12th Grade - Gateway 3

The instructional materials reviewed for Grade 12 meet the criteria that materials are well-designed and take into account effective lesson structure and pacing.

The materials are designed in a consistent manner throughout each of the four modules. The four modules make up one year of instruction. Each module is arranged into units comprising one or more texts. The texts in each module share common elements in relation to genre, author’s craft, text structure, or central ideas. Each unit in a module builds on the skills and knowledge students develop in preceding unit(s). The number of lessons in a unit varies based on the length of the text(s). Each lesson is designed to span one class period. Within the units, each lesson is constructed in a similar manner, including a lesson introduction, homework accountability, reading and discussion, quick write assessment, homework, and closing.

The curriculum provides a full year of modules and units, including the following:

• Curriculum Map
• Module Overview
• Unit Overview
• Formative and Summative Assessments, including a Module Performance Assessment
• Lesson Plans
• Instructional Notes and Differentiation Considerations
• Tools and Handouts
• Rubrics and Checklists.

The instructional materials reviewed for Grade 12 meet the expectations that the teacher and student can reasonably complete the content within a regular school year and the pacing allows for maximum student understanding.

Each module makes up a year of instruction. Each lesson suggests the proportion of a class period to spend on specific activities. However, teachers are reminded to move at the pace they think is best given their students’ needs and the literacy skills demanded by the standards.

The module overview, the curriculum map, and module-at-a-glance calendar provide an exact number of lessons per module, the standards associated with each lesson in the unit, and the year-end task associated with each module.

The program suggests that when students are engaged in substantive, evidence-based discourse and are making meaning of the text, it is not necessary to push forward to the next question or task. Teachers are directed to make decisions regarding what is most appropriate for their students as the students grow in their understanding and capacity for independent work.

The instructional materials reviewed for Grade 12 meet expectations that the student resources include ample review and practice resources, clear directions, and explanation, and correct labeling of reference aids (e.g., visuals, maps, etc.).

Materials include, but are not limited to, graphic organizers, text-dependent questions, reference charts, anchor charts, unit assessments, supporting excerpts or texts, close read guides, jigsaw question strips, essay rubrics, reference aids, model writings, entrance and exit tickets, vocabulary words list and definitions, and writing prompts.

In Module 12.3, Unit 2, Lesson 2, p. 309, students were asked to review their previous night’s homework. The students were asked to search for another source to gather stronger or more relevant evidence for a supporting claim. They were then asked to record this evidence and reasoning on the Additional Evidence Tool. Then students are asked to use this tool to discuss in pairs the resource and the evidence they found and recorded. Teachers are directed to post exemplary responses of the Model Additional Evidence Tool, if needed.

In Module 12.2 , Unit 2, Lesson 7, students are asked to briefly respond in writing to the following prompt: “How do two central ideas develop and interact over the course of the passage?”

Students are asked to use their Short Response Rubric and Checklist to guide their written responses. Teachers are also directed to an exemplar response, if needed.

Activities that are completed with teacher guidance have directions included in the teacher lesson plan notes. Resources that are completed independently or in small groups without direct teacher guidance include clear directions and explanations so that the task can be completed.

Reference aids, such as handouts, are clearly and correctly labeled as such at the top and in the teacher’s materials.

The instructional materials reviewed for Grade 12 meet the expectations for materials including publisher-produced alignment documentation of the standards addressed by specific questions, tasks, and assessment items.

Alignment to the CCSS is documented in multiple places in the curriculum. CCSS are documented on the 9-12 Grade Curriculum Map, at the module level, at the unit level, and in the teacher's notes for each lesson. Alignment for all assessments are also provided in the Curriculum Overview.

The grade-level curriculum map lists all assessments and which standards are being assessed. This map also includes a chart that illustrates which standards are being assessed in each module.

At the beginning of each module, there is a Unit-at-a-Glance chart that provides teachers with an overview of standards taught and assessed in each lesson. At the beginning of each module there is a module overview which includes a description of assessments which include the performance task, Mid-Unit Assessments, and End-of-Unit Assessments. This overview includes standards being assessed in each assessment. The performance task, mid-unit assessment, and end of unit assessment for each module includes alignment documentation of the standards addressed.

Grade 12, Module 2, p. XIV contains the curriculum map for Module 3. This includes the standards being assessed in this module and the mid and end-of-unit performance tasks that will assess these standards.

Grade 12, Module 2, p. XXXV contains the standards map. Assessed standards are standards that are assessed in Unit and Module Performance Assessments. Addressed standards are standards that are incorporated into the curriculum, but are not assessed. Standards marked with an asterisk (*) are year-long standards included in each module.

The instructional materials reviewed for Grade 12 meet the criteria that materials contain a Teacher Edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials. Where applicable, materials include teacher guidance for the use of embedded technology to support and enhance student learning.

Materials contain a Teacher Guide and Teacher Resource Book for each module. The Teacher Guide includes a curriculum map for each module that includes:

• Number of Lesson in the Unit
• Literacy Skills and Habits
• Assessed and Addressed CCSS
• Assessments

At the beginning of each Module, there is an overview with that list the texts, number of lesson in Module, Introduction, Literacy Skills and Habits, English Language Arts Outcomes, including Year-Long Target Standards, Module-Specified Assessed Standards, Addressed Standards, Module Performance Assessment, List of Texts, and Module-at-a-Glance Calendar.

Each lesson begins with an Introduction that provides the teacher with an objective and rationale. An overview of the selection is given, as well as the assignments that will be completed by students. Each Assessment, whether question or task, comes with answers. There is also a High Performance Response which tells students what students who excel at the assessment or task should have in their work. The Teacher Guide also provides vocabulary words with part of speech and definition. Step-by-step instructions are given for each activity with colored font that indicates instructional notes for the teacher.

The Teacher Resource Book contains copies of the texts studied in each lesson. Any rubrics or checklist that are used in the lesson are also included. Additionally, the Teacher Resource Book contains the mid-unit assessment and the end-of-unit assessment with necessary rubrics to grade the assignments.

The instructional materials reviewed for Grade 12 meet the criteria that materials contain a teacher’s edition that contains full, adult-level explanations and examples of the more advanced literacy concepts so that teachers can improve their own knowledge of the subject, as necessary.

Materials include a Teacher’s Edition that has a section for each lesson labeled “Instructional Notes” that provide easy to follow recommendations with scaffolding ideas, differentiated assignments with possible responses, and reading activities with answers that students may give.

The Teacher Edition uses Learning Sequence symbols to assist teachers with interpreting how to read the material. The symbols and codes are explained so that teachers will know the following:

• Percentage of time the lesson should take
• Plain text to indicate teacher’s actions
• Bold text to indicate the questions teachers should asks students
• Italicize text to indicate a vocabulary word
• An arrow pointing right to indicate teacher action
• Two arrows in the form of a circle to indicate possible student response to teacher
• The letter “i” lowercase in a circle to indicate the instructional notes for the teacher which are in orange font

The instructional materials reviewed for Grade 12 meet the criteria that materials contain a teacher’s edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum.

The series in Grades 9-12 follow the same format in providing a teacher’s edition that explains the role of the specific ELA/literacy standards in the context of the overall curriculum. This information is repeated in the materials in several locations.

First, there is a Curriculum Map across Grades 9-12 that addresses the four modules in each grade by listing each unit, along with the addressed standards and the assessed standards.

Secondly, the Year-long Target Standards are listed in each grade after the first module. Teachers are made aware that the standards will be “strong focus in every English Language Arts module and unit in Grades 9–12."

Finally, the standards are listed next to activities within each lesson. Some of theses activities even require that students explain how their work for a particular lesson addresses a specific standards.

The instructional materials reviewed for Grade 12 meet the criteria that materials contain a explanations of the instructional approaches of the program and identification of the research based strategies.

Materials reviewed for Grades 9-12 meet the expectations for materials containing explanations of the instructional approaches of the program and identifying research-based strategies.

In Grades 9-12, the instructional approaches of the series follow the Universal Design for Learning. Each unit of instruction contains the following principles:

• Provide multiple means of representation
• Provide multiple means of action and expression
• Provide multiple means of engagement

In the preface under “Structure of the Module” for Grades 9-12, the publisher adds, “Each module comprises up to three units and provides approximately eight weeks of instruction. Each unit includes a set of sequenced learning experiences that scaffold knowledge and understanding of the concepts and skills demanded by the CCSS. Module 1 at each grade level establishes the foundation of instructional routines used throughout the year. Paths to College and Career reflects the principles of Universal Design for Learning (UDL) to support:

• English language learners (ELL)
• Students with disabilities (SWD)
• Accelerated learners
• Students performing below grade level

Lessons are not scripts but rather illustrations of how instruction might be sequenced. Each module is adaptable and allows for teacher preference and flexibility to meet both students’ needs and the requirements of the instructional shifts and the standards”

The instructional materials reviewed for Grade 12 meet the criteria that materials regularly and systematically offer assessment opportunities that genuinely measure student progress.

Students have multiple, varied opportunities to demonstrate understanding in each module. Students prepare for culminating tasks in multiple ways that integrate skills, such as close reading, annotating, reading independently and in small groups, hosting whole class and small group discussions in multiple formats, and asking and answering questions.

Every lesson culminates in a Quick Write assessment task. This assessment provides information about students understanding of the lesson objectives and texts. Teachers are provided with High Performance Response criteria. Lessons contain sets of high quality text-dependent/specific questions that build to the culminating task.

Each unit also includes a Mid-Unit Assessment and an End-of-Unit Assessment that connect to the Module Performance Assessment. These unit assessments give teachers feedback as students work towards the Module Performance Assessment.

Each module includes a Module Performance Assessment that serves as a culminating task. The lessons and activities that are completed within the units of study lead to preparing students for the Module Performance Assessment. Supporting lessons contain text-dependent and text-specific questions, tasks, and assignments. Thinking, speaking, writing, and listening skills are the focus of key ideas and details in the modules. Writing and reading are integrated throughout the tasks. Text-dependent questions scaffold throughout the modules to help students become equipped to respond to the culminating tasks. Students demonstrate understanding through written expression, oral discussions, and presentations within groups.

The instructional materials reviewed for Grade 12 meet the criteria that assessments clearly denote which standards are being emphasized.

Each unit includes a Mid-Unit Assessment and an End-of-Unit Assessment that connect to the Module Performance Assessment. These unit assessments denote the standards being emphasized.

Each module includes a Module Performance Assessment that states the standards. The lessons and activities that are completed within the units of study lead to preparing students for the Performance Assessment also include standards. For example,

• In Module 2, Unit 1, Lesson 16, the teacher begins the lesson by reviewing the following assessed standards: RI.11-12.2, RI.11-12.3, W.11-12.2.a-f, L.11-12.1, and L.11-12.2.a, b. The End-of-Unit Assessment requires that students write a multi-paragraph response analyzing “a better government” in Henry David Thoreau’s “Civil Disobedience” (Module 2 Teacher Guide, pg. 174).
• In Module 1, Unit 1, Lesson 28, teachers review the lesson agenda and standard W.11-12.3.e. To meet this standard, in addition to standards W.11-12.3.f, W.11-12.4, and W.11.12.5, students write Common Application essay that addresses a specific task, purpose, and audience (Module 4 Teacher Guide, pg. 315).
• In Module 4, Unit 1, Lesson 14, students are informed of the following standards for the End-of-Unit Assessment: CCRA.R.9, RL.11-12.2, W.11-12.1.d-e, W.11-12.2.a-f, L.11-12.1, and L.11-12.2. Students choose one of two prompts to write an analysis: Prompt 1: What does it mean to be “in the ruins/of new beginnings” (lines 20-21) for the speaker in “A Daily Joy to Be Alive” and a character from A Streetcar Named Desire? Prompt 2: To what extent are individuals free to shape their own identities? Use evidence from A Streetcar Named Desire and “A Daily Joy to Be Alive” to support your argument? (Module 4 Teacher Guide, pg. 433).

The instructional materials reviewed for Grade 12 meet the criteria that assessments provide sufficient guidance to teachers for interpreting student performance and suggestions for follow up.

High performance indicators and exemplar responses are provided throughout materials, including End-of-Unit Assessments, Module Performance Assessments, and other assessment tools. These indicators provide some guidance for teachers for interpreting student performance. For example,

• In Module 1, Unit 1, Lesson 25, students complete a Quick Write (Determine two central ideas present in pages 367-370 and analyze how they interact and build on one another) that serves as the assessment for this lesson. High Performance Response indicators with examples provide some “look fors” for teachers as they assess student learning: Determine two central ideas present in pages 367-370 (e.g., racial identity, systemic oppression); Analyze how these ideas interact and build on one another (e.g., In this passage, Malcolm X develops the central idea of racial identity by stating that he now believes “some American whites do want to help cure the rampant racism” (p. 369) in America). This statement demonstrates a change from what he has previously thought about white people being unable to help black people in America in their struggle to overcome racism (Module 1 Teacher Guide, p. 284).
• At the end of Module 2, students complete the Module Performance Assessment. Teachers are provided high performance response indicators with specific examples upon which to gauge student learning: Develop a response to one of the Performance Assessment prompts (Is democracy “the last improvement possible in government” (Thoreau, part 3, par. 19)? What is the role and responsibility of government? Who should have the power to make decisions in a society?); Support the response with effective selection, organization, and analysis of content from all three Module 2 texts (see examples for responses to the prompt “Is democracy ‘the last improvement possible in government’?”). Teachers are also provided with an explanation of the standard-specific demands of the performance assessment as further guidance (Module 2 Teacher Guide, pg. 412-414).

The instructional materials reviewed for Grade 12 meet the criteria that materials should include routines and guidance that point out opportunities to monitor student progress.

Throughout lessons, Instructional Notes offer recommendations, background information, optional or differentiated activities, or optional reading and discussion questions for teachers to consider. Some Instructional Notes provide specific Differentiation Considerations, which suggest visuals, tools, practices, models, or adaptations for students who may need extra support to achieve lesson goals. The Teacher Resource Books also include supporting materials that might be required for lessons such as reproducible tools, handouts, rubrics, and checklists. For example,

• In Module 3, Unit 2, Lesson 12, the following guidance is offered: “Remind students that although counterclaims require students to approach the issue from an opposite or divergent perspective, the process for writing a claim and a counterclaim is the same. Using relevant and sufficient evidence is as important in writing a counterclaim as it is in writing a claim; To support students’ understanding, consider additional modeling on how to choose the most effective evidence for the type of counterclaim they formulated; Circulate around the room to monitor student progress” (Module 3 Teacher Guide, pg. 258-259).
• In Module 4, Unit 2, Lesson 4, teachers are given the following guidance as students work closely with the Narrative Writing Rubric and Checklist and the Peer Accountability Tools: “This collaborative feedback and discussion provides students with a crucial opportunity for oral processing of their ideas and supports their engagement with standard SL.11-12.1, which addresses the clear, persuasive expression and exchange of ideas; Consider checking in with students on an individual basis during the review and revision process to formatively assess their application of narrative writing techniques, and offer targeted feedback for revision“ (Module 4 Teacher Guide, pg. 150).

The instructional materials reviewed for Grade 12 meet the criteria that materials provide teachers with strategies for meeting the needs of a range of learners so the content is accessible to all learners and supports them in meeting or exceeding the grade-level standards.

Materials provide structured lessons with supports noted within each lesson. The Teacher Guide includes Differentiation Considerations noted in green ink and indicated with a distinct icon. For example,

• In Module 1, Unit 1, Lesson 18, “If students struggle, consider posing the following question: 'How do you know when a character has grown from his or her experiences?' Student responses may include: The character thinks or acts differently. The character may say that the event 'changed' him or her. The character may use figurative language to explain the growth, such as 'my whole world shifted' or 'I was a new person'. The character may reflect on his or her past actions or experiences and share differences or contrasts.”
• In Module 3, Unit 2, Lesson 4, “As students begin drafting their research papers in this lesson, it may be necessary to review some of the building blocks for effective writing, including parts of speech, complete sentences, and sentence complexity.”

The instructional materials reviewed for Grade 12 meet the criteria that materials provide opportunities for teachers to use a variety of grouping strategies.

Materials offer a range of opportunities for students to collaborate while reading, writing, speaking, and listening. Students work independently, in pairs, in small groups, and in large groups throughout the lessons. Grouping suggestions are explicitly stated within materials.

Grouping strategies mentioned in the “Teacher Flexibility to Scaffold Students to Independence” within the Teacher Guide include structuring collaborative conversations in pairs and small groups. In most lessons, students discuss homework in pairs or in small groups with occasional whole class discussions. In the Reading and Discussion sections of each lessons, students collaborate in pairs and small groups as they prepare to present in whole groups.