mc-14193-39844713.us-east-1.elb.amazonaws.commc-14193-39844713.us-east-1.elb.amazonaws.com/file/6…  · Web view2.Background on Womens Right to the Suffrage_ NTI 0713. 3.NY Times

Day 1: Session 2A: Highlighting a Module 4 Lesson: Elementary

Sequence of Sessions

Overarching Objectives of this July 2013 Network Team Institute

· I can describe how the 3-8 modules increase in complexity over time.

· I can describe the impact of student engaged assessment practices on student achievement.

· I can describe the strategy of close reading.

· I can describe EL’s approach to developing high-quality common core aligned writing from the students in the module lessons.

· I can analyze a classroom a lesson for the shifts in instruction and required changes of teachers and leaders.

· I can determine how the ELA module performance assessments can play a role within my school’s larger assessment system.

· I can apply the concerns-based adoption model to support myself and others’ adoption of the Common Core State Standards.

· I can foster a growth mindset through feedback that promotes positive change.

· I can explain the components of a high-quality, yearlong implementation and professional development plan to support teachers in their implementation of the ELA curriculum modules.

High-Level Purpose of this Session

· Participants will live a lesson from the modules during which they will experience a variety of the teaching practices and protocols that are found in module lessons. This lesson allows participants to see the shifts demanded of students, teachers and leaders.

Related Learning Experiences

· All previous trainings on the Expeditionary Learning ELA modules.

· Classroom teaching experience

Key Points

· Living a lesson will guide teachers and leaders to the discovery that the ELA Modules embody the shifts in instruction that are required by the Common Core Standards.

Session Outcomes

What do we want participants to be able to do as a result of this session?

How will we know that they are able to do this?

· I can analyze a module lesson for its impact on students and implications for my practice as a teacher or school leader.

· I can analyze a module lesson for the Common Core shifts in instruction.

· ELA debrief form

· Journal Reflection

· Discussion

Session Overview

Section

Time

Overview

Prepared Resources

Facilitator Preparation

Introductions and Learning Targets

15 min

In this section, participants will be reminded of norms and introduced to learning targets for the session.

PPT Highlighting a Module 4 Lesson Elementary_ 2A__NTI 0713

Preview all documents and resources.

Preview the PPT slides and note their alignment to the Facilitator’s Guide below.

Living a Lesson

80 minutes

In this section, you will guide participants through living a lesson. They will experience close reading, text-dependent questions, writing with evidence, and participating in collaborative discussions with peers. They will analyze the impact of these instructional practices on themselves as learners.

1.On Womens Right to the Suffrage speech excerpt_NTI 0713

2.Background on Womens Right to the Suffrage_ NTI 0713

3.NY Times Article 1873_NTI 0713.pdf

4.Close Reading Form for Susan B. Anthony article_NTI 0713

5.Compare Speech and NY Times Article_NTI 0713.pdf

7.4M4.1L2_NTI 0713.pdf

Debrief

25 minutes

In this section, participants will debrief the living a lesson portion of this session in order to analyze the shifts in action. Participants will examine the module lesson in the Participant Notebook as well.

6.Experiencing the Shifts Recording Form_NTI 0713

8. Participant Reflection Form 2A_NTI 0713

Session Roadmap

Section: Creating a Culture of Achievement

Time: 15 minutes

In this section, participants will establish a culture based on the norms for collaboration and introductions at the table. This will support their work for the session.

Materials used include:

PPT Highlighting a Module 4 Lesson Elementary_ 2A__NTI 0713

Time

Slide #/ Pic of Slide

Script/ Activity directions

GROUP

2 min.

Introduce yourself to the group along with other Expeditionary support staff in the room. Show slide of Norms and orient participants to handout of norms in Participant Notebooks. (Touch lightly as this was covered in the first session). Briefly state why it’s important to use norms: they support a high quality experience, keep people safe, and encourage people to participate.

Whole group

5 min.

Participants should introduce themselves at the table (name, role, district, and what you are most excited to learn about while you are here). Facilitators model this with brevity – stress brevity as 5 min is not much time for a table of ten people!

Give some context for a quote that will be shared. Implementing the modules and the shifts in instruction for the common core means great changes for teachers – this is because there are topics and books that they have grown to love teaching for very good reasons over the years and we think it is important to recognize this in the work that we do and remember this whenever we talk about the changes we ask of people in regards to their practice

Table groups

3 min.

Participants read the following quote to ground the work for this session:

“It isn’t the changes themselves that the people in these cases resist? It is the losses and endings that they have experienced and the transition that they are resisting.” (Bridges, 2009, p.24)

· make sure to linger on transition – and highlight that the theme of these two days will be about change –or transition

Turn and talk to a table partner about this quote. Do you agree/disagree? Why? Can you relate to this? Why or why not? (2 minute per partner to share)

Partner

Section: The Shifts in Action: Living a Lesson

Time: 80 minutes

In this section, you will guide participants through living a lesson. They will experience close reading, text dependent questions, writing with evidence, and participating in collaborative discussions with peers. They will analyze the impact of these instructional practices on themselves as learners. Participants will connect their experiences to the instructional shifts required by the Common Core Standards.

Materials used include:

1.On Womens Right to the Suffrage speech excerpt_NTI 0713

2.Background on Womens Right to the Suffrage_ NTI 0713

3.NY Times Article 1873_NTI 0713.pdf

4.Close Reading Form for Susan B. Anthony article_NTI 0713

5.Compare Speech and NY Times Article_NTI 0713.pdf

3 min

Hold up your hand as a signal for everyone to turn his/her attention to you. Explain that this is the signal we will use to communicate to one another when it is time to pay attention to the facilitator.

When someone sees me put my hand up, quickly finish your thought, then raise your hand and get ready for the next step. Eventually everyone should have their hand raised with their eyes on me.

Explain that we are going to begin working on these two learning targets:

· I can analyze a module lesson for its impact on students and implications for my practice as a teacher or school leader.

· I can analyze a module lesson for the Common Core shifts in instruction.

Whole group

Explain that we are going to do this by having them experience a model lesson from the modules, then debrief the lesson through the lens of the common core shifts for ELA.

I am going to ask you to switch to student hat. That means that for the next hour I would like you to experience the lesson from the perspective of a student in class, rather than as a teacher. You will have an opportunity to analyze the lesson later from the perspective of a teacher, but for now, please keep those teacher questions in the back of your mind or jot them down if they are preventing you from staying in student mode.

Invite participants to turn to their journals and craft their own definition of close reading.

10 min

Invite participants to do this next activity in “split tables” (groups of 5 at 10 top tables.) Ask one person in each group to raise their hand if they would agree to be the timekeeper/facilitator for this activity. Present the questions on the ppt. slide. Each participant should read all of the questions and select one that they are comfortable answering. Allow participants 1 minute to formulate and write answers independently on a sticky note. Tell participants that the timekeeper/facilitator will ensure that each participant voice is heard and that each member of the group has 1 minute to share – all 5 members of the group should state the question that they have selected and share their answer to the question.

· What characteristics or qualities does a person have “who takes a stand?”

· Is it ever okay to break the law? Why or why not?

· How can taking a stand be both positive and a negative?

Split tables

3 min

Say: Today you will both listen to and read a speech that was given a long time ago (1873). It is a primary source. A primary source is any piece of information that was created by someone who witnessed firsthand or was part of the historical events that are being described.

Introduce the first learning target to participants:

1. I can infer the meaning of words and phrases using context clues to better understand a primary source.

Say: Context clues are details in the text that help readers to understand a word or phrase. Primary sources often use unfamiliar language; this can make them difficult to understand without a close read. Close readers do these things (display ppt slide): Read aloud the slide for the group.

Whole group

· Read small chunks of text slowly and think about the gist.

· Reread each passage one sentence at a time.

· Underline things that you understand or know something about.

· Circle words that you do not know.

· Talk with your partners about all of your good ideas.

· State the gist or message of the paragraph in the margin.

· Listen to the questions.

· Go back to the text to find answers to questions.

· Talk with your partners about the answers you find.

Say: Today, as I read the speech, you will first listen for the gist and do not need to understand everything you hear in the text. Reading for the gist of the text will help you to discover the topic of study. Getting the gist is What you think the article is mostly about after the first time you read it.

8 min

Tell participants that you will read the text aloud while they read along silently. Ask them to locate the speech “On Women’s Right to the Suffrage” by Susan B. Anthony. Remind them that they do not have to understand all of the text but should be listening for what you think the article is mostly about after your first stab at it.) Ask them to think about the following as you read: What do you think this speech is mostly about?

Read the text slowly and fluently without stopping for questions or explanation. Afterward, ask participants to think then turn to their partner and explain: What is this speech about?

Ask a few participants to share out their thinking with the whole group. Possible responses may be (It sounds like she is upset about being accused of a crime; she voted and it was a crime; I think we will be studying how women fought to get the right to vote.)

Whole group; partners

8 min

Ask participants to locate the Background: “On Women’s Right to the Suffrage” by Susan B. Anthony Next, display the ppt. slide and tell participants that the purpose for reading this excerpt is to answer the following two questions:

· Using context clues, what can you infer about the meaning of the word suffrage?

· Why was Susan B. Anthony arrested?

Tell participants that with their partner you would like them to take 1 minute to read this background information text about the speech. Give participants 2 more minutes to discuss the above questions with a partner.

Refocus the whole group. Invite a response or two from the participants. (Possible: responses: “Suffrage has something to do with voting,” and “Susan B. Anthony was arrested for voting when it was against the law for women to vote.”). Prompt participants to provide the context clues they used to determine the meaning of the word suffrage. (This movement held protests, marches, and rallies to try to change the constitution so women could vote.)

Partners; whole group

8 min

Say: Please locate the glossary at the bottom of this background information sheet. Add the definition of suffrage in the blank box. Now, independently re-read the entire speech, “On Women’s Rights to the Suffrage” and circle the words that are listed in the glossary. The glossary will help you better understand the speech by providing the definitions of several words. When you have re-read and circled the words from the glossary, reread for a third time with a partner. This time you will substitute a synonym or definition from the glossary in place of the circled word. For example: “I not only committed no crime, but, instead, simply exercised my citizen’s rights, guaranteed to me and all United States citizens by the National Constitution, beyond the power of any state to not allow me. (Note: you have replaced the word deny with the synonymous phrase not allow me.)

Instruct participants to fill in the missing boxes in the glossary with definitions using context clues. Tell them that they will have to infer the meanings of the remaining blank words (alleged and right) from the first paragraph of the speech. Remind them that some words—like right—can have multiple meanings and that it is important to think about the meaning of the word in context.

Individual

15 min

Direct participants to turn to the backside “On Women’s Rights to the Suffrage.” Review the directions above the first paragraph of the speech.

Directions:

1) Follow along as the first paragraph of the speech is reread to you. Circle the words listed in the glossary and any other words you do not know the meanings of.

2) Reread the speech with your partner using the glossary and context clues to write synonyms or explanations above difficult words.

3) Reread the text and answer the questions in the right hand column.

Say, independently reread this excerpt from the speech and answer the questions in the right-hand column. (5 min).

Call the attention of the whole group to review the answers to the text-dependent questions in the right-hand column. Circulate around the training and space and cold call pairs to answer the questions and clarify as needed. Be sure to ask: What did you read in the text that helped you come to your answer? Encourage participants to amend their notes as needed.

Answers for facilitator:

1. What does Susan B. Anthony mean by “alleged crime”?

She didn’t agree with the law against women voting. The text says, “… prove to you that in thus voting, I not only committed no crime …”

2. What does the word “right” mean as it is used in this text?

Something people can’t stop you from doing, or something everyone should be able to do.

3. In 1873 it was against the law for women to vote in the state of New York as

well as in other states. This speech says that voting is a right that is “beyond the power of the state to deny.” What do you think this means?

The states can’t make laws against voting, or New York isn’t allowed to keep women

from voting.

After discussing the answers to the questions. Point out the “Gist Statement” portion on the back of the Close Reading recording form. Allow participants 3 minutes to record their gist statements in the box. Tell participants that they should be prepared to share with their table group. Allot 3 minutes for sharing gist statements.

Individual; whole group

1 min

Review learning target #1: I can infer the meaning of words and phrases using context clues to better understand a primary source. Have participants use “Fist-to-Five” to assess their learning; 5 meaning I can teach this to someone else; fist meaning I am still struggling.

Whole group

1 min

Introduce Learning Target #2: I can answer questions using evidence from the text. Say: An article is an informational text usually found in a newspaper or magazine. Its purpose is to give the reader information about a particular topic. Ask participants to turn to a partner and explain what this learning target means in their own words.

Whole group; partners

5 min

Say: Now we will read an actual newspaper article that was published in 1873. This article is an account of what happened during Susan B. Anthony’s trial. This article is written from a reporter’s viewpoint. The article is another example of a primary source [Project primary article on ppt slide].

Have participants locate the New York Times article, “Miss Susan B. Anthony Fined $100 and Costs for Illegal Voting.” Give participants a moment to skim the text in order to just notice the format of this primary source document. Tell participants that you will read the text aloud while they read along silently. Remind them that they should be listening for the gist (the feeling you get about what the article is mostly about after your first stab at it.)

Read the text slowly and fluently without stopping for questions or explanation.

Afterward, ask participants to think then turn to their partner and discuss these question:

· How is this informational text different from others you have read about Susan B. Anthony?

· Now that we’ve read the entire text instead of just skimming it, do you notice anything about the style of the writing? Is it similar to what you might read in a newspaper or online today?

Whole group; partners

10 min

Ask participants to locate the Close Reading Form “Miss Susan B. Anthony Fined $100 and Costs for Illegal Voting”. Explain that excerpts from the article are on the recording form. Invite participants to re-read the excerpts from the article and answer the questions on the recording form with a partner.

Call the attention of the whole group, then review the answers to the text-dependent questions in the right-hand column. Ask volunteers to share answers with the whole group. Possible answers include:

1.What did the author mean when he wrote “upon the ground of a misdirection…?”

Misdirection means the judge made a mistake. ‘Mis’ means wrong. The text said the judge ordered a new trial because everyone deserved a fair trail and the court should not deprive her [Susan B. Anthony] of that trial.

1_.

2. 2. What argument did Judge Selden have with how Susan B. Anthony was treated in court?

Judge Seldon said that Susan did not have a fair trial because the case was not submitted to a jury.

1. 3. Why was Susan B. Anthony so upset by the way she was treated during her trial?

Susan said that she had a trial by her superiors and not by her peers. She felt that her rights had been denied.

2. 4. What did the author mean when he reported that Susan B. Anthony said she “…announced her determination to continue her labors until equality was obtained...?

Susan was going to continue to fight until women earned the right to vote.

5. What did Susan B. Anthony want from the court?

Susan wanted no forgiveness from the court. She wanted the court to be strict with the law.

6. Why do you think Judge Selden did not give the order to send Susan B. Anthony to jail until she paid her fine?

Susan was not taken to jail because Judge Hunt did not believe that Susan had a fair trial to begin with

After discussing the answers to the questions, point out the Gist Statement portion of the Close Reading recording form. Have participants once again reread with a partner and then write a main idea statement after each chunk of text. Participants should then share their main idea statements around the split table. (3 min)

Partners

Review Learning Target #2:

I can answer questions using evidence from the text.

Ask participants to write a number within the range 0-5 at the bottom of their paper to indicate how close they were to meeting this target. “5” means I can answer all of the questions correctly with evidence; “0” means I was unable to meet this target.

6 min

Introduce Learning Target #3:

I can compare information from two informational texts about the same topic.

Say: How does the NY Times article connect to the speech you read earlier in this session? Did you learn anything new from this primary source document? Allow participants 2 minutes to turn to a partner and discuss. Then say: Please locate the note-catcher in your materials titled, “Comparing the Speech and the New York Times Article.” With your partner, read the directions at the top of the note-catcher. Complete the chart with either the letter A, B or C according to directions. An example has been done for you. When you are finished with the note-catcher, I will collect them to see how well you met the target. [Facilitators will not actually collect papers; remember you are in a “Teacher” role.]

Partners

2 min

Closing of Lesson: Say: At the beginning of the lesson, I posed these 3 questions to you (show ppt. slide):

· What characteristics or qualities does a person have “who takes a stand?”

· Is it ever okay to break the law? Why or why not?

· How can taking a stand be both positive and a negative?

Please revisit your initial answer that you wrote on the sticky note. Revise, add to or re-write your answer based on the information you learned in today’s lesson. [2min]. Share your revisions with your split table group.

Individual; split tables

Section: Debrief

Time: 25 minutes

In this section, participants will debrief the living a lesson portion of this session in order to analyze the shifts in action.

Materials used include:

6.Experiencing the Shifts Recording Form_NTI 0713

8. Participant Reflection Form 2A_NTI 0713

1 min

This is the end of the student hat portion of the living a lesson. We will now move into a debrief. Remind participants of the learning targets for this session before moving into the debrief

· I can analyze a module lesson for its impact on students and implications for my practice as a teacher or school leader.

· I can analyze a module lesson for the Common Core shifts in instruction.

Whole group

10 min

Participants will need to locate a copy of their “Experiencing the Shifts Recording Form”. Participants will work for 10 minutes independently to analyze the lesson using the backside of the recording form, and prepare for a larger discussion. Additionally, direct attention to the Participant’s Notebook where the Module Lesson from which the “Living the Lesson” was based, can be found.

Individual

10 min

Participants will now share in pairs. Each participant will share out his or her thoughts on the instructional moves of the teacher that brought the shifts to life and the impact on the student/learner. Share out whole group.

Pairs; then split table groups

5 min

Participants journal on the Reflection Form

Individual

Use the following icons in the script to indicate different learning modes.

Video

Reflect on a prompt

Active learning

Turn and talk

Turnkey Materials Provided

Fac Guide 2A Highlighting a Module 4 Lesson Elementary_NTI 0713

PPT Highlighting a Module 4 Lesson Elementary_2A_NTI 0713

1.On Womens Right to the Suffrage speech excerpt_NTI 0713

2.Background on Womens Right to the Suffrage_ NTI 0713

3.NY Times Article 1873_NTI 0713.pdf

4.Close Reading Form for Susan B. Anthony article_NTI 0713

5.Compare Speech and NY Times Article_NTI 0713.pdf

6.Experiencing the Shifts Recording Form_NTI 0713

7.4M4.1L2_NTI 0713.pdf

8. Participant Reflection Form 2A_NTI 0713

Additional Suggested Resources

Gist

The feeling you get about what the article is

mostly about after your first stab at it.

What is this speech mostly about?

EngageNY.org 10

EngageNY.org 13

EngageNY.org 14

Reflection: Learning Target #1

I can infer the meaning of words and phrases

using context clues to better understand a

primary source.

EngageNY.org 15

Learning Target #2

I can answer questions using evidence from the

text.

EngageNY.org 16

19

Remember….

The gist is the feeling you get about what the

article is mostly about after your first stab at it.

How is this informational text different from

others you have read about Susan B. Anthony?

Do you notice anything about the style of the

writing? Is it similar to what you might read in a

newspaper or online today?

EngageNY.org 17

EngageNY.org 20

Reflection: Learning Target #2

I can answer questions using evidence from the

text.

EngageNY.org 20

Learning Target #3

I can compare information from two informational

texts about the same topic.

EngageNY.org 21

Please use your Reflection Form to capture your

new learning and thinking on the session.

THANK YOU!

EngageNY.org 26

Effective Collaboration Norms and

Guidelines

1. Promoting a Spirit of Inquiry and Balancing Advocacy

2. Pausing

3. Paraphrasing

4. Probing

5. Putting Ideas on the Table

6. Paying Attention to Self and Others

7. Presuming Positive Intentions

EngageNY.org