Module 2 Planning an Integrated Common Core Literature Lesson

1. Module 2Planning an IntegratedCommon Core Literature Lesson

2. Objectives • Deepen our understanding of the Common Core Reading Literature Standards • Plan a series of lessons that integrate the Common Core ELA Standards • Incorporate strategies that support collaboration and text-based discussions

3. Norms • Respect for all perspectives • Active listening and participation • Maintain a positive outlook and attitude • Proactive problem solving • Assumption of positive intent

4. Whittier City School District’s Instructional Focus Developing deep comprehension and interpretive skills using literature and informational text, with an implicit focus on informational textand expository writing Instructional Shifts Building Knowledge through content-rich nonfiction and informational texts and literature Rich and rigorous conversations, dependent on common text • Reading and writing grounded in evidence Instructional Strategies Text based discussions Constructed Response/Text Dependent Questions Close Reading

5. Debrief • Bring out your artifacts from the Close Reading lessons. • Reflect with a partner. (3 minutes each) • What went well? • What surprises did you encounter? • What were the challenges? • Group Share

6. Team Planning Process Assign roles • Timekeeper: Keeps track of time • Recorder: Records work on template • Facilitator: Guides the team • Scribe: Charts the team’s work • Reader: Reads the text and each pivotal passage

7. Integrated Common CoreLesson Planning Tool

8. Examine A Text Task: • Reader reads the text aloud. • Team members take turns retelling the story, focusing on significant details and events. • Take time to clarify and make sure everyone has a full understanding of the text. 10 min

9. What makes a text worthy? • Can we integrate multiple standards within this text? • Are there rich characters that can be analyzed? • Is there a messageor a lesson the reader can learn? • Does the author use craft techniques that we can study? • Can it connect with other rich texts? • Does it promote discussion of open-ended questions?

10. Planning For Close Reading Determine what themes are emerging after reading the text • Elaborate on the theme • What is this story saying or showing us about________? Examples: • Friendship: Friends accept you for who you are. • Acceptance: Everybody wants to belong. • Bravery: People show bravery when confronted with social injustice. It’s important to stand up for what you believe in. 5 min Recorder documents your group’s ideas on the planning template.

11. Examining the Standards What Reading Literature Standards seem to be most suited for this text? 5 min Recorder documents on planning template

12. Planning For The First Read Decide if any information must be frontloaded • Is it essential? • If they don’t know it, will it get in the way of understanding? • How will you briefly share this information with students without revealing information students can discover? 5 min Recorder documents on planning template

13. Planning For The First Read Decide if any vocabulary needs to be clarified • Identify challenging vocabulary you will define in context during the first read. • Make note of the words and agree upon the definitions you will use. Define in Context Strategy • Read the sentence from the text. • Briefly define the word. • Reread the sentence and continue reading. 5 min Recorder documents on planning template

14. Planning For The First Read Decide how students will experience the First Read • Read Aloud, Whisper Read, Choral Read, Partner Read, Independent Read Decide how students will recount the story after the first read • Whip around • Talking stick/chips • Partner retell • Chart paper/scenes, Flow Map • Others? What are the main events/key details we want to be sure students include in the retell? Recorder documents on planning template 5 min

15. Planning For Close Reading Chunk the text into Pivotal Passages • What sections merit a second read? • Important scenes and memorable moments • Subtle yet significant details in the text • Lengthy and substantial interaction • Natural start and end to a scene, event or conversation • Limit pivotal passages to no more than 4 *Be sure pivotal passages support understanding of the theme 10 min All members draw lines on the text to indicate pivotal passages.

16. Planning For Close Reading Determine Understandings to be Developed • What do we want students to understand after rereading each pivotal passage? Task: • The reader rereads each pivotal passage. • The team creates a statement that captures the understanding to be developed for each pivotal passage. Recorder documents on planning template Scribe charts understandings to be developed 20 min

17. Planning Tool:Text-based Questions 10 mins.

18. Planning For Close Reading Uncovering Theme In Literature Notice: • Character development • Relationships, wants, needs, struggles • How characters change • How the author reveals the character through the characters’ thoughts, feelings, actions, appearance • The points of view of characters • What the character is learning

19. Planning For Close Reading Develop Text Based Questions • Draft questions that will help students get to the understanding that needs to be developed. • Ensure questions lead students back to the text and support discussion. • Sequence questions in a logical order. 45 min Recorder documents on planning template Scribe charts

20. Interactive Structures Determine interactive structures for each question. Interactive Structure Options • Whip Around • Heads Together • Talking Stick/ Talking Chips • Think, Pair, Share • Think, Write, Pair, Share • Partner work • Quick Write • Constructed Response 15 min. Recorder documents on planning template Scribe charts

21. Planning For Close Reading Enduring Questions: • Are questions students could think about and discuss while reading the text that help them uncover the theme • This is the last question asked after each pivotal passage to build up to the culminating question

22. Planning For Close Reading Examples of Enduring Questions: (Choose one or create your own) • What does the author want us to understand? • How is the character changing? • What are we learning about ______ ? • What is the story really about? • What are we learning about the character? 5 min Recorder documents on planning template Scribe charts

23. Planning For Close Reading Develop a culminating question for discussion and constructed response • This question will be asked to engage the class in an extended discussion about the theme. • Students will also answer this question in writing. (constructed response) • As a team, brainstorm possible responses.

24. Planning For Close Reading Develop a culminating question for discussion and constructed response Examples: (Choose one or create your own) • What is the author’s message about _______? • What is the story telling us about ________? • What is the lesson, or moral, in this story? • How does the character overcome ________? • How does the author develop the idea of _______ throughout the story? • What does the author want us to learn? Recorder documents on planning template Scribe charts 5 min

25. Identify Standards Addressed Based on the questions and interactive structures from each pivotal passage: • Which Reading Standards are we addressing? • Which Listening and Speaking Standards are we addressing? • Which Writing Standards are we addressing? 5 min Recorder documents on planning template

26. Next Steps • Schedule a time to teach the lessons and debrief the process • Strengthen and Grow Partnerships • Add on to your current Discussion Stems • Apply the grade level planning tool to another story • Bring artifacts (charts, student work samples, videos, pictures, notes)

27. Thank you!