1. EngageNY.org Model Middle Level Differentiated Lesson: Addressing Specific Standards while Maintaining Rigor for All Teachers and Coaches Session 3

2. Learning Target I can explain how to differentiate the teaching of a standard while ensuring that the lesson maintains its focus. 2

3. 3 Why Teach Text Structure? Most expository texts are structured to facilitate the study process for prospective readers. These texts contain structural elements to help guide students through their reading. Authors of expository texts use these structures to arrange and connect ideas. Students who understand the idea of text structure and how to analyze it are more likely to learn than students who lack this understanding. RAND Reading Study Group, 2002

4. Think-Pair Share What IS text structure?  Text features  Organization  Sentence structure  Understanding of genre 4

5. Think-Pair-Share How does the structure support the overall meaning of the text? 5

6. Model Lesson 8 th grade module lesson Only a portion of the lesson Please hold on to any questions while the model lesson is in progress, as we will debrief instructional moves when the lesson is over 6

7. Equal Rights for Women You are going to listen to a speech given by someone who is taking a stand about something she strongly believes in. Notice the title, author’s name, and date. Turn and talk to a partner to make a prediction about what the author will take a stand about. 7

8. Reading Closely: Guiding Questions Locate Reading Closely: Guiding Questions in your folders. Which questions on the guide should you ask when getting a text for the first time? Turn and talk with a partner. You will be reading closely to understand the author’s view and how the author crafts the structure of the text to prove the claim. 8

9. Equal Rights for Women, Shirley Chisholm Locate the speech from your folders. Follow along as I read aloud. When we finish reading, I will ask you to develop a gist statement. 9

10. Learning Target I can analyze the structure of a specific paragraph in “Equal Rights for Women,” including the role of a particular sentence in developing a key concept.  Turn to a shoulder partner and put the target into your own words. 10

11. Your Task You will work in pairs. Locate the Task Card from your folders. The Task Card will lead you through an analysis of the structure of Paragraph 10 in Equal Rights for Women, Shirley Chisholm. Read the Task Card with your partner and then complete the steps. 11

12. Reflect How do the sentences in this paragraph fit together? How do sentences support other parts of the paragraph?” 12

13. Back-to-Back and Face-to-Face Remind each other of the gist of the entire text, Equal Rights for Women: Shirley Chisholm. How does this section support the author’s overall point of the whole text? Why might the author have chosen to structure his/her writing in this way? 13

14. QuickWrite Locate the QuickWrite form in your folders. You will have 5 minutes to answer this prompt in writing. It is important to have a silent space for the best thinking to evolve. 14

15. Meeting Writing Standards Writing helps to reinforce the importance of text structure. When students use words, phrase, and clauses to clarify the relationships among claims and reasons, they are reinforcing the importance of text structure in making meaning. They are also learning how to signal whether they are explaining something in order of importance. Students are addressing CCSS writing standards when they respond in this way. 15

16. Learning Target Check-in I can analyze the structure of a specific paragraph in “Equal Rights for Women,” including the role of a particular sentence in developing a key concept. –Thumb’s-Up = I got It! –Thumb’s-Sideways = I’m beginning to understand –Thumb’s-Down = I need more time 16

17. Synthesis Locate the symbol in the top right hand corner of your “model lesson” packet If you have a “ ✚ ” symbol, stand shoulder to shoulder in a line with your packets. If you have a “  ” symbol stand in front of a person in the “ ✚ ” line. 17

18. Synthesis Compare your packet of materials.  What is the same?  What is different?  Why is the task rigorous in both set of materials. 18

19. Analyzing Text Structure Locate the Analyzing Text Structure Notecatcher on pp. X (started in Session 2.) Work in partners for this activity. Reread five short excerpts taken from the ELA Modules:  Brainstorm possible scaffolds. 19

20. Share Your Thinking Pair up with another partnership to share the thinking you recorded on your notecatcher. 20

21. Reflection Return to your seat. Locate the Learning Target Reflection page for Session 3 in their notebooks. Copy and fill-in the following cloze activity,  “I used to think…, but now I know…” 21