mc-14193-39844713.us-east-1.elb.amazonaws.commc-14193-39844713.us-east-1.elb.amazonaws.com/file/8116/... · Web viewGrade 3 Module 1 Overviews, Assessments and Topic Openers Time

A Story of Units- Module Focus

Grade 3

Sequence of SessionsOverarching Objectives of this May 2013 Network Team Institute

Participants will understand the focus of each module presented, the instructional path, and the student outcomes; and be ready to teach and/or prepare their colleagues to teach these modules.

Participants will examine the K–5 progressions documents and the sequence of standards foundational to developing an understanding of Number and Operations in Base Ten, thereby enabling participants to enact cross-grade coherence of NBT development in the classroom and to train their colleagues to do the same.

Participants will understand the purpose and implementation of Fluency, Problem Sets, Student Debriefs, Exit Tickets, Application Problems and Conceptual Development within A Story of Units. They will practice these components and be prepared to use them as tools through which to meet the needs of diverse learners.

Participants will examine formal and informal assessment within the Modules and develop an understanding of how to use the data generated to make instructional decisions.

High-Level Purpose of this Session

Participants will know the structure of modules and lessons within The Story of Units in order to implement the modules and train other colleagues.

Participants will understand the instructional focus of Module 1 for Grades K, 1,2,3,4, or 5, thereby preparing participants to teach and/or prepare their colleagues to teach these Modules.

Participants will understand the function of curricular components including Fluency Practice, Application Problems, Concept Development, Worksheets, Student Debrief, and Exit Tickets for implementing each one effectively.

Related Learning Experiences

This Module Focus Session will conclude Day 1 and will be followed on Day 2 by a session on The Progression of Visual Models and the System of Algorithms for NBT.

There will then be a three-part series enabling participants to understand and practice the instructional routines of fluency, application problems and concept development, and problem sets, student debriefs and exit tickets. Each of these sessions will focus on how to

differentiate the instructional component according the needs of diverse learners in any given classroom.

Key Points• Modules Overviews and Topic Openers provide essential information about the instructional path of the module and are key tools in

planning for successful implementation.• Each of the lesson components are necessary in order to achieve balanced, rigorous instruction and to bring the Standards to life.• The Exit Ticket is an essential piece of the Student Debrief and provides daily formative assessment.• Opportunities to nurture the Standards for Mathematical Practice are embedded throughout the lesson.

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?

In order to be prepared to teach or train your colleagues to implement the modules, participants will:

Understand the key components of Module 1 and the lessons within it

Explain the components for a particular grade level

Understand and demonstrate fluency; application problems and concept development; and problem sets, student debriefs and exit tickets and how they are to be used for differentiating instruction to meet the diverse needs of learners.

Participants will identify key components of the module structure and of each lesson within The Story of Units.

Participants will be able to articulate the instructional focus of Module 1 for a particular grade level (GK-5), thereby preparing participants to teach and/or prepare their colleagues to teach these Modules.

Participants will articulate the function of curricular components including Fluency Activities, Application Problems, Concept Development, Problem Sets, Student Debrief, and Exit Tickets and how they can be used to differentiate instruction.

Session OverviewSection Time Overview Prepared Resources Facilitator Preparation

Session Introduction 1:00-1:04

Frame session, referencing workshop agenda.

Introduce objectives and sequence for this session.

• Session PowerPoint• Review session notes and

PowerPoint presentation

Review of Module Structure

1:04-1:08 Review module structure and

consistency across the grades• Grade 3 Module 1 • Session PowerPoint

• Review appropriate module • Review session notes and


Examination of Module Overview, Assessments, and Topic Openers

1:08-1:44

Study and discuss

Overviews

Assessments

Topic Openers

Grade 3 Module 1 Lesson 1 Session PowerPoint

Review appropriate module Review session notes and


Lesson Study 1:44-3:05

Detailed study with discussion and practice of module components

Review key points

Grade 3 Module 1 Lesson 1 Session PowerPoint

Review appropriate module Review session notes and


Coherence Across the Module

3:05-4:14 Progression study and discussion• Progression document Numbers

and Operation Base 10• Lessons 9, 10, 16, 18 and 19

• Review NBT Progression document

• Review Fluency exercise in Lessons 9, 10, 16, 18 and 19

Session Roadmap

Section: Introduction Time: 1:00-1:04

[4 minutes] In this section, you will…

• Frame session, referencing the agenda to outline what will be covered in the session.

• Introduce objectives and sequence the session to focus participant learning.

Materials used include:

• Session PowerPoint• Grade 3 Module 1 • Curriculum Map

Time Slide #/ Pic of Slide Script/ Activity directions GROUP

1 min Slide 1 NOTE THAT THIS SESSION IS DESIGNED TO BE 180 MINUTES IN LENGTH

NOTE THAT THIS SESSION IS DESIGNED TO BE 180 MINUTES IN LENGTH•Introductions of team•Ice Breaker–

• Who are the district leaders? Who are the administrators? Who are the teachers?

• Implementation of modules: none, some, all•Housekeeping Items:

• How to handle questions (filter)• Invitation to ID typos (parking lot)• Tangent questions answered at the end of the

session??Additional Suggested Resources:

• A Story of Units: A Curriculum Overview for Grades P-5• How to Implement A Story of Units

This Module Focus follows a session providing a P-12 overview of the curriculum, and a session examining the assessments of A Story of Units. In this session, participants will explore the module of their

Grade level-K,1, 2,3, 4,5

chosen grade-level, examining each of the lesson components closely as well as the progression of those components across the module. On Day 2 of this NTI, participants will further delve into various aspects of the modules with focus on implementation and differentiation.

2 min Slide 2 Our objectives for this session are to explore Grade 3–Module 1 in order to:

• Identify key components of the module structure and of each lesson within A Story of Units.

• Articulate the instructional focus of Grade 3–Module 1 lesson sequence.

• Examine lesson components including Fluency Practice, Application Problems, Concept Development with Problem Sets, and Student Debrief with Exit Tickets.

NOTE TO FACILITATOR: During this session, encourage participants to make note of any concerns they have as they prepare to implement this module. Sticky notes are provided in the table baskets and parking lots are designated on the wall for this purpose. In our sessions tomorrow, time is set aside to discuss the concerns of the group and to consider ways to overcome any anticipated obstacles.

1 min. Slide 3 We’ll start with reviewing the module structure, then examine the Module Overview, Assessments, and Topic Openers. Next, we’ll study a lesson in great detail, uncovering the intentionality behind the instructional choices. Finally, we will take a broader look at coherence across the module.

Let’s start our review of the module structure, which is consistent across

all modules of all grades in A Story of Units, by taking a quick look at the curriculum map.

Section: Review of Module Structure Time: 1:04-1:08


Describe the structure and function of the Module Overview to lay the groundwork for the coherence of the curriculum.

Describe the structure and function of the Topic Opener as a more detailed explanation of the concept development.

Explain how participants can use these documents for planning their lessons and materials for class.


Session PowerPoint Grade 3 Module 1 A Story of Units: A Curriculum Overview for Grades P-5


2 min. Slide 4 Let’s start by looking at the curriculum map, found on page 3 of A Story of Units: A Curriculum Overview for Grades P-5. What information do you already know from this map? (Encourage participants to share their observations.)

• What modules, beyond this one, might build on the concepts of


this module? Explain about module 2 deviating from multiplication and division (to add complexity of measurement and to give students a chance to apply multiplication and division, also to “break it up” for students– the fluencies in M2 still works on multiplication and division)

• Explain why we start with multiplication and division instead of place value (M2 deals with some place value concepts)

2 min. Slide 5 Let’s take a minute to review the organizational structure of A Story of Units:

• A Story of Units: A Curriculum Overview for Grades P-5 provides a curriculum map and grade-level overview. The curriculum map provides an at-a-glance view of the entire story, making clear the coherence of the curriculum and the role that each module plays in that progression.

• Each grade contains 5-8 modules. Modules are comprised of topics, topics break into concepts, and concepts become lessons. Modules and topics will vary in length depending on the concepts addressed in each, but every lesson is designed for a 60 minute instructional period.

• This graphic illustrates the breakdown of the module structure. Each component, moving from the Overview to the Lesson, provides a more specific level of information. As you plan to implement A Story of Units, each of these components will be important to your understanding of the instructional

path of the module.

The Standards, both Content and Practice, come to life through the lessons. Rigorous problems are embedded throughout the module. We will spend time in the upcoming sessions exploring this further

Section: Examination of Module Overview, Assessments, and Topic Openers

Time: 1:08-1:44


• Independently read text from overviews, topic openers to become familiar with the specific content of the modules.

• Complete assessments to understand the focus of the content.• Group discussions about overviews, topic openers and

assessments for common understanding with colleagues.


• Session PowerPoint• Grade 3 Module 1 Overviews, Assessments and Topic Openers


1 min. Slide 6 Now that we all understand the basic module structure, let’s examine the Module Overview, Assessments, and Topic Openers which provide detailed information for educators to understand both the content and pedagogical approaches of the lessons


9 min. Slide 7 Each Overview contains multiple components to help educators understand more clearly the focus of the module. Here are the things we want you to take notice of as you read:

•It identifies a link to prior knowledge•It calls out the major learnings and standards in each topic

Take three minutes to read the overview narrative – yellow tab for grade 3, and first page under the “overview”. Highlight a phrase that is meaningful to you (interesting, scary, surprising, etc.). Take 1 minute to share your phrase with an elbow partner. Share out as large group (up to three responses).In addition to the narrative, other overview components include. Facilitator calls out by having participants look over each component (30 seconds max) then explains:

• Distribution of Instructional Minutes—we will talk about this later on

• Focus Grade Level Standards, *Foundational Standards* (explain! Only goes back to grade 2), and *Standards for Mathematical Practices* (explain! Why these are in there– progression docs call out specific MP’s but all can be applicable)

• Overview of Module Topics and Lesson Objectives—the sequencing is very intentional, explain why the factors are divided up in this way, (Topic A introduces multiplication, B introduces division to immediately build that these

operations are related and not compartmentalized)• Terminology• Suggested Tools and Representations—explain the Tape

Diagram (relate it to the “bar model”– visual in application problem of lesson 18)

• *Suggested Methods of Instructional Delivery* (“first use” stuff)

• Scaffolds• Assessment Summary• Allow time for questions and clarifications

8 min. Slide 8 Turn and talk with others at your table. Share your observations and ask them to do the same.

NOTE TO FACILITATOR: Allow 2 minutes for participants to turn and talk about their review of the Overview and their response to the information provided there. Then facilitate a discussion in the remaining 5 minutes using the following talking points:

• Which standards are the focus of this module? (answer)• How is each standard addressed by the content of this module?

(answer)• Which standards are foundational to this module? (answer) This

corresponds with the information we saw in the Distribution of Instructional Minutes diagram.) These are standards with which students are expected to be familiar. This list is provided to assist teachers in helping students build on previous understandings, making logical connections across grades. In addition, and especially while the implementation of the CCLS is new, teachers should be prepared to address any gaps that may exist in these foundational

understandings.• Which Mathematical Practices are addressed in this module? (MP.X, X,

X, and X) While it is certainly hoped that teachers will continue to promote all practices on a regular basis as opportunities arise, these practices listed in the Overview are particularly appropriate for the lessons in this module. In addition to the information provided in this list, activity-specific suggestions are provided in the lessons themselves.

• How does the Terminology provided inform instruction for this module? (answer)

• How do these Tools and Representations support instruction in this module? (answer)

• How does the assessment in this module help you determine student mastery? (answer)

PRESENTERS: For each of the Overview components listed above, you should prepare a talking point for use during the whole-group conversation that focuses on the mathematical significance within the module.

7 min. Slide 9 Before we move on to our lesson study, let’s take a few minutes to further examine an assessment that accompanies this module. Turn to the first page of the assessment. Consider each item and determine which standards are being addressed and how.

Allow participants 5 minutes to complete this standards-alignment. Then facilitate a discussion of the ways in which this assessment task measures the skills and understanding that are addressed in this module. Have participants identify the ways in which a strong understanding of the assessment prepares educators to implement the lessons in this module.

NOTE TO FACILITATOR: Direct participants to examine either the Mid- or End-of-

Module Assessment. Make this choice based on which lesson you have selected for the Lesson Study portion of the session (e.g., use Mid- if your lesson falls in the first half of the module).

8 min. Slide 10 Now that we’ve spent some time becoming familiar with our Module Overview and Assessments, let’s zoom in a level and look closely at a Topic Opener. Remember, each module is divided into topics. Within a given topic, the lessons work together to build strong understanding of a set of related concepts. I’ll quickly assign one Topic to each table in our group.

(CLICK TO ADVANCE FIRST BULLET) Take 3 minutes to review your Topic Opener. Be prepared to report to the group about the topic opener that you read/discussed.

(CLICK TO ADVANCE SECOND BULLET) As you read, mark important information that will help educators implement these lessons. Again, you might choose to use a symbol or series of symbols, or you might simply highlight essential portions.

Allow 3 minutes for participant to read and discuss their assigned topic openers. Then have volunteers from each table report to the group on each of the topic openers sequentially, so that a clear picture of the progression of the module unfolds.

NOTE TO FACILITATOR: Consider assigning topics to the tables ahead of time in order to simplify this process. You might do this just by putting a sticky note with the letter assignment on each table basket. Specify whether participants should work independently, with a partner, or as a table.

3 Slide 11 Turn and talk with others at your table about the topic opener you read. Use the questions on the slide as guiding questions to create a 1 minute summary of the

min.

topic you can share with the group..

Allow 4 minute for participants to turn and talk about the topic openers.

Each table shares out their thoughts.

Section: Lesson Study Time: 1:44-3:05


• Engage in deep study of single lesson that contains all of the foundational concepts to improve ability to implement classroom instruction.

• Study and practice fluency exercises, application problems, problem sets, debriefs and exit tickets to become familiar with each component.

• Reflect on takeaways, key points and next steps to solidify understanding and develop a plan for implementation.


• Session PowerPoint • Grade 3 Module 1 Lesson 1


30 secs. Slide 12 Now that we have examined the Module Overview, Assessments, and Topic Openers, let’s study a lesson and its components in detail.


6 min. Slide 13 Now that we’ve seen both the Module Overview and Assessments as well as the Topic Openers, let’s zoom in another level and look at a specific lesson in this module.

NOTE TO FACILITATOR: Provide the context for the selected lesson. How does it fit into the overall progression of the module? Why did you select it as the focus of the Lesson Study?

Take 4 minutes to read this lesson. (Allow 4 minutes for independent review of the lesson.)

You probably noticed a few structural changes that have been implemented since the last NTI:

• Each lesson objective is stated at beginning of lesson and in the Student Debrief.

• Notes are provided to describe the connection of each Fluency activity and Application Problem.

• Worksheets are now called “Problem Sets.”• Scaffolds are structured according to the UDL framework,

rather than being specific to one population of students.

Now that you’ve had a chance to briefly review the lesson in it’s entirely, let’s look at each component individually. As we do this, we will consider both the general function of the component and its specific function within this lesson. Throughout this session, keep in mind that each part of the lesson works together to implement the instructional shifts and achieve rigor. We’ll start with the Fluency Practice

2 min. Slide 14 Fluency represents a major part of the instructional vision that shapes A Story of Units. In this curriculum, fluency is a daily, substantial, and sustained activity supported by the lesson structure.

(CLICK TO ADVANCE SECOND BULLET) A Story of Units includes about 10 to 20 minutes of daily fluency work. A variety of suggestions for fluency activities are offered. They are strategically designed for the teacher to easily administer and assess. Note that the time spent each day will vary depending on the lesson and your students’ current skill level.

(CLICK TO ADVANCE THIRD BULLET) The fluency activities in A Story of Units are generally high-paced and energetic, getting students’ adrenaline flowing, and creating daily opportunities to celebrate improvement. From the beginning of the year, students see their accuracy and speed measurably increase both as individuals and as a class. Like opening a basketball practice with team drills and exercises, both personal and group improvements are exciting and prepare the players for the application in the game setting.

(CLICK TO ADVANCE FOURTH BULLET) Fluency promotes automaticity, a critical capacity that allows students to reserve their cognitive resources for higher-level thinking.

(CLICK TO ADVANCE FIFTH BULLET) By encouraging students to recognize patterns and make connections within the lessons, the fluency exercises in A Story of Units support the other two components of rigor as well as the Standards for Mathematical Practice.

2 min. Slide 15 Fluency activities serve a variety of purposes. In general, there are three main categories of fluency work:

• Maintenance: Staying sharp on previously learned skills • Preparation: Targeted practice for the current lesson• Anticipation: Building foundational skills to prepare

students for the in-depth work of future lessonsIt is important to recognize that fluency work is always an extension of

familiar content. It provides a daily opportunity for continuous improvement and individual success toward acquiring speed and accuracy

4 min. Slide 16 Turn and talk with others at your table. Share your observations and ask them to do the same.

Allow 2 minutes for participants to turn and talk about the Fluency Practice. Then facilitate a discussion that summarizes the mathematical significance of these fluencies in relation to this lesson/topic/module.

2 min. Slide 17 Now let’s examine another component of this lesson, the Application Problems. The placement of an application problem may go before or

after the conceptual development. Placement before can provide important context and structure to understanding a new concept; placement after gives usefulness of a just-learned concept. Either way, students are challenged to use relevant conceptual understandings and appropriate strategies, even when not prompted to do so.

The amount of time allotted to this lesson component varies, but generally accounts for 10 to 20 minutes of the daily instruction.

The RDW process is modeled and practiced throughout the curriculum. Let’s try it now using the Application Problem from our selected lesson

Slide 18 • Students follow Read/Draw/Write protocol to solve the Application Problem.

• Look at the Application Problem, including the solution.

• How does the AP relate to the Fluency Activity?

• How would the conversation sound in your classroom as you debrief this question? Consider learners of all levels.

• Use of MP.5 (Use appropriate tools strategically)

2 min. Slide 19 Now let’s examine another component of this lesson, the Concept Development.

• The Concept Development constitutes the major portion of instruction and generally comprises at least 20 minutes of the total lesson time.

• It is the primary lesson component, in which new learning is introduced. Intentional sequencing of standards and topics within modules ensures that students have the requisite understanding to fully access new learning goals and integrate them into their developing schemas.

• Many Concept Developments articulate the standards and topics through a deliberate progression of material, from concrete to pictorial to abstract. This structure compliments and supports an increasingly complex understanding of concepts.

Slide 20 • Read through Concept Development. Consider the guiding question as you read. Jot your answer on a sticky note when you’re finished. (5 mins.) Note: non-presenters collect sticky notes and do the sharing.

• Increased complexities in Problem 2:• Using ‘fours’ in unit form (8 fours = 5 fours + 3 fours). Allows for use

of number bond as a new model for the distributive property• Diagram beneath number bond (plants seed for the associative

property in Module 3)

2 min. Slide 21 Like the other lesson components, the Student Debrief section includes sample dialogue or suggested lists of questions to invite the reflection and active processing of the totality of the lesson experience. The purpose of these talking points is to guide teachers’ planning for eliciting the level of student thinking necessary to achieve this. Rather than ask all of the questions provided, teachers should use those that resonate most as they consider what will best support students in reaching self-articulation of the focus from the lesson’s multiple perspectives.

Rather than stating the objective of the lesson at its beginning, we wait until the dynamic action of the lesson has taken place. Students then reflect back on it to analyze the learning that occurred, articulate the focus of the lesson, and make connections between parts of the lesson, concepts, strategies, and tools on their own. We recognize or introduce key vocabulary by helping students appropriately name the learning they describe.

Sharing and analyzing high quality work gives teachers the opportunity to model and then demand authentic student work and dialogue. Conversation constitutes a primary medium through which learning occurs in the Student Debrief. Teachers can prepare students by establishing routines for talking early in the year. For example, “pair-sharing” is an invaluable structure to build for this and other components of the lesson. During the debrief, teachers should circulate as students share, noting which partnerships are bearing fruit, and which need support. They might join struggling communicators for a moment to give them sentence stems. Regardless of the scaffolding techniques that a teacher decides to use, all students should emerge clear enough on the lesson’s focus to either

give a good example or make a statement about it.

“Exit Tickets” close the Student Debrief component of each lesson. These short, formative assessments are meant to provide quick glimpses of the day’s major learning for students and teachers. Through this routine, students grow accustomed to showing accountability for each day’s learning and produce valuable data for the teacher that becomes an indispensable planning tool.

Slide 22 § Review vocabulary: distribute. (conceptual understanding)§ Explain how breaking apart or finding the products of two smaller arrays helps find the product of a larger array in Problem 1(d). (fluency)§ Explain the following sequence: (5 + 3) x 4 = (5 x 4) + (3 x 4) = 5 fours + 3 fours = 8 fours =8x4 (conceptual understanding)§ How does the sequence above show a number being distributed? (conceptual understanding)

Could the strategy we learned today change your approach to finding the total students in our application problem? Why or why not? (application)

Why would the strategy we learned today be helpful for solving an even larger fact like 15 x 4? (application)

Share strategies for solving Problem 2. (application)

4 min. Slide 23 What do you notice looking at the Distribution of Instructional Minutes for the lessons in this module?

All four lesson components provide opportunities to nurture the Standards of Mathematical Practice.

4 min. Slide 24 Take one minute to reflect on this session. What, for you, is the biggest takeaway? Jot down your thoughts. Then you will have time to share your thoughts.

Give participants 1 minute for silent, independent reflection.

(CLICK TO ADVANCE ANIMATION ON SLIDE.)

Turn and talk with a partner at your table about your reflections.

Allow 2 minutes for participants to turn and talk about their reflections. Then, facilitate a discussion that leads into the key points on the next slide.

1 min. Slide 25 Let’s review the key points so far which were stated at the start of this session in the objectives :

• Modules Overviews and Topic Openers provide essential information about the instructional path of the module and are key tools in planning for successful implementation.

• Each of the lesson components are necessary in order to achieve balanced, rigorous instruction and to bring the

Standards to life.• The Exit Ticket is an essential piece of the Student Debrief

and provides daily formative assessment.

• Opportunities to nurture the Standards for Mathematical Practice are embedded throughout the lesson.

Section: Coherence Across the Module Time:3:05-4:15


• Review and discuss progression documents to identify the sequence of instruction.

• Review the remaining lessons in the module to determine how the sample lesson fits in the lesson sequence.

• Analyze the problem sets and their role in assessment to determine the intentional sequence of concept development.


• Session PowerPoint• NBT Progression document with preselected portions• Grade 3 Module 1 Lessons 9, 10, 16, 18 and 19


1 min. Slide 26 That concludes our Lesson Study. When we return from the break, we’ll take a look at coherence across the module.


10 min. Slide 27 To continue our study of Module 1, we’re going to first take some time to examine a portion of the Progression document that serves as the foundation for this module. You’ll have about 10 minutes to read through the document independently or with a partner. As you read, highlight the information that is relevant to the content of this module.

Allow participants 10 minutes to read independently. Encourage them to highlight and make notes.

5 min. Slide 28 How does this module implement the expectations described in the Progression that we just read? What particular portions of the module are evidence for this? Turn and talk with a partner at your table, and then you’ll have an opportunity to share your thoughts.

Allow 2 minutes for participants to turn and talk about their reflections. Then, facilitate a discussion.

15 min. Slide 29 Earlier, we examined a single lesson in great detail and recognized the coherence within the lesson. Now that you’ve had an opportunity to see the development of the mathematical concepts outlined in the Progression document, let’s take some time to return to Module 1 for a broader view of coherence across the lessons.

We’ve provided a sample of lessons (Lessons 9, 10, 16, 18 and 19) that illustrate the development of Module 1. With your partners or table groups, analyze the progression of each of the lesson components using the guiding questions provided here. Be prepared to share your observations with the group.

Allow 15 minutes for participants to complete this analysis. Then advance to the next slide.

NOTE TO FACILITATORS: The “sample of lessons provided” will be distributed as handout during your session. You have some latitude in selecting these. For example, you could choose a single topic or several non-consecutive lessons depending on what you feel gives the best representation of the development of mathematical concepts over time. Including the lesson examined in the Lesson

Study, aim for 5 or 6 total.

5 min. Slide 30 Facilitate a discussion. Be sure to include answers to the provided questions, specifically addressing the progression of mathematics in Module 1.

• What does the sequence of Fluency Practices accomplish as a whole? (Answer)

• How does the sequence of Application Problems connect to topic/module? (Answer)

• How does the sequence of Concept Development and Student Debrief build toward mastery of the topic/module? (Answer)

4 min. Slide 31 Take one minute to reflect on this session. What, in your opinion, is the biggest takeaway? Jot down your thoughts. Then you will have time to share your thoughts.

(Give participants 1 minute for silent, independent reflection.)

(CLICK TO ADVANCE ANIMATION ON SLIDE.)

Turn and talk with a partner at your table about your reflections.

(Allow 2 minutes for participants to turn and talk about their reflections. Then, facilitate a discussion that leads into the key points on the next slide.)

1 min. Slide 32 Let’s summarize the key points that you have identified as a group during this session:

• Intentionality

• Coherence/flow of lessons within module

• Lessons closely tied to standards/progressions

.

5 min. Slide 33 As we end this session, take a moment to reflect on the objectives of this session, either privately or with your colleagues and answer these questions about your next steps:

• How can you transfer what you know about the structure of a module and its key components to next steps in the planning process?

• What is your plan for sharing this module with the administrators/teachers at your school(s)/districts(s)?

• What is your plan for redelivery of this session?

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 PowerPoint Handouts

Additional Suggested Resources How to Implement A Story of Units

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