DDISessionII:AnalyzingandTracking
Data
ELA9‐12
May2014
Presenter:DavidAbel,FellowforCurriculumandAssessment/ELA
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Read this article. Then answer questions XX through XX.
Brain Birds: Amazing Crows and Ravens
by Terry Krautwurst
No matter where you live, they’re your neighbors. You might want to watch them—carefully.
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Let me introduce you to the Corvid
family. Like all families, they have their
faults. But I think you’ll like them
anyway, once you get to know them.
They’re sociable—if a bit loud,
especially at gatherings. They’re smart
and perceptive—though some might
say cunning and deceptive. And they’re
exceedingly resourceful—come to think
of it, you might keep a close eye on
your possessions. They’ve been known
to steal—food, trinkets, baby animals.
Don’t worry. I’m speaking not of any human family, but of the bird family Corvidae,
and particularly the crows and ravens in the clan Corvus. Like most members of that
genus—which in North America also includes magpies, nutcrackers and jays—crows and
ravens are sturdy, stout-beaked, long-legged birds with powerful wings. They also have
something of an attitude, which can vary from aloof to in-your-face.
You can forgive them for their superior airs1 though, when you consider their
resumes. Crows and ravens are the stuff of legend; for centuries, they have been revered
and reviled, fawned over and feared by humans. Shakespeare wrote them into his plays,
Thoreau into his musings2, Poe into his horror tales. Shrines have been built to them;
songs sung; chants chanted. Oh—and one more thing: Crows and ravens are the eggheads
of the bird world and thus the darlings of avian science. With the arguable exception of
parrots, they’re the smartest winged species on the planet. They’ve even outperformed
monkeys in some psychological tests. Truth be told, they’ve outsmarted many a human,
too.
1superior
2musings:
airs: showing an attitude of self-importance or overconfidence
thoughts
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THEY’RE EVERYWHERE
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Some 40-plus species of crows and ravens inhabit the skies worldwide over virtually
every terrain, from desert to tropics to tundra. In the contiguous United States, the
American crow (Corvus brachyrhynchos) is easily the most common. Three other crows
claim American territory: The slightly smaller fish crow (C. ossifragus) ranges along the
East Coast and through the Gulf States east of Texas; the Northwestern crow (C. caurinus)
occupies the Pacific Seacoast from upper British Columbia to the northwestern tip of
Washington; and the Mexican or Tamaulipas crow (C. imparatus) calls southernmost
Texas its home.
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Geographically, the crow’s larger cousin, the common raven (C. corax), is more
broadly distributed. Its overall range encompasses almost all of Canada and Alaska; most
of the western United States; and New England and the Appalachian mountains. In reality,
though, the common raven is less common across its range as a whole, except in higher
elevations. Like hawks and eagles, ravens prefer high places from which to search for food.
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Although crows and ravens
apparently have no trouble telling one
another apart, humans have a harder
time discerning the distinctions. Size
would seem to matter, since an average
raven is far larger (2 to 4 pounds, with a
wingspan up to 4 feet) than a
correspondingly average crow (1 to 1½
pounds, with a wingspan up to 3 feet).
But if you judge strictly by size, you can
easily mistake a small raven for a large
crow or vice versa.
A raven steals a ski cap.
Finally, listen to the bird’s calls. The crow’s trademark caw caw doesn’t remotely
resemble the raven’s characteristic utterance, a deep guttural crrroak or naaaaahk.
SPEAKING OF INTELLIGENCE
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That crows and ravens are classified as songbirds may come as a surprise, but it is the
presence of a voice box, or syrinx, rather than talent for melody that qualifies them. They
use their vocal equipment to communicate with a large vocabulary of expressive calls for
courting, gathering, warning and more. Ornithologists3 have identified as many as
24 crow calls and up to 64 distinct raven vocalizations.
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But it’s brainpower, not bravado vocals, that really sets crows and ravens apart from
other animals. They have the largest cerebral hemispheres, relative to body size, of any
birds—the raven’s brain is the same size in relation to its body as a chimpanzee’s. More
3Ornithologists:
scientists who study birds
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significantly, crows and ravens apply their brainpower; they learn quickly, solve problems
and store knowledge in long-term memories.
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Furthermore, crows and ravens understand cause and effect. In the South Pacific, New
Caledonian crows sculpt twigs into hooked probes that they use to pry out otherwise
inaccessible grubs—they make their own “crowbars.” The same crows nip the edges of
rigid leaves to create sawlike teeth, then shove barbed tools beneath leaf litter to spear
prey. They also carry their tools with them on foraging4 expeditions, and store them for
later use.
Stories abound of crows or ravens
dropping nuts or clam shells onto
highways and other hard surfaces to
break them open. In Japan, crows are
reported to have taken the strategy a
step further by placing nuts in front of
the tires of cars stopped at red lights.
Scientific research confirms much
of the anecdotal5 evidence. In one study
of captive birds, scientist Bernd
Heinrich dangled bits of meat from the
end of a 2-foot-long string tied to a perch. He then watched his test subjects—first a pair
of American crows, and later five common ravens—attempt to bring home the bacon (in
this case, it was actually salami). The crows tried flying at the food, then tugged at the
string a few times, but gave up within 15 minutes. Time to study the situation didn’t help;
after 30 days, they still hadn’t solved the problem. The ravens spent a few hours glancing
at the puzzle, as if weighing the possibilities. Then one bird flew to the perch, hoisted a
length of string up with its beak, stepped on the loop, pulled up another length, stepped
on that loop, and so on until it had reeled in the food. Ultimately, three more ravens also
solved the problem. Two improved on the technique by simply grabbing the string and
side-stepping along the perch.
None of this would surprise ice fishermen in Finland, where hooded crows use the
same pull-step-pull-step method to haul in fish on abandoned baited lines.
4foraging:
wandering around to search for food
something that is based on a personal account of an incident
5anecdotal:
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Explain how crows and ravens use their intelligence to help them find, capture, and eat food
in the article “Brain Birds: Amazing Crows and Ravens.” Use two details from the article to
support your answer.
MEASURES CCLS: RI.8.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as
inferences drawn from the text.
HOW THIS QUESTION MEASURES RI.8.1:
This question measures RI.8.1 by asking students to locate and cite evidence from the text that most strongly
supports analysis about how crows and ravens use their intelligence to help find, capture, and eat food.
CHARACTERISTICS OF RESPONSES RECEIVING FULL CREDIT:
This question asks the student to locate and organize specific and relevant details in a text to elaborate on
how crows and ravens find, capture, and eat food. Students can cite specific details about how crows and
ravens use their intelligence to find, capture, and eat food. There are several examples in the text that discuss
the intelligence of crows and ravens. An essay that receives full credit will use any of these relevant details to
support an explanation of the birds’ intelligence.
Details that may be chosen to show that crows and ravens use their intelligence to find, capture, and eat food
include:
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New Caledonian crows use twigs to create “crowbars” that help them pull out grubs. These birds also
create leaves with saw-like edges that can be used to spear prey.
••
Crows drop nuts and clam shells in front of cars to break the nuts open; some birds have even learned to
place nuts in front of the tires of cars parked at stop lights.
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••
In one study, captive ravens figured out how to reel in a string of dangling meat in a way similar to crows
observed in Finland that used a pull-step-pull-step method to haul up fish dangling on lines dropped in
holes in the ice.
There is no single “correct” response, but rather responses that are defensible based on the Short-Response
(2-Point) Holistic Rubric, and responses that are not. Student responses are evaluated on the relevance,
accuracy, and sufficiency of details selected from the text and the organization of details in a logical manner.
Student responses should include relevant inferences and conclusions. Responses should be in complete
sentences where errors, if present, do not impact readability.
SAMPLE STUDENT RESPONSES AND SCORES APPEAR ON THE FOLLOWING PAGES:
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New English Language Arts Rubrics
The 2013 Grade 8 Common Core English Language Arts Test will be scored using new rubrics.
Both the English Language Arts 2-Point and 4-Point Rubrics have changed to reflect the new
demands called for by the CCLS.
Short-Response (2-Point) Holistic Rubric
Short-response questions will ask students to make a claim, take a position, or draw a conclusion,
and then support it with details. This structure forms the foundation of the CCLS. As such, the 2point Rubric focuses on both the inference and evidence a student provides. This structure allows
students to have wide latitude in responding to each prompt so long as their response is
supported by the text.
Additionally, the expectation for all short responses will be complete, coherent sentences. By
weaving these elements together, the questions, responses, and scores remain firmly focused on
student reading ability.
2-Point Rubric—Short-Response
Score
2 Point
1 Point
0 Point
Response Features
The features of a 2-point response are
 Valid inferences and/or claims from the text where required by the
prompt
 Evidence of analysis of the text where required by the prompt
 Relevant facts, definitions, concrete details, and/or other information
from the text to develop response according to the requirements of
the prompt
 Sufficient number of facts, definitions, concrete details, and/or other
information from the text as required by the prompt
 Complete sentences where errors do not impact readability
The features of a 1-point response are
 A mostly literal recounting of events or details from the text as required
by the prompt
 Some relevant facts, definitions, concrete details, and/or other
information from the text to develop response according to the
requirements of the prompt
 Incomplete sentences or bullets
The features of a 0-point response are
 A response that does not address any of the requirements of the prompt
or is totally inaccurate
 No response (blank answer)
 A response that is not written in English
 A response that is unintelligible or indecipherable
 If the prompt requires two texts and the student only references one text, the response can be scored
no higher than a 1.
Grade 8 Common CoreEnglish Language Arts Test Guide
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Explainhowcrowsandravensusetheirintelligencetohelpthemfind,capture,andeatfood
inthearticle“BrainBirds:AmazingCrowsandRavens.”Usetwodetailsfromthearticleto
supportyouranswer.
student response #1
Score Point 2 (out of 2 points)
Thisresponsedemonstratesevidenceofanalysisofthetextwhererequiredbytheprompttoexplainhow
bothcrowsandravensusetheirintelligencetofind,capture,andeatfood(They would sometimes drop nuts
or clamshells on hard surfaces to break them open).Theresponseprovidesasufficientnumberofconcrete
detailsfromthetextforsupportasrequiredbytheprompt(There were also rumors that in Japan, crows
would drop nuts in front of tires and crows also make weapons from twigs).Theresponseincludescomplete
sentenceswhereerrorsdonotimpactreadability.
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8
Explainhowcrowsandravensusetheirintelligencetohelpthemfind,capture,andeatfood
inthearticle“BrainBirds:AmazingCrowsandRavens.”Usetwodetailsfromthearticleto
supportyouranswer.
Student Response #2
Score Point 1 (out of 2 points)
Thisresponseprovidesamostlyliteralrecountingofdetailsfromthetexttoexplainhowcrowsandravens
usetheirintelligencetofind,capture,andeatfood(drops nuts/shells on the highways. Puts nuts underneath
stopped cars).
Guide Paper 4
Page 83
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Explainhowcrowsandravensusetheirintelligencetohelpthemfind,capture,andeatfood
inthearticle“BrainBirds:AmazingCrowsandRavens.”Usetwodetailsfromthearticleto
supportyouranswer.
Student response #3
Score Point 1 (out of 2 points)
Thisresponseprovidesamostlyliteralrecountingofdetailsfromthetexttoexplainhowcrowsandravens
usetheirintelligencetofind,capture,andeatfood(They drop nuts onto hard surfaces to break them open).
Thisresponsecontainscompletesentenceswhereerrorsdonotimpactreadability.
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Explainhowcrowsandravensusetheirintelligencetohelpthemfind,capture,andeatfood
inthearticle“BrainBirds:AmazingCrowsandRavens.”Usetwodetailsfromthearticleto
supportyouranswer.
Student response #4
Score Point 0 (out of 2 points)
Thisresponsedoesnotaddressanyoftherequirementsoftheprompt(they know when something get put
on the ground. Ravens have intelligence by seeing the mice).
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"Letter from a Birmingham Jail [King, Jr.]" {EXCERPT]
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16 April 1963
My Dear Fellow Clergymen:
While confined here in the Birmingham city jail, I came across your recent statement calling my present
activities "unwise and untimely." Seldom do I pause to answer criticism of my work and ideas. If I sought
to answer all the criticisms that cross my desk, my secretaries would have little time for anything other than
such correspondence in the course of the day, and I would have no time for constructive work. But since I
feel that you are men of genuine good will and that your criticisms are sincerely set forth, I want to try to
answer your statement in what I hope will be patient and reasonable terms.
I think I should indicate why I am here in Birmingham, since you have been influenced by the view which
argues against "outsiders coming in." I have the honor of serving as president of the Southern Christian
Leadership Conference, an organization operating in every southern state, with headquarters in Atlanta,
Georgia. We have some eighty five affiliated organizations across the South, and one of them is the
Alabama Christian Movement for Human Rights. Frequently we share staff, educational and financial
resources with our affiliates. Several months ago the affiliate here in Birmingham asked us to be on call to
engage in a nonviolent direct action program if such were deemed necessary. We readily consented, and
when the hour came we lived up to our promise. So I, along with several members of my staff, am here
because I was invited here. I am here because I have organizational ties here.
But more basically, I am in Birmingham because injustice is here. Just as the prophets of the eighth century
B.C. left their villages and carried their "thus saith the Lord" far beyond the boundaries of their home
towns, and just as the Apostle Paul left his village of Tarsus and carried the gospel of Jesus Christ to the far
corners of the Greco Roman world, so am I compelled to carry the gospel of freedom beyond my own
home town. Like Paul, I must constantly respond to the Macedonian call for aid.
Moreover, I am cognizant of the interrelatedness of all communities and states. I cannot sit idly by in
Atlanta and not be concerned about what happens in Birmingham. Injustice anywhere is a threat to justice
everywhere. We are caught in an inescapable network of mutuality, tied in a single garment of destiny.
Whatever affects one directly, affects all indirectly. Never again can we afford to live with the narrow,
provincial "outside agitator" idea. Anyone who lives inside the United States can never be considered an
outsider anywhere within its bounds.
You deplore the demonstrations taking place in Birmingham. But your statement, I am sorry to say, fails to
express a similar concern for the conditions that brought about the demonstrations. I am sure that none of
you would want to rest content with the superficial kind of social analysis that deals merely with effects
and does not grapple with underlying causes. It is unfortunate that demonstrations are taking place in
Birmingham, but it is even more unfortunate that the city's white power structure left the Negro community
with no alternative.
In any nonviolent campaign there are four basic steps: collection of the facts to determine whether
injustices exist; negotiation; self purification; and direct action. We have gone through all these steps in
Birmingham. There can be no gainsaying the fact that racial injustice engulfs this community. Birmingham
is probably the most thoroughly segregated city in the United States. Its ugly record of brutality is widely
known. Negroes have experienced grossly unjust treatment in the courts. There have been more unsolved
bombings of Negro homes and churches in Birmingham than in any other city in the nation. These are the
hard, brutal facts of the case. On the basis of these conditions, Negro leaders sought to negotiate with the
city fathers. But the latter consistently refused to engage in good faith negotiation.
Then, last September, came the opportunity to talk with leaders of Birmingham's economic community. In
the course of the negotiations, certain promises were made by the merchants--for example, to remove the
stores' humiliating racial signs. On the basis of these promises, the Reverend Fred Shuttlesworth and the
leaders of the Alabama Christian Movement for Human Rights agreed to a moratorium on all
demonstrations. As the weeks and months went by, we realized that we were the victims of a broken
promise. A few signs, briefly removed, returned; the others remained. As in so many past experiences, our
hopes had been blasted, and the shadow of deep disappointment settled upon us. We had no alternative
except to prepare for direct action, whereby we would present our very bodies as a means of laying our
case before the conscience of the local and the national community. Mindful of the difficulties involved, we
decided to undertake a process of self purification. We began a series of workshops on nonviolence, and we
repeatedly asked ourselves: "Are you able to accept blows without retaliating?" "Are you able to endure the
ordeal of jail?" We decided to schedule our direct action program for the Easter season, realizing that
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except for Christmas, this is the main shopping period of the year. Knowing that a strong economicwithdrawal program would be the by product of direct action, we felt that this would be the best time to
bring pressure to bear on the merchants for the needed change.
8 Then it occurred to us that Birmingham's mayoral election was coming up in March, and we speedily
decided to postpone action until after election day. When we discovered that the Commissioner of Public
Safety, Eugene "Bull" Connor, had piled up enough votes to be in the run off, we decided again to postpone
action until the day after the run off so that the demonstrations could not be used to cloud the issues. Like
many others, we waited to see Mr. Connor defeated, and to this end we endured postponement after
postponement. Having aided in this community need, we felt that our direct action program could be
delayed no longer.
9 You may well ask: "Why direct action? Why sit ins, marches and so forth? Isn't negotiation a better path?"
You are quite right in calling for negotiation. Indeed, this is the very purpose of direct action. Nonviolent
direct action seeks to create such a crisis and foster such a tension that a community which has constantly
refused to negotiate is forced to confront the issue. It seeks so to dramatize the issue that it can no longer be
ignored. My citing the creation of tension as part of the work of the nonviolent resister may sound rather
shocking. But I must confess that I am not afraid of the word "tension." I have earnestly opposed violent
tension, but there is a type of constructive, nonviolent tension which is necessary for growth. Just as
Socrates felt that it was necessary to create a tension in the mind so that individuals could rise from the
bondage of myths and half truths to the unfettered realm of creative analysis and objective appraisal, so
must we see the need for nonviolent gadflies to create the kind of tension in society that will help men rise
from the dark depths of prejudice and racism to the majestic heights of understanding and brotherhood. The
purpose of our direct action program is to create a situation so crisis packed that it will inevitably open the
door to negotiation. I therefore concur with you in your call for negotiation. Too long has our beloved
Southland been bogged down in a tragic effort to live in monologue rather than dialogue.
10 One of the basic points in your statement is that the action that I and my associates have taken in
Birmingham is untimely. Some have asked: "Why didn't you give the new city administration time to act?"
The only answer that I can give to this query is that the new Birmingham administration must be prodded
about as much as the outgoing one, before it will act. We are sadly mistaken if we feel that the election of
Albert Boutwell as mayor will bring the millennium to Birmingham. While Mr. Boutwell is a much more
gentle person than Mr. Connor, they are both segregationists, dedicated to maintenance of the status quo. I
have hope that Mr. Boutwell will be reasonable enough to see the futility of massive resistance to
desegregation. But he will not see this without pressure from devotees of civil rights. My friends, I must
say to you that we have not made a single gain in civil rights without determined legal and nonviolent
pressure. Lamentably, it is an historical fact that privileged groups seldom give up their privileges
voluntarily. Individuals may see the moral light and voluntarily give up their unjust posture; but, as
Reinhold Niebuhr has reminded us, groups tend to be more immoral than individuals.
11 We know through painful experience that freedom is never voluntarily given by the oppressor; it must be
demanded by the oppressed. Frankly, I have yet to engage in a direct action campaign that was "well timed"
in the view of those who have not suffered unduly from the disease of segregation. For years now I have
heard the word "Wait!" It rings in the ear of every Negro with piercing familiarity. This "Wait" has almost
always meant "Never." We must come to see, with one of our distinguished jurists, that "justice too long
delayed is justice denied."….
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Instruct student pairs to share and discuss their objective summaries of paragraphs 1–9.
 Student responses may include:
o
o
o
o
o
o
King greets his “dear fellow clergymen” (greeting), showing that he respects and considers
himself a peer of the men he is addressing.
King explains that he considers the clergymen of “genuine good will,” so he is writing to
“answer criticism of his work and ideas” that the clergymen published in a “statement” that
called King’s “present activities [being] ‘unwise and untimely’”(par. 1) and King an
“‘outsider[] coming in’” to Birmingham (par. 2).
King shows that he isn’t an “outsider” because he has “organizational ties” in Birmingham,
but also because “injustice is [t]here,” and King believes in the “interrelatedness of all
communities” and that “injustice anywhere is a threat to justice everywhere” (par. 4).
King acknowledges that the clergymen “deplore the demonstrations” that King and his
affiliates are conducting in Birmingham, but he urges them to “express a similar concern for
the conditions that brought the demonstrations into being” (par. 5).
King goes on to demonstrate that he and his affiliates have followed the “four basic steps”
of a “nonviolent campaign”: “collection of the facts . . . negotiation, self-purification, and
direct action” (par. 6).
He shows that they only participated in “direct action . . . sit-ins, marches, and so forth”
after negotiation failed and that his hopes for direct action are to “open the door to
negotiation” (par. 9).
 Consider suggesting that students keep their summaries so they can review the text before the MidUnit or End-of-Unit Assessment.
Activity 3: Reading and Discussion
50%
Inform students that throughout the discussion, they will stop to annotate the letter and take notes on
the Rhetorical Impact Tracking Tool in preparation for the Quick Write assessment.
 Students listen.
 If necessary to support comprehension and fluency, consider using a Masterful Reading of the focus
excerpt for the lesson.
Instruct students to form pairs. Post or project the following questions for students to discuss.
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Instruct student pairs to read paragraph 6 (from “In any nonviolent campaign there are four basic steps”
to “political leaders consistently refused to engage in good-faith negotiation”) and answer the following
questions before sharing out with the class.
What is purpose of paragraph 6?
 The purpose of paragraph 6 is to demonstrate why the time for “direct action has come.”
 Remind students of their work with purpose in Module 10.1. If necessary, provide students the
following definition to record on their Rhetorical Impact Tracking Tool: purpose means “an author’s
reason for writing (e.g., to introduce and develop a central idea, or to convince readers of a claim).”
What verb does King use to describe the effect of “racial injustice” on the “community” in
Birmingham? What image or feeling does this specific word choice create or evoke?
 King says racial injustice “engulfs” the community (par. 6). The verb engulfs creates the image
that racial injustice overwhelms or destroys the community. The word engulfs creates an image
that racial injustice is a widespread and dangerous problem. It also mirrors phrases like
“engulfed in flames.”
 Consider explaining that this is an example of how King uses descriptive or figurative language as a
rhetorical device. Choosing the word engulfs instead of a similar but less descriptive word, has a
distinct impact on the text. If necessary, remind students of their work with figurative language in
Module 10.1.
 Consider drawing students’ attention to their work with L.9-10.5 as they interpret figurative
language.
What examples does King use to describe the way African Americans are treated in Birmingham in
paragraph 6?
 King expresses how “racial injustice engulfs [the] community” with “its ugly record of police
brutality,” “its unjust treatment of Negroes,” and its “unsolved bombings of Negro homes and
churches” (par. 6).
How does King’s use of rhetoric in paragraph 6 advance his purpose in that paragraph?
 Student responses may include:
o
o
King uses figurative language (“engulfs,” “ugly . . . brutality,” “unsolved bombings”) to create
vivid images that evoke fear, injustice, and inescapability, and toshow that King and his
affiliates have completed the first step of the nonviolent campaign: “collection of the facts
to determine whether injustices are alive” (par. 6).
King uses alliteration (“its ugly record of police brutality,” “its unjust treatment of Negroes,”
and its “unsolved bombings of Negro homes and churches”) to create a rhythm in the text,
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which strengthens the persuasiveness of his explanation that the “city fathers” have
“refused to engage in good-faith negotiation” (par. 6), because if they had these injustices
would not be so present in Birmingham.
 If necessary, remind students of their work with figurative language and alliteration in Module 10.1.
Explain that alliteration refers to the repetition of the same sound at the beginning of a word.
 Explain to students that in these examples, King also uses a rhetorical device called appeal to ethos,
which is “an appeal to a listener’s or reader’s conscience or sense of what is right or ethical.”
Lead a brief, whole-class discussion of student responses. Instruct students to use the Rhetorical Impact
Tracking Tool to record King’s use of descriptive and figurative language from paragraph 6.
 Students add to the Rhetorical Impact Tracking Tool throughout this module and reference it for
assessments.
Transition student pairs to reading paragraphs 7 and 8.
Instruct student pairs to read paragraphs 7 and 8 (from “Then came the opportunity last September” to
“direct action could be delayed no longer”) and answer the following questions before sharing with the
class.
How does King describe the Alabama Christian Movement for Human Rights’ reaction to the
merchants’ broken promise?
 They “were confronted with blasted hopes, and the dark shadow of a deep disappointment
settled upon” them (par. 7).
How does King use rhetoric in this sentence to advance the purpose he established in paragraph 6?
 King uses figurative language (the images of “blasted hopes” and “the dark shadow” (par. 7) of
disappointment) to show how destructive are the broken promises and therefore how necessary
is the direct action campaign.
 Differentiation Consideration: If students struggle, consider asking the following questions:
What images and feelings do the words “blasted” and “dark shadow” create?
 Student responses may include:
o
o
o
The word “blasted” creates images of things exploded.
The words “dark shadow” create an image of things covered over by darkness.
Both “blasted” and “dark shadow” create negative feelings.
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What do you notice about the phrase “dark shadow of deep disappointment”?
 Three of the words begin with the letter d.
How does King describe direct action in paragraph 7 and what is the effect of this description?
 King describes direct action as a process “whereby we would present our very bodies as a means
of laying our case before the conscience of the local and national community” (par. 7).
What is the effect of King’s description of direct action in paragraph 7?
 The effect of this description is to show how much King and his affiliates are prepared to suffer
and sacrifice to appeal to the conscience of the community.
 Students may identify this description as an example of appeal to ethos.
How did King and his affiliates prepare for the direct action campaign?
 They had workshops on nonviolence and repeatedly asked themselves, “Are you able to accept
blows without retaliating?" and "Are you able to endure the ordeals of jail?” (par. 7).
What effect do the questions in paragraph 7 create?
 Student responses may include:
o
o
The questions show the specific “difficulties” those involved in the direct action campaign
will face: “blows” and “ordeals of jail” (par. 7).
Because this information is given in question form, readers can imagine their own answers
to the questions—Could I “accept blows without retaliating?” Could I “endure the ordeals of
jail?” (par. 7).
Explain to students that King is using a rhetorical device called rhetorical questions, which are “questions
that a speaker or writer asks but does not necessarily expect the reader or listener to answer directly.”
Rather, rhetorical questions are meant to cause the reader or listener to think.
Lead a brief share out of the examples of rhetoric student pairs identified in paragraphs 7 and 8. Instruct
students to discuss how the rhetoric they identified supports King’s purpose for writing. Direct students
to use their Rhetorical Impact Tracking Tool to record the examples of figurative language, alliteration,
appeal to ethos, and rhetorical questions as discussed here.
 For sample student responses, see the Model Rhetorical Impact Tracking Tool at the end of this
lesson.
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Instruct student pairs to read paragraph 9 (from “You may well ask, ‘Why direct action?” to “tragic
attempt to live in monologue rather than dialogue”) and track King’s use of rhetoric on the Rhetorical
Impact Tracking Tool.
 For sample student responses, see the Model Rhetorical Impact Tracking Tool at the end of this
lesson.
Lead a brief whole-class discussion of student responses.
 Differentiation Consideration: If students struggle to identify King’s use of rhetoric in paragraph 9,
consider reminding them of the rhetorical devices they identified in paragraphs 6, 7, and 8. Also
consider asking the following questions:
What word does King repeat throughout paragraph 9? What is the effect of this repetition?
 King repeats the word “tension,” which gives it emphasis.
What image does King use to describe the effect of “constructive nonviolent tension” (paragraph
9)? What is the rhetorical effect of this image?
 Student responses may include:
o
o
King writes that “constructive nonviolent tension” will “help men to rise from the dark
depths of prejudice and racism to the majestic heights of understanding and brotherhood”
(par. 9).
King uses alliteration (“dark depths”), figurative language (“rise from the dark depths . . . to
the majestic heights”), and contrast (“dark depths” versus “majestic heights”) to vividly
demonstrate the importance and power of direct action.
 Consider reminding students of their work with repetition and contrast in Module 10.1.
Activity 4: Quick Write
15%
Instruct students to respond briefly in writing to the following prompt:
How does King use rhetoric in paragraph 9 to advance his purpose?
Instruct students to look at their annotations and tools to find evidence. Instruct students to use this
lesson’s vocabulary wherever possible in their written responses. Remind students to use the Short
Response Rubric and Checklist to guide their written responses.
 Students listen and read the Quick Write prompt.
 Display the prompt for students to see, or provide the prompt in hard copy.
Transition to the independent Quick Write.
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PROMPT: FOUNDATIONAL SKILLS: COMPREHENSION, WRITING ORGANIZATION, COMMAND OF GRAMMAR/MECHANICS Assessment Prompt Element RESPONSE FOUNDATIONAL UNDERSTANDING I What vocabulary of the discipline do you need to know and understand in order to answer the prompt? FOUNDATIONAL UNDERSTANDING II What conceptual understandings of the text do you need in order to answer the prompt? What are the components of the response needed to answer the question? ANSWER (Claim) SUPPORTING EVIDENCE (textual evidence that supports claim) REASONING (connection of evidence to claim) SUPPORTING EVIDENCE (textual evidence that supports claim) REASONING (connection of evidence to claim) SUPPORTING EVIDENCE (textual evidence that supports claim) REASONING (connection of evidence to claim) 19
Inquiry Team AGENDA
Warm-up Activity/Review Norms for Collaboration (3-5 minutes)
Purpose for Inquiry Team Meeting (2 minutes)
Teacher Analysis (5-10 minutes)
Teachers should review data points in advance and be prepared to speak briefly to their findings using textual evidence from various
data indicators.
 Review new Classroom/Local/3rd Party, State results and compare your new results to previous results
 What does the data say? and what questions do you ask of the data?
 Consider why did the students not learn it and what do the students need
to know and be able to do to be successful?
Adapted from Paul Bambrick-Santoyo
Driven by Data: A Practical Guide to Improve (2010)
Formatted by Integrated Education Services team
Erie 2-Chautauqua-Cattaraugus BOCES
20
Results Meeting Protocol WORKSHEET
(Adapted from Bambrick-Santoyo’s Driven by Data)

Identify Roles: Who on team will be timer, recorder, facilitator (2 minutes)

Identify Objectives: What will be the main focus for first inquiry analysis? (3 minutes)

Instructional Practices: (5-10 minutes)
o What worked so far or what teaching strategies have you tried so far?
o What supplementary materials are you using?
o What are instructional practices that you could be using?
Adapted from Paul Bambrick-Santoyo
Driven by Data: A Practical Guide to Improve (2010)
Formatted by Integrated Education Services team
Erie 2-Chautauqua-Cattaraugus BOCES
21

Challenges/Solutions: Using the brainstorm protocol what are possible challenges? (5 minutes)
Next, brainstorm proposed solutions (5 minutes)
Adapted from Bambrick-Santoyo
Reflection Protocol – based on brainstorming, what is feasibility of each idea? (5 minutes)
Adapted from Bambrick-Santoyo
Adapted from Paul Bambrick-Santoyo
Driven by Data: A Practical Guide to Improve (2010)
Formatted by Integrated Education Services team
Erie 2-Chautauqua-Cattaraugus BOCES
22

Consensus around best actions and Put on the calendar (20 minutes)
o Identify key actions from brainstorming that everyone will agree to implement
o Writing out action plan and make actions as specific as possible
o Identify key student-teacher guides or tasks needed to be done to be ready to teach
o Identify who will do each task
o Identify when each task will be done
o Put date for re-teaching on calendar.
o Spend remaining time developing concrete elements of lesson plan, such as
 Do Nows
 Teacher guides (for example, what questions to ask the students or how to structure the activity)
 Student guides, homework, and so on.
DATE FOR NEXT INQUIRY TEAM MEETING: _________________________________
Adapted from Paul Bambrick-Santoyo
Driven by Data: A Practical Guide to Improve (2010)
Formatted by Integrated Education Services team
Erie 2-Chautauqua-Cattaraugus BOCES
23
Action Plan – Inquiry Team _____________________________
Questions the Data raises
(consider multiple data indicators
as evidence)
Integrated Education Services
DATE: ___________
Plan # ____
Instructional Strategies
Learning Target #1 –
o Same Target
o Revised Target
o New Target
o
Action Plan
WHO?
Learning Target #2 –
o Same Target
o Revised Target
o New Target
WHEN?
Learning Target #3 –
o Same Target
o Revised Target
o New Target
o
EVIDENCE TO BRING NEXT TIME
Erie 2-Chautauqua-Cattaraugus BOCES
24
Developed by Karen Kondrick