Aligning&ELA& Instructionfrom& OpeningtoClosing · S.P.$A.C.E.S. District$Learning$Day September16,2016 12:15 – 3:15 English$III$and$IV Aligning&ELA& Instructionfrom& OpeningtoClosing

S.P.  A.C.E.S. District  Learning  DaySeptember  16,  2016

12:15  – 3:15

English  III  and  IV

Aligning  ELA  Instruction  from  

Opening  to  Closing

Tondrea C.  McWright – Instructional  Literacy  Coach

Specializing  in  Pedagogy  And  Content  for  Education  in  Secondary  Schools

iZone High  School  Team

Future  Collaborative  Dates

High  School  English  Language  Arts– Tuesday,  November  1st

– Tuesday,  December  6th

– Friday,  February  10th (DLD)– Tuesday,  March  7th

– Tuesday,  April  18th

The  iZone High  School  Instructional  Support  Team's  vision  is  to  be  a  highly  valued  team  that  provides  effective  content  and  pedagogical  support  for  teachers  to  increase  student  achievement  that  leads  to  college  and  career  readiness,  lifelong  learning,  and  productive  citizenship.

Our  mission  is  to  provide  data-­driven  instructional  support  through  content  coaching  and  professional  development  that  increases  teacher  capacity.  Building  positive  relationships,  communicating  effectively,  embracing  diversity,  and  engaging  in  on-­going  reflective  practices  are  the  cornerstones  of  this  work.

Vision  &  Mission

iZone GoalWe must move  our  schools  from  the  bottom  5%  

to  the  top  25%!To accomplish  this,  we  must  ensure  that  

effective  instruction  takes placeEVERYDAY and  in  EVERY  school.

Session  Goals

Know:• the  components  of  an  effective  ELA  lesson.

Understand:• how  to  align  all  components  of  an  effective  ELA  lesson.

Do:• create  a  lesson  in  which  all  components  are  aligned  to  a  grade  

appropriate  ELA  standard.

AGENDA

• Ice  Breaker/Grouping  • Materials• The  Souls  of  Black  Folks  “Of  Our  Spiritual  Strivings”  

Lesson• Lesson  Stepback• Break• Grade  Level  Group  Planning• Closure/Surveys

Session  Norms

• Be  present• Be  brave• Be  willing  to  take  risks  and  be  engaged  • Ask  questions• Engage  in  meaningful  dialogue  with  your  colleagues

• Keep  students  at  the  center  of  your  thinking

Grouping

Those  of  you  that  have  the  same  numbered    pencils  please  UNITE!    You  will  be  working  with  each  another.  Take  a  couple  of  minutes  to  get  

acquainted  with  one  another.Team  work  makes  the  dream  work!

BELL  WORK– 4  Minutes    

Kahoot Game

Question  and  Answer:What  is  the  definition  of  rhetoric  based  upon  the  examples  given?

Objective  Focus  (2  min)

• I  can  identify  rhetorical  devices  of  Chapter  1,  paragraph  5  of  The  Souls  of  Black  Folks.  I  can  determine  Dubois’s  point  of  view  by  examining  his  rhetoric.  

• Standard  RI.11-­12.6-­ Determine  an  author’s  point  of  view  or  purpose  in  a  text  in  which  the  rhetoric  is  particularly  effective,  analyzing  how  style  and  content  contribute  to  the  power,  persuasiveness,  or  beauty  of  the  text.  

Assessment

• How  does  DuBois  use  rhetoric  in  this  passage  to  advance  his  point  of  view?

Masterful  Reading/5  minutes  

• Refer  to  the  text,  The  Souls  of  Black  Folk.    Follow  along  as  your  instructor  completes  a  masterful  reading  of  the  first  part  of  paragraph  5.    (1  min.)

Give  One,  Get  One!

• Write  down  what  you  think  this  paragraph  is  about  on  the  front  of  an  index  card.  (1  min.)

• Find  two  people  across  the  room  to  share  your  thought  and  write  down  their  thoughts  on  the  back  of  your  index  card.  (3  min.)

Modeled  Activity  (I  do)—10  minutes

• Direct  Instruction  on  rhetorical  devices:  Parallelism,  Allusions,  Imagery,  Antithesis,  hyphenation  

• Use  of  the  Rhetorical  Impact  Tracking  Tool

Paragraph  4

Guided  Practice  (We  Do)-­ 5  minutes

Paragraph  6

Biblical  Allusion

• Numbers  34:2-­ “Command  the  Israelites  and  say  to  them:  ‘When  you  enter  Canaan,  the  land  that  will  be  allotted  to  you  as  an  inheritance…”

• Deuteronomy  1:8-­ “See,  I  have  given  you  this  land.  Go  in  and  take  possession  of  the  land  the  Lord  swore  he  would  give  your  fathers…”

Group  Activity  (They  Do)—10  minutes

• Work  in  color  groups  to  identify  and  explain  the  rhetorical  effect  of  your  given  example  

• Write  the  group’s  example  on  chart  paper  and  post  it.  

Gallery  Walk  (7  min.)  

• Conduct  a  gallery  walk  to  record  the  other  examples  of  rhetorical  devices.  

Think,  Write,  Share  (3  min.)  

• What  is  DuBois’s  point  of  view  in  the  first  part  of  the  5th  paragraph?

1. Think  about  your  answer  for  30  sec.  2. Write  your  answer  down.3. Share  your  answer  with  a  shoulder  partner.  

Quick  Write  (10  min.)

• How  does  DuBois use  rhetoric  in  this  passage  to  advance  his  point  of  view?  Be  sure  to  use  the  RACES  method  

******Bonus  points  if  you  can  write  like  DuBois and  use  a  rhetorical  device  in  your  answer.  

Homework

Homework:  Due  tomorrow!

1. Read  the  rest  of  paragraph  52. Research  an  additional  type  of  rhetorical  device:  provide  the  definition,  example,  and  purpose.  

3. Be  prepared  to  share  it!

Closure  (3  min.)

• Student  Teacher:• Share  3  key  ideas  everyone  should  have  learned  today

Step  back  (10  min.)Alignment

• Does  this  lesson  meet  the  entire  standard?• What  part  of  this  standard  needed  to  be  taught  before  this  lesson?  

• What  part  of  the  standard  will  need  to  be  taught  after  this  lesson?

• How  do  you  ensure  that  each  lesson  is  aligned  to  the  standards?

• How  do  you  ensure  that  students  master  the  full  scope  of  the  standard  by  the  end  of  the  year?

• How  does  this  lesson  align  with  our  Foci:  Text,  Talk,  and  Task?  

Step  back  (20  min.)Determining  Content

• Review  my  annotations.  • What  are  the  implications  of  planning  lessons  based  upon  the  content  available  within  a  complex  text?

• Review  the  Pre-­work  form.• What  is  needed  to  complete  this  form?  • Is  it  useful?• What  are  the  dominant  themes  in  this  text  in  which  you  can  build  a  unit?

• Review  the  Lesson  Plan  Form.• How  do  you  transfer  the  key  ideas  into  bite  size  pieces  to  teach  daily?

Step  back  (10  min.)Engagement

• What  percentage  of  time,  were  you  working?

• What  strategies  were  used  to  engage  students?

• How  can  you  incorporate  engagement  strategies  within  your  instructional  routines?

BREAK!!!!  (10  min)

Independent  Planning-­ (45  min.)  

• Now  you  will  use  this  text  and  this  template  to  plan  Tuesday’s  lesson.    You  should  have  received  electronic  copies  of  the  templates.  Please  let  me  know  if  you  have  not  received  them.    

On  an  index  card,  write:

Two  Stars  and  a  Wishv 2  “aha”  moments  you  had

v1  idea  you  wish  we  had  covered

Closure/Survey

• Please  place  the  following  URL  into  your  browser  to  complete  the  survey  on  today’s  presentation.    

goo.gl/ArruCe(case  sensitive)

Survey

QR  Code:  

Contact

Tondrea C.  McWright(901)  354-­4635

[email protected]

www.izonehighschoolteam.weebly.com