Highlighting a Module 2 Lesson: Secondary Adapted from EngageNY.org

Norms for Collaboration Gracious Space (Center for Ethical Leadership) A spirit and setting where we invite the stranger and learn in public. Participants will have a copy of the norms Adapted from EngageNY.org

Adapted from EngageNY.org 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. Adapted from EngageNY.org

Adapted from EngageNY.org Your “learner hat” Experiencing a Common Core Classroom Put your “learner hat” on for this portion of our work. There will be lots of time to think like a teacher and ask questions about planning later after you have some experiences as a learner. Our purpose is for you to dig into the “subtle moves” that represent the shifts. While we are asking you to be “students,” be metacognitive about our choices/design. Adapted from EngageNY.org

Adapted from EngageNY.org Select one to answer 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 or negative things? Adapted from EngageNY.org

Adapted from EngageNY.org Learning Target I can cite evidence that Shirley Chisholm uses to support her claims in “Equal Rights for Women.” 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. Adapted from EngageNY.org

Adapted from EngageNY.org Read for the “gist” Remember: 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. Adapted from EngageNY.org

Questions we ask when approaching a text for the first time Who is the author? What is the title? What type of text is it? Who published the text? When was the text published? Adapted from EngageNY.org

Adapted from EngageNY.org Read and Write Read the speech independently. (10 minutes) Annotate the text in a way that makes sense to you as a reader. Write a gist statement at the bottom of each page of the speech. Adapted from EngageNY.org

Adapted from EngageNY.org Turn and Talk 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. Adapted from EngageNY.org

Adapted from EngageNY.org Questions You have 10 minutes to answer the questions independently. Make sure to go back to the text to answer the questions. You will have time to talk to others and add to one another’s thinking after this initial quiet work time. Adapted from EngageNY.org

Adapted from EngageNY.org Let’s talk! 5 minutes of partner discussion. Add to your thinking and update your answers to the questions based on conversations with your partner. Whole group share out… Adapted from EngageNY.org

Learning Target Check-in I can cite the evidence that Shirley Chisholm uses to support her claims in “Equal Rights for Women”. Please write a symbol on the bottom of your paper regarding this learning target: ?= I really need help with this learning target. *= I think I have it.  = I got it! I could teach my partner how to cite evidence. Adapted from EngageNY.org

Adapted from EngageNY.org New Learning Targets 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. Adapted from EngageNY.org

Adapted from EngageNY.org Listen as I read Follow along in your excerpt from Chapter 1 as I read out loud to you. Be ready to turn and retell, question, and/or comment on the story when I pause at specific points in the text. Adapted from EngageNY.org

Adapted from EngageNY.org Structured Notes Write on your own to answer, “What is the gist of what you read?” Next, answer the focus question using evidence form the text. Adapted from EngageNY.org

My Answer to the Focus Question “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).” What do you notice? Adapted from EngageNY.org

Adapted from EngageNY.org Vocabulary: a model “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 …” Define assuaged. Now complete the vocabulary section of your structured notes. Be sure to go back to the text to look for context clues for meaning. Adapted from EngageNY.org

Learning Target Check-In I can effectively engage in discussions with diverse partners about eighth-grade topics, texts, and issues. Report out with a thumb-o-meter: *Thumb up if you mastered it! *Thumb to the side if you need a little more time to master this target. *Thumb down if you need my help with this target. [This is the end of the student hat portion of highlighting a lesson.] Adapted from EngageNY.org

Adapted from EngageNY.org 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. Adapted from EngageNY.org

Shifts in ELA/Literacy COMPLEXITY: Regular practice with complex text and its academic language EVIDENCE: Reading, writing, speaking and listening grounded in evidence from text, both literary and informational KNOWLEDGE: Building knowledge trough content rich non-fiction Adapted from EngageNY.org

Adapted from EngageNY.org Record your thinking Work independently to analyze the lesson on your “Experiencing the Shifts Recording Form”. Then share with a partner. Adapted from EngageNY.org

Adapted from EngageNY.org Continued Focus today 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? Adapted from EngageNY.org

Looking at the Module Lesson Plan When working together in planning your units, think about the lesson parts you participated in today. Look for: Specific evidence of the shifts For things in the lesson that impacted you as a learner and you can predict will impact your students. Adapted from EngageNY.org

Adapted from EngageNY.org Please use your Reflection Form to capture your new learning and thinking on the session. THANK YOU! Adapted from EngageNY.org