Cluster: Comprehension and Collaboration.
Standard: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Degree of Alignment:
3 Superior
(1 user)
Cluster: Comprehension and Collaboration.
Standard: 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.
Degree of Alignment:
3 Superior
(1 user)
Cluster: Comprehension and Collaboration.
Standard: Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Degree of Alignment:
3 Superior
(1 user)
Cluster: Presentation of Knowledge and Ideas.
Standard: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Degree of Alignment:
3 Superior
(1 user)
Cluster: Comprehension and Collaboration.
Standard: Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
Degree of Alignment:
2 Strong
(1 user)
An excellent one-lesson discussion around the myth of Columbus and the facts of history. Allows students to state preconceptions of Columbus and Columbus Day, but also provides them with four articles, research-based and generated from a variety of historical documents (including some primary documents), to further their understanding of Columbus and the events of 1492 and beyond. Learning goals only state that students will "learn about" this history, without a deeper method of assessment, but the possibilities for modification or additional components are there.