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A Model of Content-Rich Curriculum

A Model of Content-Rich Curriculum . LT 2a. I can describe the impact of content-rich curriculum on students’ college and career success. Grade-Level Groups. Your grade-level EL team: Cheryl Dobbertin & Gwyneth Hagan Examining the modules: through the lens of a teacher

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A Model of Content-Rich Curriculum

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  1. A Model of Content-Rich Curriculum LT 2a. I can describe the impact of content-rich curriculum on students’ college and career success.

  2. Grade-Level Groups • Your grade-level EL team: Cheryl Dobbertin & Gwyneth Hagan • Examining the modules: through the lens of a teacher • Analyze the curricular structures(module, unit, and lesson level) • Analyze the instructional practices, pedagogical moves, etc. • Experiencing the modules: through the lens of a learner • Consider one’s own experience as a “Common Core era” learner • Based on one’s own experience, reflect on the implications for students

  3. Grade Level Groups: Introductions • Name • Position/role • Your district, region, or school • Your particular interest in or connection to this grade level

  4. Quote Strips Directions: Locate the quotes in the envelopes on your table. • Each person at your table chooses one quote from the envelope. • Read each quote aloud to the group. • As a group, select one quote as a lens through which to view your work in this session while you are a learner “experiencing” the module. Consider where you see the ideas in this quote come to life in the curriculum. • After your experience some learning from the module, we will return to this quote to discuss what you noticed.

  5. Experiencing the Module: Building Background Knowledge 4th Grade Student Learning Targets: • I can notice new ideas and wonder about the lives of people long ago. • I can answer questions using specific details from the text. • I can show what I know by contributing to discussions.

  6. I notice… I wonder… Use the above note catcher to capture your thinking while watching the video: http://www.brainpop.com/socialstudies/culture/iroquoisconfederacy/ Table Share- quickly share out a notice or a wonder with your table. Record new thinking from the group.

  7. What did you notice or wonder about the video? • We noticed… • Fire inside the house • Bowling alley • Symbols on t-shirt • Cartoon • Iroquois is well known (better than Haudensonee • Not all Iroquois were with British • Women led society • We wondered… • How did counsels make peace? • Why doesn’t the house burn? • What does the symbol mean? • How does Tim speak so many languages? • Why did they split British/French • How did Iroquois influence the U.S. ?

  8. Capturing Our Ideas… • Discuss your guesses about Tim’s • with your group. • Record them in the smallest box. Guesses about Tim’s shirt…

  9. Capturing Our Ideas… • Read and look for ideas that connect to the symbol on Tim’s shirt. • Record them in the next layer. Ideas that might Connect to the symbol…

  10. Capturing Our Ideas… Answers to text dependent questions… • Read more and look for the answers to the following questions… • -What is the symbol on Tim’s shirt called? • -Why does it have a pine tree in the center? • -What else should Tim know about this symbol? • Discuss and record them in the next layer.

  11. Anchor Chart- Capturing our learning? Things Tim Should Know

  12. Student Reflection Did we meet our learning targets? I can notice new ideas and wonder about the lives of people long ago. I can answer questions using specific details from the text. I can show what I know by contributing to discussions.

  13. Debriefing as Teachers As a table group, discuss: 5 min. • How was the quote you chose illustrated through your experience? • What did you notice about your motivation to read/learn during this experience? • If you were designing this module, what would you have students do next? Why? www.novelnewyork.org

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