LA.800.10.08 Assess the adequacy, accuracy and appropriateness of an author’s details to support claims and assertions noting
instances of bias and stereotyping.
Mixed: biography/autobiography/myths(accuracy and adequacy)
Realistic/historical Fiction – author is claiming this realistic(bias, stereotyping, and appropriateness of details …)
Opens with a framing device, I am going to tell you the true story of…
Ghost stories…Curses, Inc. (accuracy and adequacy)
A. Embedded Assessments for pre-testing and post-testing this indicator
Selected Response Samples for Reading Indicators (a question followed by four possible responses labeled a-d):
1. Which statement below shows the adequacy accuracy or appropriateness of an author’s details? LA.800.10.08
2. Which statement below contains a stereotype? LA.800.10.08
3. Which detail taken from Text A listed below is likely to bias a reader? LA.800.10.08
Constructed Response Samples for Reading Indicators:
1. Assess the adequacy, accuracy and appropriateness of an author’s details to support claims and assertions noting instances of bias and stereotyping. LA.800.10.08
B. Daily Objectives Linked to the Indicator
Objectives Sample Assessment for the Sample Instructional Seed Opportunities for Differentiation Resources
Objective
Assess the Assess the appropriateness of an (Assertions/claims are defined as a statement of For highly able students use a text Does is Always Right by
appropriateness author’s details to support claims opinion about some issue that is not a factual with more sophisticated text Hans Christian Anderson
of an author’s and assertions noting instances of statement and cannot be proved true. It is structures or more subtle claims and in Women’s Voices (has
details to support bias and stereotyping in a literary supported with facts, examples, and anecdotes.) assertions. (E) stereotyping and
claims and text. Discuss the genres of historical fiction and inappropriate details)
assertions noting realistic fiction. Ask the class to brainstorm Like Mexicans by Gary
instances of bias what makes these genres interesting. Discuss Soto in Latino Writers in
and stereotyping what types of claims or assertions these types of the U.S. (has stereotyping
in a literary text. texts usually make (for example, I am going to and appropriate details)
(biography, tell you the true story of…, odd, but true…). Bless Me Ultima by
historical fiction, Rudolfo Anaya in Latino
realistic fiction, Teacher selects a reading that makes assertions Writers in the U.S. (E) (has
autobiography). of truth. Teacher and students read the text. stereotyping and
LA.800.10.08 Teacher models assessing the text for appropriate details)
appropriateness of details and instances of bias Curses, Inc.
and stereotyping. This may be done using a The Warrior Maiden by
chart like the one below: Oneida in Native American
http://www.fcpsteach.org/docs/authors%20clai Literature
m%20chart.doc What the Good Man
Assess the Assess the adequacy and accuracy Define the terms adequate and accurate. For highly able students provide
adequacy and of the author’s details to support Discuss how having adequate, accurate multiple short biographies or
accuracy of the the author’s claims and assertions information weakens/strengthens the author’s biography excerpts on the same
author’s details claim and assertions. Review how to identify an person. Students evaluate the
to support the author’s claim and assertion, and then identify biographies, choosing the one that
author’s claims it in a text (can be one already read by the has the most adequate and accurate
and assertions class). Next, model how to identify and assess details to support the author’s claims.
(biography, adequate/inadequate details and Students then write a paragraph
autobiography) accurate/inaccurate details. This may require explaining their choice.(E)
frontloading of historical, political, or cultural
background information. Be sure to evaluate the
impact the details included have on the author’s
claim/assertion (strengthen/weaken). For
example, if the author says, “There were a lot
of instances when…” the detail could weaken it
because it is too general or not specific enough
to support the claim/assertion; however, it
could strengthen it, if the number of instances
was relatively small (9 vs. 900).
Guided Practice: Students work in pairs or
groups to assess the adequacy and accuracy of
the author’s details to support the author’s
claims and assertions using different text.
Independent Practice: Students assess the
adequacy and accuracy of the author’s details to
support the author’s claims and assertions using
different text with teacher assistance/feedback.
Assessment: Students independently to
complete the assessment without teacher
assistance.
Assess the After reading a literary text, Through a read aloud/think aloud teacher Through a read aloud/think aloud Overcoming Obstacles:
adequacy, students will determine the models questions asked about a text’s teacher models questions asked about -Not Poor, Just Broke
accuracy and adequacy, accuracy and adequacy, accuracy and appropriateness. a text’s adequacy, accuracy and -The Treasure of Lemon
appropriateness appropriateness of details to Teacher refers back to earlier lesson where appropriateness. Teacher refers back Brown
of an author’s support claims and assertions. instances of bias and stereotyping can occur. to earlier lesson where instances of -The Lie
details to support Students will note any instances of Model how inadequate, inaccurate or bias and stereotyping can occur. - Power of the Powerless
claims and bias and stereotyping. inappropriate statements weaken the author’s Model how inadequate, inaccurate or
assertions noting message. inappropriate statements weaken the Perseverance:
instances of bias author’s message. (i.e. “I think” that -The Diary of Anne Frank
and stereotyping. chewing gum helps me focus.) Next, -Painful Memories of
have students participate in a Dating
Socratic Seminar discussing another -Flower for Algernon
text’s adequacy, accuracy and -Mr. Mendelsohn
appropriateness. (C) -Kin
Tolerance:
-Roll of Thunder, Hear My
Cry
-Tsali of the Cherokees
Identify Identify ambiguities, subtleties, Discuss what kinds of things would strengthen Highly able students will develop
ambiguities, and/or contradictions in the text or weaken an author’s claim/assertion. Next, their own claim/assertion about the
subtleties, and/or and explain how the identified define ambiguity, subtly, and contradiction and text read and develop their own
contradictions in ambiguities, subtleties, and/or discuss how each would affect an author’s narrative supporting their claim.
a text. contradictions strengthen or claim/assertion. Students will intentionally use
(LA.800.10.08a) weaken the author’s claims and ambiguity and subtly to strengthen
assertions. Model dissection of a text to find ambiguities, their claim/assertion. (E)
subtleties, and/or contradictions in a previously
read text that was used for the objectives above.
Discuss how each affects the author’s claim
(strengthen or weaken). Be sure to talk about
how ambiguity and subtlety can sometimes
strengthen, sometimes weaken an author’s
claims and assertions. Also, share that
contradiction typically weakens the author’s
claims and assertions. Afterwards, using a
think aloud strategy, model how to craft a BCR
response to the assessment prompt.
For guided practice, students, in groups or
pairs, identify instances of ambiguity, subtlety,
and contradiction in the text and explain the
affect on the author’s claim/assertion in a
different text.
Independent Practice: Students identify
instances of ambiguity, subtlety, and
contradiction in the text and explain the affect
on the author’s claim/assertion in a different
text with teacher assistance and feedback.
Assessment: Students independently complete
the assessment.