Approaching Research in the NY Curriculum Modules

1. Approaching Research in the NY Curriculum Modules EngageNY.org

2. Purpose of this Session • Participants will be able to: • Understand the key design principles of the NY Curriculum Modules’ approach to research • Identify ways in which this and similar approaches to research support instruction and the instructional shifts and standards EngageNY.org

3. Writing Standards: Writing has a progression too! EngageNY.org

4. Research to Build and Present Knowledge in theCCSS • Read W.9-10.7, W.9-10.8 and W.9-10.9. Discuss: What are the skills and expectations embedded in these standards? • W.9-10.7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. • W.9-10.8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. • W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. EngageNY.org

5. Origins of the NY Curriculum Modules’ Approach to Research

6. Research Module Overview • Unit 1: • Close Reading • Unit 2: • The Research Process • Unit 3: • The Writing Process • Using seed texts as springboards for exploring topics • Using inquiry to refine and deepen understanding around a topic • Communicating research effectively through writing EngageNY.org

7. Productive Inquiry EngageNY.org

8. Research: Key Design Features Inquiry-driven process designed to deepen understanding Iterative and cyclical Student topic selection Writing from sources EngageNY.org

9. Unit Overview Jigsaw Activity • Form groups of three. Divide the unit overviews from this module among you. Each person should read one overview. • In your group, share details about your unit with the other group members, focusing on the following questions: • What does each unit provide to help students understand the research process? • How do the units connect and build on each other? EngageNY.org

10. Sampling a Seed Text • Read the excerpt from Animals in Translation (pp. 9-14). • As you read, annotate the text for questions, key understandings, and important lines. • Discuss the text focusing on the following questions: • What are the core understandings in this excerpt? • What might be particularly challenging for your students? • What are some of the qualities of a rich seed text? EngageNY.org

11. 9.3 Research Investigation • Form pairs, with each partner reading one of the following sample lesson excerpts: • Partner 1: Unit 1 Lesson 3 • Partner 2: Unit 2 Lesson 4, pp. 5-11 • Discuss the following with your partner: • Role of texts: How do the texts serve different purposes in the unit 1 and unit 2 lessons? • Role of standards: How do the standards differ in the unit 1 and unit 2 lessons? • Lesson assessments: What differences do you notice between the unit 1 and unit 2 lesson assessments? EngageNY.org

12. Reflecting on NY Curriculum Modules’ Approach to Research Discuss: What observations did you make about how this approach to research supports the CCSS instructional shifts and standards? How might you envision adapting this to your classroom/school/BOCES? Which pieces will be most challenging to implement and what solutions can you think of to meet those challenges? EngageNY.org

13. Q & A EngageNY.org

14. Online Parking Lot Please go to: engageny.org/resource/network-team-institute-materials-february-4-7-2014 and select “Online Parking Lot” for any NYSED related questions. Thank You! EngageNY.org