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The 1619 Project Born on the Water Educators Guide

The educator’s guide to “Born on the Water,” could be used at elementary and secondary levels, and there are distinctions between how you might work with younger students versus older ones.  The questions posed in the lesson plans, are not always specific to “Born on the Water”. They may be used with almost any text, as it teaches students to think in ways that are generative and transferable. Teaching students to ask questions that they can ask of any text, including the text that is the world, empowers them to think deeply, whether or not they are in the presence of their teachers and caregivers.

Students will need a reading notebook that they are already using or a notebook or folder where they can keep all of their work from this unit and they will experience reading as a meaningful opportunity to think deeply and engage in authentic, transformative conversation.

The Born on the Water text can be found at the Citywide Digital Library on Sora where all users have single sign-on with NYC DOE credentials.

Standards:
Quality Review Indicators 1.4 Positive Learning EnvironmentDanielson Framework for Teaching 1a: Demonstrating Knowledge of Content and PedagogyDanielson Framework for Teaching 1b: Demonstrating Knowledge of StudentsDanielson Framework for Teaching 1c: Setting Instructional OutcomesDanielson Framework for Teaching 1d: Demonstrating Knowledge of ResourcesDanielson Framework for Teaching 1e: Designing Coherent InstructionDanielson Framework for Teaching 2a: Creating an Environment of Respect and RapportDanielson Framework for Teaching 2b: Establishing a Culture for LearningDanielson Framework for Teaching 2d: Managing Student BehaviorDanielson Framework for Teaching 3b: Using Questioning and Discussion TechniqueDanielson Framework for Teaching 3c: Engaging Students in LearningDanielson Framework for Teaching 3e: Demonstrating Flexibility and ResponsivenessDanielson Framework for Teaching 4a: Reflecting on TeachingDanielson Framework for Teaching 4d: Participating in the Professional CommunityDanielson Framework for Teaching 4e: Growing and Developing ProfessionallyAcademic Skills Communicate VerballyAcademic and Personal Behaviors Communication and CollaborationEnglish Language Arts - Language - Conventions of Academic English/Language for Learning L.1 Demonstrate command of the conventions of academic English grammar and usage when writing or speakingLanguage L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.English Language Arts Speaking And Listening -Vocabulary Acquisition and Use L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.English Language Arts Speaking And Listening -Vocabulary Acquisition and Use L.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.Language L.6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.Academic and Personal Behaviors Mindsets for PerseveranceReading anchor standards R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.Reading anchor standards R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.Reading anchor standards R.7 Integrate and evaluate content presented in diverse media and formats.Reading anchor standards R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. Reading anchor standards R.9 Analyze and evaluate texts using knowledge of literary forms, elements, and devices through a variety of lenses and perspectives.English Language Arts - Key ideas and details Reading anchor standardsEnglish Language Arts Speaking And Listening -Comprehension and Collaboration SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners; express ideas clearly and persuasively, and build on those of others.English Language Arts Speaking And Listening -Comprehension and Collaboration SL.2 Integrate and evaluate information presented in diverse media and formats (including visual, quantitative, and oral). English Language Arts Speaking And Listening -Knowledge of Language SL.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listeningEnglish Language Arts Speaking And Listening -Presentation of Knowledge and Ideas SL.4 Present information, findings, and supporting evidence so that listeners can follow the line of reasoning. Ensure that the organization, development, and style are appropriate to task, purpose, and audience.English Language Arts Speaking And Listening -Presentation of Knowledge and Ideas SL.5 Make strategic use of digital media and visual displays to express information and enhance understanding of presentationsEnglish Language Arts Speaking And Listening -Vocabulary Acquisition and Use SL.6 Acquire and accurately use general academic and content-specific words and phrases sufficient for reading, writing, speaking, and listening; demonstrate independence in gathering and applying vocabulary knowledge when considering a word or phrase important to comprehension or expression.Writing W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiencesWriting anchor standards W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.Writing anchor standards W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Writing anchor standards W.3 Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.Writing anchor standards W.4 Develop personal, cultural, textual, and thematic connections within and across genres through written responses to texts and personal experiences.Writing anchor standards W.5 Draw evidence from literary or informational texts to support analysis, reflection, and research.Writing anchor standards W. 6 Conduct research based on focused questions to demonstrate understanding of the subject under investigationWriting anchor standards W.7 Gather relevant information from multiple sources, assess the credibility and accuracy of each source, and integrate the information in writing while avoiding plagiarism
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