mc-14193-39844713.us-east-1.elb.amazonaws.commc-14193-39844713.us-east-1.elb.amazonaws.com/file/6…  · Web viewSession 2B: Highlighting a Module 2 Lesson: Secondary. Sequence of

Session 2B: Highlighting a Module 2 Lesson: SecondarySequence 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 commonly found

in module lessons.  This lesson allows participants to “see” the shifts demanded of students, teachers, and leaders.

Related Learning Experiences Additional training at NTI to support the Common Core Standards and the instructional shifts.

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

Debrief, Recording Form and journal/reflection

leader. I can analyze a module lesson for the Common Core shifts

of instruction.

Debrief, Recording Form and discussion

Session OverviewSection Time Overview Prepared Resources

Facilitator Preparation

Introductions and Learning Targets

8 minutes

In this section, participants will be reminded of the norms for collaboration and make introductions at the table. This will support their work for the session.

PPT Highlighting a Module 2 Lesson Secondary_2B_NTI_0713

Preview all documents and resources.

Download any videos to avoid network connection issues while facilitating.

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

Prepare chart paper and markers if necessary.

Living a Lesson80 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.

1.8M2A.1L2 Equal Rights for Women Speech_NTI 0713.pdf2.TDQs Chisholm Speech_NTI 07133.To Kill a Mockingbird pp 3-6_NTI 0713.pdf4.To Kill a Mockingbird Structured Notes_NTI 0713

Debrief32 minutes

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

5.Experiencing the Shifts Recording Form_NTI 07136.8M2A.1L8_NTI 0713.pdf7.Participant reflection form 2B_NTI0713

Session Roadmap

Section: Introductions and Learning Targets Time: 8 minutes

[8 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 2 Lesson Secondary_2B_NTI_0713

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

2 min.

Introduce yourselves to the group.Show slide of Norms, orient participants to handout of norms. (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. Remind participants to keep the goal they set this morning in mind.

Whole group

4 min.

Participants should introduce themselves at the table. Name, role, district, what you are most excited to learn about while you are here. (Facilitators should model this with brevity –stress brevity – 4 min is short for 10 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

tables

2 min.

Participants read the following quote to ground the work for this session:“It isn’t the change 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?

Partner

Why? Can you relate to this? Why or why not? (2 minute per partner to share)

Section: The Shifts in Action: Living a Lesson Time: 80 minutes

[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:PPT Highlighting a Module 2 Lesson Secondary_2B_NTI_07131.8M2A.1L2 Equal Rights for Women Speech_NTI 0713.pdf2.TDQs Chisholm Speech_NTI 07133.To Kill a Mockingbird pp 3-6_NTI 0713.pdf4.To Kill a Mockingbird Structured Notes_NTI 0713

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

3 minutes

Hold up your hand as a signal for everyone to turn their 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 teacher.

When someone sees me put my hand up, quickly finish your thought, then raise your hand and stay quiet. 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 portion of this lesson 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.

6 minutes

Tell 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. Each participant should read all the questions and select one that they are comfortable answering. Tell participants that they 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 selected and give their answer to the question. What characteristics or qualities does a person who takes a

stand have? What might a person say or do that is the opposite of taking a

stand? How can taking a stand be a positive and a negative thing?

Split tables

2 minutes

Read the learning target out loud. I can cite evidence that Shirley Chisholm uses to support

her claims in “Equal Rights for Women.”

Have participants re-state the target in their words to a partner.Please read the target to yourself, and try to paraphrase it in your words. Hint – it helps to look away from the target itself. Please tell a partner at the table what you think this first target means in your own words.

partners

15 minutes

Reading for the Gist: “Equal Rights for Women” by Shirley Chisholm

• _ Pass out “Equal Rights for Women” by Shirley Chisholm. Tell participants that they are going to read a speech where someone is taking a stand. Remind participants that they are reading for the “gist.” Be sure to say, “Gist = what you think this section of the reading is “mostly about.” Moving toward a main idea, but your first pass may not be entirely accurate”

A• Tell participants about the important questions to ask themselves

as readers when approaching a text for the first time (display on ppt.)

Who is the author?* What is the title?* What type of text is it?* Who published the text?* When was the text published?

Now that participants have looked at the title, author’s name, and date, invite them to make a predication in their head about what the author will take a stand about. They should turn and talk about their predictions at tables (Ideally participants will identify the title as taking a stand on ways to treat women equally.)

• _ Ask participants to read the speech independently and annotate the text in a way that makes sense to them as a reader. Also, tell

Whole group, partners and solo

participants that once they have completed a page of reading, they should write a gist statement at the bottom of the page. What is the gist of that section of the reading? (10 min)

3 minutes

Turn and talk to a partner. Share your gist statements with your partner. Add to your gist statement if your partner has an idea that you like to add to your thinking.

partner

17 minutes

• Distribute “TDQs Chisolm Speech”.Tell participants that first they will have 12 minutes to answer the questions independently. They will need to go back to their text to answer the questions. Tell participants that they will have to talk to others and add to their thinking after this initial quiet work time.

Next, allow for 5 minutes of partner discussion and encourage participants to add to their thinking and update their answers to the questions based on conversations with their partners.

Solo and partner

1 min Review learning target 2: I can cite the evidence that Shirley Chisholm uses to support her claims in “Equal Rights for Women”.Participants write a symbol on the bottom of their text dependent questions?= I really need help with this learning target.*= I think I have it.J = I got it! I could teach my partner how to cite evidence

Whole group

1 min Introduce the next three learning targets for this portion of the lesson:

I can cite text-based evidence that provides the strongest support for my analysis of literary text.

I can effectively engage in discussions with diverse partners about eighth-grade topics, texts, and issues.

I can determine the meaning of words from context clues.

Whole group

25 minutes

Tell participants that the work they did with questions at the start of the lesson and reading the Shirley Chisholm speech helped to build the background knowledge for the novel that they are going to begin reading.

However, Do not give them more background on the novel at this point.Participants will need “To Kill a Mockingbird pp 3-6”.

• Tell participants for this portion of the lesson that they will listen to an excerpt from To Kill a Mockingbird by Harper Lee.

• Tell participants to follow along in their excerpt from Chapter 1 as you read out loud to them.

• Begin reading aloud from the beginning of the book. At the stopping points listed below pause to check for comprehension by inviting participants to turn and talk to a table partner and retell, question, and/or comment on the story. Provide two minutes for each turn and talk.

First stop: p.4 Stop at “Simon lived at an impressive age and died rich.” (Retell, question or comment)Second stop: p. 5 Stop at “…Atticus was related by blood or marriage to nearly every family in town”

Then, finish reading at “But it was a time of vague optimism for some of the people: Maycomb County had recently been told that it had nothing to fear but fear itself ” (page 6).

Whole group and partners

Now make sure that participants have To Kill a Mockingbird Structured Notes.

In Invite participants to write their response on the structured notes graphic organizer to the question: “What’s the gist of what you read?”

(Participants might write/say something like: “This first part of Chapter 1 describes the setting of the novel. It is set in Maycomb County, a tired old place, in 1933. Chapter 1 also begins by introducing the narrator’s father, Atticus, who is an attorney and from a long line of Finches.”

Next, invite participants to read the focus question in the second part of the structured notes: * “Based on what you have read so far, how would you describe Atticus? Be sure to use the best details that give you the clearest understanding of Atticus in your answer.”

T Tell participants, they will need to use the strongest evidence from the novel that they can locate to answer the focus question.

• Invite participants to Think-Write-Pair-Share as they answer the focus question.

• Display this answer for participants on the PPT slide: “Atticus tries to do what is best for his clients. For example, he tried to convince his first two clients to make a guilty plea and live, but they didn’t take his advice and pled not guilty, which ended up getting them hanged (5). Atticus does not like criminal law (5). Finally, Atticus supported his brother when he went to medical school. This shows me that Atticus puts others’ needs ahead of his own (5–6).”

• Ask participants “What do you notice about my answer?”• (Encourage the following from participants noticings: has

complete sentences, uses page numbers from the novel when

needed, explains the best evidence the writer selected, and makes inferences based on evidence from the text.)

Finally, invite participants to review the vocabulary words from the reading that we just completed. Have participants work with their partner to define the words listed using context clues from the text. Model for participants your thinking about the word, assuaged.

Reread the sentence “When he was nearly thirteen my brother Jem got his arm badly broken at the elbow. When it healed, and Jem’s fears of never being able to play football were assuaged …” Say: “So based on this sentence, it makes me think that Jem was worried about not being able to play football because of his broken arm, but when it healed he didn’t worry about that anymore. So, I think assuaged means to put to rest, eased, or lessened.”

• Invite participants to work in pairs to return to the novel to reread the sentence or phrase in which the other vocabulary words are used. Tell participants they will need to define the word and write how they decided on this definition based on the context clues.

3 min Then refer back to learning targets:Tell participants that you will be collecting the responses the their questions and vocabulary words so that you can review them and return them tomorrow. (note: these targets are not on a ppt slide)That will allow you to see how they did with the text-based evidence learning target and the determining meaning from context (Facilitator note: you won’t collect the responses, however you want to make this deliberate instructional move for modeling purposes and for the debrief)

I can cite text-based evidence that provides the strongest support for my analysis of literary text.

Whole group

I can determine the meaning of words from context clues

Then ask participants to report out with a thumb-o-meter: (Note: This target will be projected on the ppt slide)(Thumbs up if they mastered it, thumbs to the side if they need a little more time/work, thumbs down if you need teacher assistance with this learning target.)

I can effectively engage in discussions with diverse partners about eighth-grade topics, texts, and issues.

*This is the end of the student hat portion of highlighting a lesson.

Section: Debrief Time: 32 minutes

[32 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:5.Experiencing the Shifts Recording Form_NTI 07136.8M2A.1L8_NTI 0713.pdf7.Participant reflection form 2B_NTI0713

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

1 min 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

5 min. Participants will need to have a copy of their “Experiencing the Shifts Recording Form” (p.2 “ELA Modules”). Participants will work for 4 minutes independently to analyze the lesson and prepare for a larger discussion.

Solo

4 min. Participants discuss with a partner their thoughts on the instructional moves of the teacher that brought the shifts to life and the impact on the student/learner.

partner

4 min. Whole group Debrief (questions projected on the PPT):What were some deliberate instructional moves that were made by the teacher and what was the impact on the learner? What does this mean for people who support teachers?

Whole group

13 min.

Participants will need their copy of the module lesson plan. Sections of the lesson that participants just “lived” today were taken from this lesson plan. Participants will spend 8 minutes text coding the lesson plan as follows”

Participants will go through the lesson and code it for specific evidence of the shifts.“S” (Note: They are looking for evidence of Building Knowledge through content rich non-fiction and informational texts, Reading and writing grounded in evidence from the text and Regular practice with complex texts and its academic vocabulary.)

Solo and triads

Also, participants will code items that impacted them as a learner “!!”

Participants will then have 5 minutes to share thoughts from the text coding and specific items they highlighted in triads at the tables

5 min. Participants journal on reflection form solo

Use the following icons in the script to indicate different learning modes.Video Reflect on a prompt Active learning Turn and talk

Turnkey Materials ProvidedFac Guide 2B Highlighting a Module 2 Lesson Secondary_NTI 0713

PPT Highlighting a Module 2 Lesson Secondary_2B_NTI_0713

1.8M2A.1L2 Equal Rights for Women Speech_NTI 0713.pdf

2.TDQs Chisholm Speech_NTI 0713

3.To Kill a Mockingbird pp 3-6_NTI 0713.pdf

4.To Kill a Mockingbird Structured Notes_NTI 0713

5.Experiencing the Shifts Recording Form_NTI 0713

6.8M2A.1L8_NTI 0713.pdf

7.Participant reflection form 2B_NTI0713

Additional Suggested ResourcesInstructional Shifts for the Common Core