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Cross-Curricular Keystone Preparation Plan of Action

Cross-Curricular Keystone Preparation Plan of Action. What? Create a plan to help students improve their Literature Keystone performance through incorporating Keystone Assessment Anchors into Individuals and Societies curriculum. Why? To improve performance on Keystone Literature Exam.

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Cross-Curricular Keystone Preparation Plan of Action

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  1. Cross-Curricular Keystone Preparation Plan of Action • What? Create a plan to help students improve their Literature Keystone performance through incorporating Keystone Assessment Anchors into Individuals and Societies curriculum. • Why? To improve performance on Keystone Literature Exam. • How? By relating and developing strategies used in the current curriculum to the Keystone Literature Assessment Anchors.

  2. L.F.1.1.1: Anchor Descriptor • Use appropriate strategies to analyze an author’s purpose and how it is achieved in literature.

  3. Sample Exam Questions Standard L.F.1.1.1 • What is the author’s purpose in writing the passage? • A. to explain how a place got its name • B. to describe the personality of one ruler • C. to teach an important lesson about life • D. to describe a place in the season of winter

  4. HOW TO INCORPORATE ANCHORS IN INDIVIDUALS AND SOCIETIES CLASSES • STUDENTS WILL READ A DOCUMENT AND COMPLETE AN OPVL ANALYSIS OF THE AUTHOR AND DOCUMENT INCLUDING INFORMATION FROM THE DOCUMENT TO SUPPORT THE ANALYSIS. • THIS ALIGNS WITH STANDARD L.F.1.1.1

  5. O.P.V.L. • Origin • Purpose • Value • Limitations

  6. Assessment Anchor L.F.2.1.2 Cite evidence from a text to support generalizations. • Sample Question: • Which sentence from the passage best supports the generalization that beauty comes in many forms? • A. “The lark’s infrequent whistle, piercingly sweet, broke from the longer grass in the swales nearby.” • B. “It was the second year of the town’s existence, and Carl had not yet grown restless under its monotony.” • C. “Many a night, Carl lay in his bunk against the side of his cabin and reflected on the past.” • D. “The rattle of wagons and the voices of men speaking to their teams multiplied.”

  7. Individuals and Societies Strategy to Incorporate Anchor L.F.2.1.2. • Given Essay Prompts, students will have to use evidence from the text to support their answers. • Example: To what extent did Europe “stumble” into WWI? • Students will have to use text from documents to support their answer.

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