plays football. The student infers that his friend broke his arm playing football. Emphasize that this process is a natural part of meaning making or making sense of the world around them.

Readers who make inferences use text clues as well as their own experiences to help determine what is not directly stated in the text. This equation is helpful to support students as they think of the process of making inferences.

Text Evidence + What I Know = Inference

Synthesizing InformationStudents demonstrate mastery of this skill when they provide responses that extend beyond explicit information provided in texts to ideas based on the text and their personal knowledge. When students synthesize they generate ideas, hypothesize, design, plan, and produce to create new understanding.

Synthesizing requires students to:

• merge information from one text or across texts to form new ideas, perspectives, or opinions.

• identify similar ideas about topics within a text or across texts and use that information to produce written responses or products.

• internalize what they have read and use that information to develop personal understandings about topics.

• recognize similarities and differences of ideas.

• use creative thinking and problem solving to produce new ideas or new ways of thinking.

TEACHER EDITIONIllegal to Copy

Unit 8

Introduce the concept of synthesizing information using these strategies:

• Make a simple recipe (e.g., a snack mix that combines pretzels, nuts, round oat cereal, and chocolate pieces). As you add ingredients to the recipe, point out how all the individual ingredients are combining to make something new.

• Discuss or display a 1000-piece puzzle. When the box is opened, there are only disjointed pieces. But when the puzzle pieces are put together, they form one complete picture.

Students glean from these examples that synthesizing is joining or reorganizing different ideas into new patterns or structures in order to create new understandings. Synthesizing is an ongoing process. As students read critically and synthesize, they continuously revise their understandings and form new relationships as new information is presented. Students exhibit mastery of this skill when they provide responses that draw information from different parts of a text or from more than one text and use that information to demonstrate new understandings of the topic.

TEKS Learning Target (student edition page 1) (15 minutes)

Post and discuss the TEKS Learning Target so that students have a clear understanding of the intended outcome of the unit of study.

I will make inferences and use evidence to support understanding.

I will synthesize information to create new understanding.

Focus for the 9 Traits of Critical ThinkingCritical thinking traits are essential to all learning. The 9 Traits of Critical Thinking™ cultivate high-quality thinkers. Although students may demonstrate multiple critical thinking traits as they master this concept, provide opportunities for students to apply the inquire and strive traits during the unit of study. (Refer to the Critical Thinking traits article.)

Critical Thinking Trait Inquire Engagement Indicators 9 Students demonstrate inquisitive attitudes by asking probing questions, questioning responses, and challenging the status quo.

9 Students initiate learning.

Strategies to Facilitate the Inquire Trait 9 Ask open-ended questions that challenge students’ intellect and encourage students to delve deeper into their own shared responses.

9 Relate complex concepts to students’ interests or daily lives.

Questioning Prompts to Develop the Inquire Trait 9 Do you ask meaningful questions to help you make inferences about texts? 9 How do key details and examples help you make inferences in texts? 9 How does locating text evidence to make and support inferences help you better understand texts?

2 Illegal to Copy Unit 8

Getting Started


Unit 8 Getting Started

Critical Thinking Trait Strive Engagement Indicators 9 Students frequently monitor performance to maintain focus. 9 Students distinguish between productive and nonproductive ideas.

Strategies to Facilitate the Strive Trait 9 Direct students to distinguish between productive and nonproductive ideas and to justify the reasoning behind each.

9 Provide checklists, rubrics, and other methods for continuous assessment of performance and maintenance of focus.

Questioning Prompts to Develop the Strive Trait 9 Why is it important to make connections and learn new ideas as you read texts? 9 How can you use what you know to learn new information from texts? 9 How do you stay focused as you read so you can synthesize ideas and information to reach new understandings?

9 How do you check your work for quality? What is the evidence?

Critical Thinking Trait Examine Engagement Indicators (Performance Task) 9 Students use analytical skills to make inferences, interpret data, integrate or organize ideas, and make connections.

9 Students reflect on strategies used, self-assess for effectiveness, and determine next steps to produce desired outcomes.

Strategies to Facilitate the Examine Trait 9 Challenge students to organize information to deepen insight by discovering patterns, trends, and connections to form conclusions.

9 Create opportunities for students to reflect using online boards and debates to challenge assumptions or to offer different perspectives.

Questioning Prompts to Develop the Examine Trait 9 What evidence from texts might you use to support your understandings of contents? 9 What ideas and information do you synthesize to make inferences? 9 What is it important to use text evidence to support inferences you make about texts?

Questioning Prompts to Develop the Examine Trait 9 How do you use criteria when you evaluate or justify your choices? 9 Has your perspective changed over time? How? Why? 9 How do you check your work for quality? What is the evidence?

Level 7 Illegal to Copy 3TEACHER EDITION

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Unit 8

Critical Thinking Traits Formative Assessment (student edition page 1) (15 minutes)

Read each trait statement and ask students to provide examples of experiences and situations in which they have used the trait. Assess student understanding of each trait using the prompt and suggested responses.

Inquire – I seek information that excites my curiosity and inspires my learning.When you inquire, you ask questions about a text that require thinking beyond what the author has directly stated.

Prompt: How might thinking beyond the words of a text inspire you to learn more about the topic?Answers may vary. Student responses might include that they can locate and verbalize questions about ideas or concepts within the text about which they lack understanding or need to know more to fully comprehend the text or to satisfy their curiosity.

Strive – I use effort and determination to focus on challenging tasks.When you strive, you work to identify common ideas in a text and integrate them to create a new understanding of the topic.

Prompt: What is a strategy you might use to synthesize ideas from different sections of a text to form a new understanding about the topic?Answers may vary. Student responses might include that they could use a Venn diagram or other graphic organizer to integrate ideas to develop a new understanding about the topic.

Examine – I use a variety of methods to explore and to analyze. (Performance Task)When you examine a topic, you use multiple sources to research and gather information to learn about the topic.

Prompt: What strategies can you use to analyze and evaluate multiple sources on the same topic?Answers may vary. Student responses might include that they could use Venn diagrams to analyze multiple sources on the same topic, and they can create criteria to evaluate multiple sources for reliability, credibility, and bias.


Getting Started


Unit 8 Instruction

Concept Exploration (student edition page 2) (10 minutes)

Review Reader Tips

Allow time for students to read and discuss the Reader Tips.

Introduce the Vocabulary of the Focus TEKS

Read the Focus TEKS. Emphasize the bolded words and have students use the ThinkUp! ELAR Student Edition Glossary to locate the meanings of the words. Ask students to read the glossary definitions. Discuss and provide examples of the vocabulary.

create – to produce through imaginative skillevidence – words, phrases, or sentences that provide proofinference – a conclusion drawn from prior knowledge, evidence, or cluesinformation – facts or details about a subject or topicmake – to formulate; to createsupport – to provide evidence; to provide help or assistancesynthesize – to combine to create a new product or conceptunderstanding – a knowledge or interpretation of information, concepts, or ideasuse – the act of applying a skill or a concept

Concept Development (student edition page 3) (10 minutes)

Announce to students that you will be reading two informational texts about new technology that will change the way people surf.

Read aloud the text “Making Perfect Waves” as follows:• Before reading, ask students: Why are readers responsible for making inferences based on texts and

supporting the inferences with text evidence?• During reading, stop to ask students: How has your understanding about the topic changed? What

evidence from the text caused this change?• After reading, ask students: How did the author’s choice to require readers to make inferences and to

synthesize information enhance your reading experience?

Making Perfect Waves 1 Surfing is a popular sport. Starting in 2020, it will be part of the Olympic Games. However, the ocean is

very unpredictable. Surfers spend a lot of time waiting for the right type of wave. They look for waves that are tall, powerful, and the right shape. This can make surfing competitions difficult. Competitions may be halted if conditions turn poor.

2 Kelly Slater, an 11-time men’s world champion surfer, may have solved this problem. After many years of effort, Slater and a team of engineers developed a special wave-making system. It gives surfers the perfect wave every single time. This technology has turned an ordinary lake in California into a world-class surfing facility.

3 World Surf League (WSL) Surf Ranch, as this facility is known, is the perfect place for a surfer to train. The technology can be programmed to produce the same type of wave over and over. This uniformity allows a surfer to work on a move until it is mastered. WSL Surf Ranch is also ideal for competing. At a Surf Ranch competition in May 2018, some of the world’s best surfers raved about being guaranteed identical waves. With time, Slater’s technology may revolutionize surfing competitions.


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Unit 8

Concept Practice (student edition page 4) (10 minutes)

Debrief the Items Question 1 TEKS 7.5(F), 7.5(H), DOK: 3, RBT: Understand, (c)4.J

• Read the item stem.• Ask students to restate the item stem in the form of a question.• Have students read each of the answer choices.• Invite students to articulate a strategy for answering the item: I will make a list of the conclusions I draw

from reading the text.• Allow students to determine the correct answer using text evidence and logical reasoning.• Confirm the answer is A and discuss this reason: The first paragraph states that ocean waves are

unpredictable. The second paragraph states that wave-making system at Surf Ranch makes a perfect wave every single time. The third paragraph states that surfers “raved about being guaranteed identical waves.”

Question 2TEKS: 7.5(F), DOK: 3, RBT: Understand, (c)4.J

• Read the item stem.• Ask students to discuss the key word: suggests• Have students read each of the answer choices.• Invite students to articulate a strategy for answering the item: I will ask myself what evidence would

convince me that the Olympic Games may one day use wave-making systems?• Allow students to determine the correct answer using text evidence and logical reasoning.• Confirm the answer is J and discuss this reason: This answer choice combines my prior knowledge—the

Olympic Games is the world’s most prestigious athletic competition—with the phrase “revolutionize surfing competitions.”

Question 3TEKS 7.5(F), 7.5(H), DOK: 3, RBT: Understand, (c)4.J

• Read the item stem.• Ask students to restate the question in their own words.• Have students read each of the answer choices.• Invite students to articulate a strategy for answering the item: I will consider what I believed about

surfing before I read the selection and what I believe about surfing after I read the text.• Allow students to determine the correct answer using text evidence and logical reasoning.• Confirm the answer is C and discuss this reason: The primary focus of the text is the invention of

wave-making technology that can be used in bodies of water other than the ocean, particularly a lake in California.

• Discuss incorrect options: Answer choices A and D may be true, they do not tap into the reader’s prior knowledge about surfing as suggested in paragraph 1 or how the invention of wave-making technology might change a reader’s understanding of surfing. There is no evidence to support answer choice B.


Instruction


Unit 8 Instruction

Concept Application (student edition page 5) (5 minutes)

Read aloud the Reflection on My Learning and Reflection on Critical Thinking prompts. Have students debrief in the large group, in small groups, or with partners.

Reflection on My Learning

How do the suggested questions for making inferences in the Reader Tips section help you use text evidence to make inferences?

Students might answer that the questions provide a step-by-step process that guides their thinking from text evidence to making inferences.

Reflection on Critical Thinking – Inquire and Reflect

How do you use the critical thinking traits inquire and strive as you make inferences and synthesize information from texts?

Students might answer that they used the critical thinking trait inquire to ask questions about the text to inform their inferences, and that they used the strive trait to persist when making inferences or synthesizing was a challenge.(C.T. Traits: Inquire, Strive, TEKS: 7.5(F), 7.5(H), DOK: 2/3, RBT: Understand, ELPS: (c)1.A, (c)1.B, (c)1.C, (c)1.D, (c)1.E, (c)1.F, (c)1.H, (c)2.D, (c)2.E, (c)2.G, (c)2.H, (c)2.I, (c)3.D, (c)3.E, (c)3.F, (c)3.G, (c)3.H, (c)4.D, (c)4.F, (c)4.G, (c)4.I, (c)4.J, (c)4.K)


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Unit 8

Vocabulary MasteryPreteach the Text-Specific Vocabulary words that might interfere with student comprehension of the unit text(s). Present the TEKS Vocabulary during the instruction of the TEKS. If the unit text(s) is used for assessment, the asterisked word(s) should not be pretaught.

Text-Specific Vocabulary TEKS Vocabulary

frivolous* negotiations complex text maketranscribe* regimented comprehension metacognitive skillexhorted resurgence create supportgleaming segregated deepen synthesizehosting tempo develop textimpressive transpose evidence understandinglegacy ushered inference use

information

Vocabulary Activities Review the Vocabulary Activities and determine those you will use to support student understanding of the Text-Specific and TEKS Vocabulary.

Activity: Word Count (15 minutes)

Display Text-Specific and TEKS vocabulary words. Instruct students to choose words, count the numbers of letters in the words, and use exactly that number of words to describe or define the words (e.g., create – to think of or make new). Have student pairs choose partners’ best examples of words and definitions to share in the large group. (C.T. Traits: Link, Adapt, TEKS: 7.2(B), DOK: 2, RBT: Apply, ELPS: (c)1.B, (c)1.F, (c)2.D, (c)2.G, (c)3.D, (c)4.F)

Activity: Sure, Think, No Clue (15 minutes)

Display Text-Specific and TEKS vocabulary words. Have students complete three-column charts labeled Sure, Think, No Clue by recording words and meanings in the appropriate columns based on whether they know, think they know, or do not know the meanings of the vocabulary words. Instruct students to move about the room, sharing meanings of words in Sure columns, confirming or correcting word meanings in Think columns, and recording word meanings in No Clue columns. (C.T. Traits: Link, Adapt, TEKS: 7.2(C), DOK: 1, RBT: Apply, ELPS: (c)1.B, (c)1.F, (c)2.D, (c)2.G, (c)3.D, (c)4.F)

Formative Assessment (10 minutes)

Have students write three questions that can be answered using Text-Specific vocabulary words (e.g., Question: What do you call something that is not serious or useful? Answer: frivolous). Use student responses to correct errors and to plan further instruction or interventions. (C.T. Traits: Link, Adapt, TEKS: 7.2(B), DOK: 2, RBT: Apply, ELPS: (c)1.B, (c)1.F, (c)2.D, (c)2.G, (c)3.D, (c)4.F)


Instruction


Unit 8 Assessment

Concept Check (20 minutes)

Building Background Knowledge

Display and provide print copies of “The History of Ragtime” from the Library of Congress (https://www.loc .gov/item/ihas.200035811/) or a similar print or digital article. Have small groups of students identify and highlight the controlling idea or thesis. Invite students to identify and underline supporting evidence. Guide students to create an outline of the information presented in the text and to discuss how outlining aids in developing focused, structured, and coherent texts using organizational patterns. Debrief student responses in the large group. (C.T. Traits: Examine, Link, TEKS: 7.5(A), 7.5(B), 7.8(D), DOK: 2, RBT: Analyze, ELPS: (c)1.A, (c)1.B, (c)1.C, (c)1.E, (c)1.H, (c)2.D, (c)2.E, (c)2.F, (c)2.G, (c)2.H, (c)2.I, (c)3.D, (c)3.E, (c)3.F, (c)3.G, (c)3.H, (c)3.J, (c)4.I, (c)4.J, (c)4.K, (c)5.F)

Lexile Analysis 1010L and 840L

Read the Text (student edition pages 6–8) (30 minutes)

The text should be read more than one time and in different contexts, such as teacher read alouds, partner reads, small group reads, and independent reads. Encourage students to read with appropriate fluency, including rate, accuracy, and prosody. Support students by demonstrating the strategies of re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.(C.T. Traits: Link, Communicate, Examine, Adapt, TEKS: 7.4, 7.5, 7.6(I), DOK: 1/2, RBT: Understand, ELPS: (c)7.C, (c)7.D, (c)7.F, (c)7.G, (c)7.H, (c)7.I, (c)7.J, (c)7.K)

Selected-Response Items (student edition pages 9–11) (30 minutes)

Provide a variety of opportunities for students to respond to the selected-response items: independently, with partners, in small groups, or in the large group. Additionally, offer variety in the use of the items: have students write options, ask students to write the stems, use different strategies for students to demonstrate and support their responses (Four Corner Strategy, teach the group, Jigsaw).

Item Answer TEKS DOK RBT ELPS

1 B 7.5(H) 3 Understand (c)4.J

The evidence “but his father knew that earning a living as an African American musician would be difficult” in paragraph 1 and “he did not achieve great financial success” in paragraph 3 support the idea that African Americans did not earn much money as musicians.

2 J 7.8(D) 2 Analyze (c)4.K

Paragraph 2 explains that one of Joplin’s ragtime pieces brought him national attention and served as the model for ragtime music. This evidence supports the idea that Joplin’s compositions influenced music in America.

3 C 7.5(F) 3 Understand (c)4.J

Joplin went to college to “learn how to transcribe his music” “so that others could play his music” suggests that Joplin thought learning this skill would help his career.

4 G 7.2(C) 1 Apply (c)4.F

The meanings of the roots trans and scrib form the meaning of transcribe, “to make a written copy.”

5 D 7.5(F) 2 Understand (c)4.J

Based on Mr. Morrow’s instructions to Trevor in paragraphs 9, 11, and 12, the reader can infer that Mr. Morrow expects his students to play with precision rather than emotion.

6 H 7.7(A) 3 Understand (c)4.J

The theme is revealed when Trevor is moved by “Maple Leaf Rag” despite Mr. Morrow’s discouraging instructions.

7 A 7.9(C) 2 Analyze (c)4.K

Placing a word in quotation marks draws special emphasis to that word. In this case, the word is in quotation marks to indicate that Trevor does not agree with his parents’ ideas about what might be considered practical.

8 F 7.2(B) 2 Apply (c)4.F

Based on the context “’practical’ pursuits for young men, like after school jobs or more time studying school subjects,” the reader can tell that something that is “frivolous” is something that is unnecessary or pointless.

9 C 7.5(E) 3 Understand (c)4.J

In “He Heard Joplin,” Trevor plays “Maple Leaf Rag,” a piece that is described in “Scott Joplin, the King of Ragtime” as the song that made Joplin popular.


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Unit 8

10 J 7.5(H) 3 Understand (c)4.J

In “He Heard Joplin,” Trevor plays Joplin’s “Maple Leaf Rag,” creating a relationship between the two texts.

11 D 7.5(E) 3 Understand (c)4.J

In “Scott Joplin, the King of Ragtime,” the author describes how Joplin’s music was used in a movie many years later. In “He Heard Joplin,” the author describes how Trevor enjoys playing a song that Joplin wrote many years earlier.

12 F 7.9(B) 3 Understand (c)4.J

By using chronological order in both texts, the reader can understand Scott Joplin’s motivations for his actions and Trevor’s motivations for his actions.

Scoring Constructed Responses Score student responses for the constructed-response questions/prompts using the following rubric.

13 Explain why Scott Joplin is considered the king of ragtime.(C.T. Traits: Examine, Inquire, Reflect, Strive, TEKS: 7.5(F), 7.6(B), 7.6(C), 7.6(F), 7.6(G), 7.11(B), DOK: 3, RBT: Understand, ELPS: (c)4.J, (c)5.G)

14 Based on “Scott Joplin, the King of Ragtime” and “He Heard Joplin,” what might be determined about playing music by ear?

(C.T. Traits: Examine, Inquire, Reflect, Strive, TEKS: 7.5(H), 7.6(B), 7.6(C), 7.6(F), 7.6(G), 7.11(B), DOK: 3, RBT: Understand, ELPS: (c)4.J, (c)5.G)

Points Description

2The response achieves the following: • Includes accurate inferences drawn from the text with appropriate supporting text evidence• Provides thoughtful and comprehensive understandings synthesized from ideas in the text

1The response achieves the following: • Includes vague inferences drawn from the text with limited supporting text evidence• Provides limited understandings synthesized from ideas in the text

0The response achieves the following: • Includes inaccurate inferences drawn from the text with no supporting text evidence• Lacks understandings synthesized from ideas in the text

Reflection on My Learning (student edition page 12) (10 minutes)

Why is it important to use evidence to support your understandings of the information in a text?

Answers may vary. Student responses might include: It is important to use evidence to support my understandings of the information in a text because the evidence proves that my understandings are accurate.

Reflection on Critical Thinking – Inquire and Strive

What are some examples of meaningful questions you might ask to help you make inferences about a text?

Answers may vary. Student responses should include examples of meaningful questions that might be helpful when making inferences about a text, such as What is the author saying in this sentence/paragraph? What does the author want me to understand in this sentence/paragraph? How do I know this is what the author wants me to understand in this sentence/paragraph?

How might you remain focused as you synthesize information on a topic from more than one text?

Answers may vary. Student responses might include: I annotate or record notes about key ideas shared in each text that are different but relate to the same topic and focus on combining the ideas to form a new understanding.(C.T. Traits: Inquire, Strive, TEKS: 7.5(F), 7.5(H), 7.11(B), DOK: 3, RBT: Understand, ELPS: (c)4.J, (c)5.G)


Assessment


Unit 8 Assessment

Interventions

Focus TEKS 7.5(F), 7.5(H)

Review the Intervention Activities and determine those you will use to support student understanding of the Focus TEKS.

Activity: Chart the Info (15 minutes)

Prepare questions about informational or literary texts. Have students create three-column charts labeled Answer, Evidence from Text, So What? Following readings of the texts, pose the questions orally or visually and have students record answers to the questions in Answer columns, text evidence to support the answers in Evidence from Text columns, and inferences based on the text evidence in So What? columns. Allow students to debrief responses with partners or in small groups. (C.T. Traits: Examine, Inquire, TEKS: 7.5(F), DOK: 3, RBT: Understand, ELPS: (c)4.J)

Activity: Synthesis Slideshow (15 minutes)

Have student pairs complete an online search and locate a variety of articles to gather information about assigned topics or provide informational texts on topics. Instruct students to integrate the information from the texts and to create slideshow presentations using words and images that highlight the connections between the texts. Allow students to share presentations in small groups or with the large group. (C.T. Traits: Reflect, Strive, TEKS: 7.5(H), DOK: 3, RBT: Understand, ELPS: (c)4.J)


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Unit 8

Writing: Revising/Editing (student edition pages 13–14) (20 minutes)

Focus TEKS 7.10(D)(iv) 7.10(D) The student is expected to edit drafts using standard English conventions, including (iv) prepositions and prepositional phrases and their influence on subject-verb agreement.

Explanation of TEKS

A preposition is a word that demonstrates a relationship between nouns or pronouns and other nouns or pronouns. Prepositions include: in, under, by, after, to, on, and over. A prepositional phrase consists of a preposition and one or more words often used to establish location, time, direction, or to provide details (e.g., under the large umbrella, in April, around the house, with a fancy saddle). A prepositional phrase concludes with a noun or a pronoun called the object of the preposition. The objects of the example prepositional phrases include: umbrella, April, house, and saddle. Prepositional phrases are similar to adjectives in that they provide more information that describes nouns or pronouns. A prepositional phrase is sometimes placed between the subject and a verb in a sentence. In that case, it is imperative for authors to pay attention to subject-verb agreement. The verb must maintain agreement, in number and gender, with the subject of the sentence, not with the object of the preposition.

Item Answer TEKS DOK RBT ELPS

1 C 7.10(D)(iv) 1 Apply (c)5.D

2 J 7.10(D)(iv) 1 Apply (c)5.D

3 D 7.10(D)(iv) 1 Apply (c)5.D

4 F 7.10(D)(iv) 1 Apply (c)5.D

Interventions Use the activity(s) to support student understanding of the Revising/Editing TEKS.

Activity: Build a Prepositional Phrase (15 minutes)

Have students brainstorm prepositions and post on word walls. Instruct student pairs to use the prepositions to build prepositional phrases and record on sentence strips. Instruct pairs to cut apart the strips in individual words. Guide pairs to shuffle the word cards and build more prepositional phrases using the word cards. Have students use the new prepositional phrases in original sentences. Direct students to practice placing prepositional phrases between subjects and verbs of sentences, using the accurate form of the verb in those cases. Instruct students pairs to group with other pairs to debrief accuracy of sentences. (C.T. Traits: Examine, Communicate, TEKS: 7.10(D)(iv), DOK: 1, RBT: Apply, ELPS: (c)5.D)


Assessment


Unit 8 Assessment

Writing: Composition (student edition page 15) (60 minutes)

Refer to the Student Edition Writing Guide in order to support students during the writing process.

• Have students read the writing prompt and analyze the task. • Ask students to consider the topic, purpose, and audience as they plan drafts. • Guide students to generate ideas using a variety of strategies. • Support students as they develop drafts using a purposeful organizational structure and engaging ideas

with appropriate facts, details, and examples. • Encourage students to revise drafts by considering sentence structures and word choice. • Direct students to edit drafts using standard English conventions. • Invite students to publish written works in meaningful ways.

READ the information in the box below.

Music is life. That’s why our hearts have beats. — Anonymous

THINK carefully about the following statement.

Everyone doesn’t enjoy the same style of music, but almost everyone enjoys music.

WRITE an essay explaining the impact of music on people’s lives.

Be sure to —

• clearly state your controlling idea

• organize and develop your explanation effectively

• choose your words carefully

• use correct spelling, capitalization, punctuation, grammar, and sentences(C.T. Traits: Create, Inquire, TEKS: 7.10(A), 7.10(B), 7.10(C), 7.10(D), 7.10(E), 7.11(B), DOK: 3, RBT: Understand, ELPS: (c)5.C, (c)5.D, (c)5.E, (c)5.F, (c)5.G)


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Unit 8

Performance Task (student edition page 16) (90 minutes)

Use the Performance Task as an activity that spans the duration of the unit or that is completed during one day. Use the Performance as noted or modify and adapt based on available time.

Examine – I use a variety of methods to explore and to analyze. When you examine a topic, you use multiple sources to research and to learn about the topic.

Research the history of your favorite genre of music. Prepare a multimodal presentation that includes audio examples of the genre to share your findings with an audience.

Performance Task Steps1. Read “Scott Joplin, the King of Ragtime” and “He Heard Joplin.”2. Develop a plan to use print and digital sources to locate various genres of music. 3. Select a favorite genre of music that will be the focus of your multimodal presentation.4. Generate questions for inquiry and conduct formal research to learn about the history of your selected

genre of music, revising your plan and refining the major research question as necessary. 5. Include citations of primary and secondary sources used to gather information. 6. Select an audio example to include in your multimodal presentation.7. Answer questions about your task.

• How do “Scott Joplin, the King of Ragtime” and “He Heard Joplin” describe a culturally significant genre of music and convey Trevor’s appreciation for it?

• What characteristics of your selected genre of music or its history intrigue you most?• What events should be included in the history of your selected genre of music?• How can you incorporate primary and secondary sources in your summary of the history of your

selected genre of music?• What criteria will you use to select an audio example that portrays the characteristics of your

selected genre of music?• How will you organize text and graphic features and academic citations in a multimodal presentation

of your findings?8. Plan and create your multimodal presentation, including an audio example of your selected genre of music.9. Share your multimodal presentation with an audience.

10. Invite your audience members to ask questions about your genre of music and to provide feedback about the information in your multimodal presentation.

Scoring Criteria Use a rubric with the following criteria for student self-assessment and teacher scoring: Organization of History, Significance of Audio Example, Aesthetic Appeal of Multimodal Presentation, Inclusion of Citations of Primary/Secondary Sources, Effectiveness of Presentation Techniques.

Reflection on My Learning How did you use the examine critical thinking trait as you created a multimodal presentation on a favorite genre of music and shared the information with an audience?

Answers may vary. Student responses should include a statement of how using the examine critical thinking trait helped the student create a multimodal presentation on a favorite genre of music and share the information with an audience. (C.T. Traits: Examine, TEKS: 7.1(A), 7.1(D), 7.3, 7.8(D), 7.8(F), 7.11(B), 7.12(A), 7.12(B), 7.12(C), 7.12(D), 7.12(E), 7.12(F), 7.12(G), 7.12(H), 7.12(I), 7.12(J), DOK: 2/3, RBT: Apply/Analyze/Create, ELPS: (c)2.D, (c)2.E, (c)2.F, (c)2.G, (c)2.H, (c)2.I, (c)3.H, (c)3.I, (c)3.J, (c)4.I, (c)4.J, (c)4.K, (c)5.G)


Extension


Unit 8 Extension/Reflection

Reflection on Critical Thinking (student edition page 17) (5 minutes)

Allow time for students to reflect on their application of the critical thinking traits during the unit.

During this unit, you used a variety of critical thinking traits. Which of the critical thinking traits did you use most often? Explain how you used that critical thinking trait.Answers may vary. Student responses should include the identification of one critical thinking trait that was used most often during the unit with an explanation for the selection.

Literature ConnectionContinue building student knowledge related to this unit by selecting texts from the following list for read alouds, for student independent reading, and for research resources.

King of Ragtime: Scott Joplin and His Era – Edward A. Berlin 1300L

The Life and Times of Scott Joplin – John Bankston

Raggin’: A Story about Scott Joplin – Barbara Mitchell 920L

The Way to Stay in Destiny – Augusta Scattergood 650L

Bud, Not Buddy – Christopher Paul Curtis 950L

The Trumpet of the Swan – E.B. White

Hiding Out at the Pancake Palace – Nan Marino 580L

A Crooked Kind of Perfect – Linda Urban 730L

The Reinvention of Moxie Roosevelt – Elizabeth Cody Kimmel 780L

(C.T. Traits: Strive, Adapt, TEKS: 7.3, 7.4, DOK: 1, RBT: Remember, ELPS: (c)4.D, (c)4.E, (c)4.F, (c)4.G, (c)4.H, (c)4.I, (c)4.J, (c)4.K)

Teacher Resources:https://www.youtube.com/watch?v=2xmClZFAKaYhttps://www.youtube.com/watch?v=nDkd9bVhmekhttps://www.pbs.org/americanrootsmusic/pbs_arm_into_the_classroom.htmlTeacher Reflection

What activities best supported student learning and success?

____________________________________________________________________________

____________________________________________________________________________

What did I notice about students’ understanding of the Focus TEKS?

____________________________________________________________________________

____________________________________________________________________________

How can I revisit the unit Focus TEKS in future instruction?

____________________________________________________________________________

____________________________________________________________________________

How might I improve the instruction of this unit?

____________________________________________________________________________

____________________________________________________________________________


Illegal to Copy

Getting Started


Name: _________________________________

Unit 8TEKS LEARNING TARGETI will make inferences and use evidence to support understanding.

I will synthesize information to create new understanding.

Inquire: I seek information that excites my curiosity and inspires my learning.

When you inquire, you ask questions about a text that require thinking beyond what the author has directly stated. How might thinking beyond the words of a text inspire you to learn more about the topic?

Strive: I use effort and determination to focus on challenging tasks.

When you strive, you work to identify common ideas in a text and integrate them to create a new understanding of the topic. What is a strategy you might use to synthesize ideas from different sections of a text to form a new understanding about the topic?

Examine: I use a variety of methods to explore and to analyze. (Performance Task)

When you examine a topic, you use multiple sources to research and gather information to learn about the topic. What strategies can you use to analyze and evaluate multiple sources on the same topic?

Focus for 9 Traits of Critical Thinking™

STUDENT EDITION

Concept Exploration

Reader TipsSometimes authors write exactly what they mean. But sometimes authors write the text so that readers must read between the lines to determine its message. When readers are required to make inferences, or draw conclusions, they are more likely to connect with the reading on a personal level. Strategic readers contemplate what the author says and then ask themselves: What does the author want me to understand? Teachers often call this skill “reading between the lines.” When readers read between the lines, they draw on their prior knowledge of the topic or subject of the text, on the organizational structure of the text, and on their understandings of human nature to make inferences. Inferences, however, are not mere guesses or speculations. Readers must support their inferences using text evidence. Similar to detectives who rely on clues to solve mysteries, readers use text evidence to make inferences. Imagine a detective providing testimony in a court of law. If the detective points across the courtroom and shouts “She did it!”, the judge and jury will expect to hear valid evidence to support that claim. In the same way, readers are responsible for identifying evidence that supports their inferences.

When you make inferences, think about these questions.

1. What does the author say directly?

2. What do you already know that contributes to your understanding of the topic or subject of the text?

3. What can you infer based on the author’s words and your prior knowledge?

4. How can you support your inference using text evidence?

Synthesizing means putting the pieces together. When readers synthesize, they consider what they know about the topic of a text and adjust their understanding as they acquire new information. For example, at the beginning of a detective’s investigation, the clues may seem to point toward a particular perpetrator. But as more clues are revealed, it becomes clear that the original suspect is innocent, and another suspect is guilty.

Often, readers synthesize information within texts and across texts. Sometimes, this requires evaluating text evidence from different authors and formulating new conclusions based on evidence from a variety of texts. In other words, readers consider how some information agrees with or refutes other information from the beginning to the end of a single text or between and among various texts.

When you synthesize, use these sentence starters to analyze your understanding.

1. When I started reading, I thought …

2. Now, I think ...

3. I changed my mind when I read … or I strengthened my belief when I read …

4. Now, I believe …


Instruction Name: _________________________________

STUDENT EDITION

Instruction

Concept Development

Read the text and answer the questions.

Making Perfect Waves 1 Surfing is a popular sport. Starting in 2020, it will be part of the Olympic Games. However, the

ocean is very unpredictable. Surfers spend a lot of time waiting for the right type of wave. They look for waves that are tall, powerful, and the right shape. This can make surfing competitions difficult. Competitions may be halted if conditions turn poor.

2 Kelly Slater, an 11-time men’s world champion surfer, may have solved this problem. After many years of effort, Slater and a team of engineers developed a special wave-making system. It gives surfers the perfect wave every single time. This technology has turned an ordinary lake in California into a world-class surfing facility.

3 World Surf League (WSL) Surf Ranch, as this facility is known, is the perfect place for a surfer to train. The technology can be programmed to produce the same type of wave over and over. This uniformity allows a surfer to work on a move until it is mastered. WSL Surf Ranch is also ideal for competing. At a Surf Ranch competition in May 2018, some of the world’s best surfers raved about being guaranteed identical waves. With time, Slater’s technology may revolutionize surfing competitions.


Name: _________________________________

STUDENT EDITION

Concept Practice

1 Based on the text, the reader can conclude that —

A surfers’ scores may be influenced by the size and shape of the waves

B waves produced at Surf Ranch are taller and more powerful than natural ocean waves

C surfing is more popular among Olympic athletes than it was before

D the WSL will construct similar facilities at lakes around the nation

2 Which sentence from the text suggests that the Olympic Games may one day use wave-making systems?

F Starting in 2020, it will be part of the Olympic Games.

G This technology has turned an ordinary lake in California into a world-class surfing facility.

H At a Surf Ranch competition in May 2018, some of the world’s best surfers raved about being guaranteed identical waves.

J With time, Slater’s technology may revolutionize surfing competitions.

3 How might a reader’s understanding of surfing change after reading this text?

A Olympic officials consider suggestions from experts in various sporting fields.

B Surfing is a sport that can be enjoyed for a lifetime.

C Surfers can participate in the sport in locations other than the ocean.

D Surfers must develop both patience and agility.


Instruction Name: _________________________________

STUDENT EDITION

Instruction

Concept Application

Reflection on My Learning How do the suggested questions for making inferences in the Reader Tips section help you use text

evidence to make inferences?

Reflection on Critical Thinking – Inquire and Strive How do you use the critical thinking traits inquire and strive as you make inferences and synthesize

information from texts?


Name: _________________________________

STUDENT EDITION

Concept Check

Read the texts and choose the best answer to each question.

Scott Joplin, the King of Ragtime1 Scott Joplin was born in 1868 in Northeastern Texas. He was the second of six children born to Giles

and Florence Joplin. In 1870, the family moved to Texarkana, Texas. In this new town, Joplin learned to play the piano at the home of his mother’s employer. He showed great promise as a musician. He remembered songs easily and played tunes by ear, or just by hearing them. By the time he was a teenager, he was performing. His mother encouraged Joplin to pursue a career as a musician, but his father knew that earning a living as an African American musician would be difficult.

2 After moving to Sedalia, Missouri, in 1894, Joplin found work with a band that played in local clubs. But Joplin hoped for more. In 1896, he enrolled at George R. Smith College to learn how to transcribe his music to written scores so that others could play his music. Several of his works were published soon after. But it was not until the publication of “Maple Leaf Rag” in 1899 that Joplin’s music became popular. This piece brought national attention to Joplin. The tune became a model of ragtime music and earned Joplin the nickname “King of Ragtime Writers.” Ragtime is a musical style derived from African American work songs, gospel songs, and dance. This music is characterized by its off-beat rhythms. Joplin played an important role in the development of ragtime music.

3 In 1907, Joplin moved to New York City, hoping that a larger city would provide him more opportunities. He performed in shows and wrote new music. Despite his hard work, he did not achieve great financial success. Jazz exploded onto the music scene, pushing out ragtime. Joplin died in 1917.

4 During his lifetime, Joplin wrote 44 piano compositions, two operas, one ragtime ballet, and co-wrote seven other compositions. Adding to this impressive legacy, Joplin helped open doors for other African American musicians and artists to succeed in a country that was racially segregated.

5 Joplin’s name and music experienced a resurgence in 1973 when his song “The Entertainer” was featured in the movie The Sting. In 1976, he received a special Bicentennial Pulitzer Prize for his contributions to American music. That same year, the Texas Historical Commission placed a Scott Joplin historical marker in Texarkana.

6 Every year, Sedalia, Missouri, honors Joplin by hosting its Scott Joplin International Ragtime Festival. More than a century after Joplin was named the king of ragtime, his music continues to attract and impress audiences throughout the world.

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Assessment Name: _________________________________

STUDENT EDITION

Assessment

He Heard Joplin1 Trevor wanted to get home so he could finish his chores and be on time for his piano lesson with

Mr. Morrow. Mr. Morrow kept a wooden clock on his piano and when its golden hands reached 6:00, Mr. Morrow ushered Trevor out the door no matter what time Trevor had arrived for his 5:00 lesson.

2 It wouldn’t have been a problem if Trevor could have talked his father into driving him the two miles to Mr. Morrow’s house, but his father was still very regimented about using the new Ford, the family’s first automobile. So far, his father’s business trips to Texarkana and an occasional Sunday afternoon ride out to Grandma’s house were all that ranked high enough on the list of important matters to have his father crank up the car. Trevor’s piano lessons didn’t belong on that list at all, he knew. He’d only been allowed to begin the lessons after extended negotiations—or downright pleading—with his parents, who both favored more “practical” pursuits for young men, like after school jobs or more time studying school subjects. Music was a bit frivolous for their tastes, so Trevor held on to his secret: He imagined a life for himself in music when he was older.

3 “Hurry up!” Trevor’s brother Leonard yelled as he saw Trevor coming up the walk. “We have to finish painting that fence. I’ve finished everything else. The boys are playing baseball over at Sullivan’s.”

4 Baseball, Trevor thought. That’s all his brother cared about. Funny how their parents didn’t seem to disapprove of baseball the way they did piano. But to be fair, it was likely the expense. Leonard played baseball for free; he could even borrow a glove. Trevor’s piano was free, a family heirloom handed down more as a prized piece of furniture than an instrument, but Mr. Morrow’s time was expensive, and so was sheet music.

5 Trevor finally made it to Mr. Morrow’s house and slipped onto the gleaming piano bench at 5:02. He opened his music.

6 “Still the ‘Maple Leaf Rag’?” the teacher asked. “My students usually are much further along before they attempt Mr. Joplin.”

7 Trevor nodded. He’d heard the objection so many times, but Trevor didn’t care. The first time he had heard “Maple Leaf Rag,” he knew he had to master it.

8 He started to play.

9 “No,” Mr. Morrow sighed. You’re trying to play it by ear. You can’t fumble around from memory. Read the music!” He pointed at the page. “Start again!”

10 Trevor started again. Mr. Morrow was right. Trevor couldn’t play the piece by ear. But he almost had it memorized because he’d played it so many times. He often got caught up in the playing, as inexact as it was, and stopped focusing on the notes on the page.


Name: _________________________________

STUDENT EDITION

11 “Tempo! Tempo!” Mr. Morrow exhorted.

12 Trevor heard the words, but they seemed far away. He closed his eyes. His fingers moved. He smiled. It was always this way when he played “Maple Leaf Rag.” No longer did he hear all the noise: “Hurry up!” “Start again!” “Tempo! Tempo!”

13 Instead, he heard music. He heard magic. He heard Joplin.


Assessment Name: _________________________________

STUDENT EDITION

Assessment

Use “Scott Joplin, the King of Ragtime” to answer questions 1–4.

1 Based on the information in paragraphs 1 and 3, what can be determined about African Americans who pursued music careers in the 1800s and 1900s?

A They required more education than other musicians.

B They did not earn much money as musicians.

C They were encouraged to pursue music careers.

D They quickly gained popularity.

2 How does the author support the idea that Scott Joplin influenced music in America?

F By describing the places where the Joplin family lived

G By detailing the number of compositions Joplin wrote

H By identifying when Joplin’s music was used in movies

J By explaining how Joplin’s music made ragtime popular

3 What can the reader infer about Scott Joplin based on paragraph 2?

A He hoped playing ragtime music would make him famous.

B He believed allowing others to play his music would help him financially.

C He understood education would allow him to further his music career.

D He thought ragtime would popularize traditional work songs, gospel songs, and dance.

4 The word transcribe comes from the Latin root trans which means “across, beyond, over” and the Latin root scrib which means “to write.” What does transcribe mean in paragraph 2?

F To write several times

G To make a written copy

H To move beyond writing

J To create careful writing


Name: _________________________________

STUDENT EDITION

Use “He Heard Joplin” to answer questions 5–8.

5 What can the reader infer about Mr. Morrow based on his interactions with Trevor?

A He appreciates the spontaneous rhythms of ragtime.

B He allows Trevor to attend lessons at a reduced price.

C He provides Trevor’s sheet music.

D He prefers his students to play with precision.

6 Which statement expresses a main theme of the text?

F Music erases the cares of the day.

G Encouragement is the key to success.

H True passions are difficult to ignore.

J Music education is necessary for growth.

7 Why does the author place the word “practical” in quotation marks in paragraph 2?

A To emphasize that Trevor and his parents have different ideas about what is considered practical

B To stress that Trevor and his parents believe the music lessons are a sensible use of time

C To specify that Trevor and his parents believe the music lessons will bring financial gain to the family

D To indicate that Trevor and his parents know the definition of the word

8 What does the word frivolous mean in paragraph 2?

F Pointless

G Enjoyable

H Loud

J Generous


Assessment Name: _________________________________

STUDENT EDITION

Assessment

Use “Scott Joplin, the King of Ragtime” and “He Heard Joplin” to answer questions 9–12.

9 In “He Heard Joplin,” what connection does Trevor feel to Scott Joplin?

A Trevor hopes to learn piano from Scott Joplin.

B Trevor has difficulty playing Scott Joplin’s music.

C Trevor is moved by Scott Joplin’s music.

D Trevor wants to meet Scott Joplin.

10 Which of these describes the relationship between the two texts?

F “He Heard Joplin” provides an example of how a musician learns to write musical scores.

G “He Heard Joplin” provides additional details about Scott Joplin’s rise to popularity with “Maple Leaf Rag.”

H “He Heard Joplin” includes more information about how ragtime and jazz influenced American culture.

J “He Heard Joplin” describes how an aspiring piano player enjoys playing “Maple Leaf Rag.”

11 With which statement would the authors of both texts most likely agree?

A Children should learn to play the piano.

B Education is more important than extracurricular pursuits.

C Influential musicians are rewarded with fame and fortune.

D Uplifting music will stand the test of time.

12 By describing events in the order they occur in “Scott Joplin, the King of Ragtime” and “He Heard Joplin,” the reader is able to understand —

F motivations for Joplin’s and Trevor’s actions

G facts and details about famous pianists

H solutions Joplin and Trevor found for personal difficulties

J differences in opinion about a controversial topic


Name: _________________________________

STUDENT EDITION

13 Explain why Scott Joplin is considered the king of ragtime. Use evidence from “Scott Joplin, the King of Ragtime” to support your answer.

14 Based on “Scott Joplin, the King of Ragtime” and “He Heard Joplin,” what might be determined about playing music by ear? Use evidence from both texts to support your answer.

Reflection on My LearningWhy is it important to use evidence to support your understandings of the information in a text?

Reflection on Critical Thinking – Inquire and Strive

Inquire – I seek information that excites my curiosity and inspires my learning. What are some examples of meaningful questions you might ask to help you make inferences

about a text?

Strive – I use effort and determination to focus on challenging tasks. How might you remain focused as you synthesize information on a topic from more than one text?


Assessment Name: _________________________________

STUDENT EDITION

Assessment

Writing: Revising/Editing

Read the text and choose the best answer to each question.

Delaney has written the following paper in hopes of persuading her parents to allow her to take guitar lessons. Read Delaney’s paper and look for any corrections she needs to make. When you finish reading, answer the questions that follow.

Guitar Strumming

(1) Playing the guitar isn’t just cool; it’s beneficial for many surprising ways.

(2) One of the best reasons to learn to play an instrument—any instrument, really–

is to improve concentration and memory. (3) A recent study at the University of

Zurich supports this finding. (4) Scientists discovered that the areas of the brain

responsible for concentration and memory are stimulated while playing the guitar.

(5) The study suggests that playing a musical instrument creates new neural

pathways that help people with ADHD learn to focus better on other as well. (6) So

learning to play the guitar may improve my grades in language arts class! (7) In

addition to the brain benefits, there is also a psychological component.

(8) Strumming a guitar is relaxing. (9) Researchers at Loma Linda University

suggests that playing an instrument has a huge impact on reducing stress levels.

(10) And when I get really good, I’ll be the life of the party!


Name: _________________________________

STUDENT EDITION

1 What change should be made in sentence 1?

A Change Playing to Play

B Change the semicolon to a comma

C Change for to in

D Change the period to an exclamation point

2 How does sentence 3 need to be changed?

F Change at to about

G Change University to university

H Change supports to support

J Sentence 3 does not need to be changed.

3 What change, if any, should be made in sentence 5?

A Change musical to musicle

B Change creates to created

C Insert a comma after pathways

D Insert tasks after other

4 What change needs to be made in sentence 9?

F Change suggests to suggest

G Change playing to have been playing

H Change on to to

J Change levels to level


Assessment Name: _________________________________

STUDENT EDITION

Assessment

Writing: CompositionREAD the information in the box below.

Music is life. That’s why our hearts have beats — Anonymous

THINK carefully about the following question.

Everyone doesn’t enjoy the same style of music, but almost everyone enjoys music.

WRITE an essay explaining the impact of music on people’s lives.

Be sure to —

• clearly state your controlling idea• organize and develop your explanation effectively• choose your words carefully• use correct spelling, capitalization, punctuation, grammar, and sentences

Writing Guide

Planning• Read the prompt.• Think about and record the topic and purpose of your text.

Drafting• Brainstorm ideas that support your topic and central idea.• List words and phrases that create imagery to include in your explanation.• Consider inserting print features as you write your first draft.

Revising• Are my introduction, transitions, and conclusion focused, structured, and coherent? • Have I ensured coherence within and across paragraphs?• Have I employed appropriate style, word choice, and sentence variety?• Does my language convey the mood, voice, and tone I intended?

Editing• Are all my words used correctly according to meaning, part of speech, and form?• Have I used capitalization, punctuation, and spelling rules accurately? • Did I incorporate commas correctly to set off words, phrases, and clauses?

Publishing• Ask a peer to review your draft before preparing the final version.• Make corrections as noted in revising and editing. • Prepare the final version.


Name: _________________________________

STUDENT EDITION

Performance Task Examine – I use a variety of methods to explore and to analyze.

When you examine a topic, you use multiple sources to research and to learn about the topic.

Research the history of your favorite genre of music. Prepare a multimodal presentation that includes audio examples of the genre to share your findings with an audience.

Performance Task Steps 1. Read “Scott Joplin, the King of Ragtime” and “He Heard Joplin.” 2. Develop a plan to use print and digital sources to locate various genres of music. 3. Select a favorite genre of music that will be the focus of your multimodal presentation. 4. Generate questions for inquiry and conduct formal research to learn about the history of your

selected genre of music, revising your plan and refining the major research question as necessary. 5. Include citations of primary and secondary sources used to gather information. 6. Select an audio example to include in your multimodal presentation. 7. Answer questions about your task.

• How do “Scott Joplin, the King of Ragtime” and “He Heard Joplin” describe a culturally significant genre of music and convey Trevor’s appreciation for it?

• What characteristics of your selected genre of music or its history intrigue you most?• What events should be included in the history of your selected genre of music?• How can you incorporate primary and secondary sources in your summary of the history of your

selected genre of music?• What criteria will you use to select an audio example that portrays the characteristics of your

selected genre of music?• How will you organize text and graphic features and academic citations in a multimodal

presentation of your findings? 8. Plan and create your multimodal presentation, including an audio example of your selected

genre of music. 9. Share your multimodal presentation with an audience.10. Invite your audience members to ask questions about your genre of music and to provide feedback

about the information in your multimodal presentation.

Scoring CriteriaYour Performance Task will be evaluated using the following criteria: Organization of History, Significance of Audio Example, Aesthetic Appeal of Multimodal Presentation, Inclusion of Citations of Primary/Secondary Sources, Effectiveness of Presentation Techniques.

Reflection on My Learning How did you use the examine critical thinking trait as you created a multimodal presentation on a

favorite genre of music and shared the information with an audience?


Extension Name: _________________________________

STUDENT EDITION

Reflection

Reflection on Critical Thinking

During this unit, you used a variety of critical thinking traits. Which of the critical thinking traits did you use most often?

Explain how you used that critical thinking trait.

9 TraitsofCriticalThinking™

CreateI use my knowledge and imagination to express

new and innovative ideas

ExamineI use a variety of

methods to explore and to analyze

InquireI seek information

that excites my curiosity and inspires my learning

StriveI use e�ort and

determination to focus on challenging tasks

I adjust my actions and strategies to accomplish tasks

Adapt

I work with others to achieve better

outcomes

Collaborate

I review my thoughts and experiences to guide my actions

ReflectI apply knowledge

to reach new understandings

Link

I use clear language to express my ideas and to share information

Communicate


Name: _________________________________

STUDENT EDITION

academic citationacademic English wordacceptacknowledgement across genres/paragraphs/texts

adjustadvanceadvantage patternadventure storyanalyzeannotate/annotatingargumentargumentative textaudienceauthor’s choicebackground knowledgebiasbusiness structure of correspondence

categorycause and effectcharactercharacter developmentcharacteristiccharacteristic of genreclaimclarify/clarifyingclarityclassical text/classical literary textclausecoherent/coherencecommacommonly confused termcompare/comparingcomplaintcomplex sentencecomplex text/complex literary textcomposecomprehensionconclusionconfirmconflictconjunctive adverbconnectionconsideration of alternativesconsistent verb tenseconstructive feedbackcontemporary text/contemporary

literary textcontextcontrastcontributecontrolling idea/thesisconventions of languageconveycorrelative conjunctioncorrespondencecraftcredibilitycritical inquirycritiquedeliverydemonstratedepth of thoughtderiveddetaildialoguedifferentiatedigital resourcedigital textdirect addressdiscoursediscussiondiverse text/diverse literary textdramatic productiondrama/playeffectemotional appealengage/engagingenunciateenunciationethicallyevaluateeventevidenceexamineexplicit meaningeye contactfactfantasyfaulty reasoningfeaturefictionfigurative languagefilmfirst draft

fluencyfocusedforeshadowingformal inquiryfragmentfreewritingfriendly structure of correspondence

generategenregenre characteristic/genre-specific characteristic

genre-specific purposegenre-specific structuregesturegraphical elementgraphic featurehistorical fictionhumorhyperboleideaidentifyimplicit meaninginferinferenceinfluenceinformal inquiryinformational essay/textintended audience/readerinterpretintroductionkey idealiterary deviceliterary elementliterary genreliterary text/workloaded languagelogical fallacylogical ordermajor research questionmeaningmental imagemessagemetacognitive skillmetaphormetermode of deliverymonitor

Level 7 TEKS Vocabulary List

moodmultimodalmysterymythnewly acquired vocabularyobjective point of viewopinionoral modeorganizational patternparaphrasepart of speechperformancepersonal connectionpersonal narrativepersonificationphraseplagiarismplaywrightplotplot developmentplot elementpoetic formpredictionpreposition/prepositional phraseprimary sourceprint featureprint resourcepronounpronoun-antecedent agreementpronunciationpurposequalityrange of strategiesrealistic fictionrecursive inquiry processreferencerefinereflectregisterrelevantreliabilityre-readingresolutionresponserhetorical devicerhetorical questionrhyme schemerun-on

science fictionsecondary set of questions

secondary sourcesemicolonsentence varietyset offsettingshort-term inquirysocietysource materialspeaking ratesplicestagingstandard English conventionstereotypestructural elementstructurestylesubcategorysubjective point of viewsubject-verb agreementsubordinating conjunctionsummarizesupport/supportingsuspensesustained inquirysweeping generalizationsyllabicationsynthesizetasktext evidencetext featuretext structurethemethesis statementtonetopictraditional text/traditional literary texttransitiontypeusagevarietyvariousverb tensevoiceword choiceword origin

writing process planning drafting revising editing

publishingwritten modewritten work

Use ThinkUp! Foundations to guide educators in building a school-wide thinking culture based on the 9 Traits of Critical Thinking.™

• Integrate critical thinking across the curriculum with suggested strategies and activities.

• Learn to identify and nurture the 9 Traits of Critical Thinking™ as students practice them in academic work and social interactions.

• Foster teacher development, student growth, and family engagement.

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