Model Curriculum Units: English Language Arts and Visual Arts, Grade 9

1. Model Curriculum Units:English Language Arts and Visual Arts, Grade 9 Curriculum Summit November 6-7, 2013

2. Introductions Susan Wheltle Director of Literacy and Humanities 781-338-6239 swheltle@doe.mass.edu Roxanne Dorrie Regional Literacy Specialist 339-224-3273 rdorrie@doe.mass.edu http://wwwliteracyconnections.blogspot.com/

3. Agenda • Overview of the Model Curriculum Project (including a video) • Walk Through a Model Curriculum Unit (including lesson exploration) • Resources and Review Process • Questions

4. Overview of Model Curriculum Project

5. Model Curriculum Units • 100 PK-12 units in ELA/literacy, mathematics, science, and social studies by 2014 • Exemplify the shifts in the 2011 Frameworks • Understanding By Design model with lesson plans and print/digital media resources • Lesson Planning Template that prompts teachers to meet the needs of all students. • Extensive unit review process • WGBH documenting the process

6. Overarching Goals of the Model Curriculum Project • Illustrate the shifts in the new Common Core State Standards • Provide models for creating units with Curriculum Embedded Performance Assessments • Promote growth and development of leaders, teachers, and districts through curriculum design aligned to the frameworks Massachusetts Department of Elementary and Secondary Education

7. Model Curriculum Units Project Resources • Curriculum Development Guide • Including MCU Planning Template • Curriculum Development Videos The MA Curriculum Development Project http://www.youtube.com/watch?v=rzpeLQMKLKc

8. Release of Model Curriculum Units • 66 units have been publicly released, most of which will be tried out during this school year • 24 more units will be released in November • Additional MCUs will be released in early 2014 Released units can be found at: http://www.doe.mass.edu/CandI/model/download_form.aspx

9. A Walk Through of a Model Curriculum Unit Plan Art and Poetry, Grade 9

10. Unit Components • Unit Plan (UbD Template) • Lesson Plans • Lesson Resources • CEPA – Curriculum Embedded Performance Assessment • CEPA Resources Massachusetts Department of Elementary and Secondary Education

11. Take a Look Inside a MCU: UbD Format • Stage 1- Desired Results • Standards/Goals • Understandings and Essential Questions • Knowledge and Skills • Stage 2- Evidence • Curriculum Embedded Performance Assessment • Other evidence- formative and summative assessments • Stage 3- Learning Plan • Detailed lesson plans

12. Identify desired outcomes and results. Determine what constitutes acceptable evidence of the targeted standards (assessment). • Plan learning experiences and instructional strategies that prepare students to achieve success on the CEPA and meet the high level of the targeted standards.

13. Art and Poetry English Language Arts and Visual Arts, Grade 9

14. Essential Questions Turn and talk about the essential questions from this unit. • How would you answer these questions? • How might a student answer these questions?

15. Stage 3- Learning Plan • A “roadmap” of the learning experiences throughout the unit as defined in the targeted standards • Followed by detailed lesson plans

16. Stage 3 – Learning Plan What do you see?  Lesson 1 and 2:Analyzing visual art. Students learn a means of interpreting a work of visual art. The teacher introduces students to various pieces of art and engages them in a scaffolded activity in which they delve deeper into their analysis of each piece.  Lesson 3 and 4:Analyzing poetry. Students read poems and analyze their use of poetic devices and figurative language to create meaning and tone. The teacher walks students through an analysis of a selected poem using text-dependent questions. Then students work in pairs to analyze a poem of their choice.  Lesson 5, 6, 7 and 8:Analyzing and writing poems inspired by visual art. Students read poems written in response to specific pieces of art. They learn how to make connections between common topics and themes represented in different media. The teacher introduces one piece of art and one poet’s response to that work. Then, through a think-aloud, the teacher models how to make topical/thematic connections between the two works. Students analyze paired poems and visual artworks together. Students choose a character from one of the works of art they have seen and write a poem from the character’s point of view. Lessons 9, 10, 11, 12, and 13: Curriculum Embedded Performance Assessment. These lessons focus on completing the CEPA, which involves three pieces of writing. Students select an artwork that depicts a universal human experience, analyze the artwork, and write a poem from the point of view of a character in the work of art. They write an analytical essay that compares the work of art with the poem and explains how the representation of an idea is the same and different in two different media.

17. Lesson Plans • Scan the Lesson Plans #1 and #2. • What lesson components do you see? • Discuss how the lesson meets the identified standard.

18. MCU Lesson Components • Standards & Essential Questions • Assumptions of what students need to know coming into the unit • Objectives • Instructional resources/tools • Anticipated student preconceptions/misconceptions • Assessment- formative/summative • Lesson sequence and description with Teacher Notes and Technology resources • Closing

20. “Good teaching is more a giving of rightquestionsthan a giving of right answers.”~ Josef Albers

21. Next Set of Lessons • Lessons 3 & 4: Analyzing poetry • Lessons 5, 6, 7, 8: Analyzing poetry and art (and writing poems inspired by visual art)

22. What do you see?

23. Look again. What else do you see?

24. “Landscape with the Fall of Icarus”William Carlos Williams (1962) According to Brueghel when Icarus fell it was spring a farmer was ploughing his field the whole pageantry of the year was awake tingling near the edge of the sea concerned with itself sweating in the sun that melted the wings' wax unsignificantly off the coast there was a splash quite unnoticed this was Icarus drowning http://english.emory.edu/classes/paintings&poems/williams.html

25. Lesson Closing • Process Journal entry with the questions: • What do the poem and the painting represent? • How do they convey an idea about human experience? • What is emphasized in the painting? In the poem? Cite specific evidence from the painting and the poem to support your answer.

26. Stage 2 - Evidence Curriculum Embedded Performance Assessment (CEPA) • Designed with the end in mind • Requires students to independently apply and demonstrate their understanding through complex performance • Goal is for students to independently complete the CEPA(s)

27. CEPATurn & Talk • Look at the CEPA in this unit. What do you notice? • What understandings are students expected to demonstrate in this CEPA? • How might this assessment fit into your overall district, school, classroom assessment plan?

28. Digital Resources carolyn.jacobs@wgbh.org 617 300 3640

29. The Review Process: Ensuring High Quality MCUs

30. Quality Review Rubrics • ELA and Mathematics Rubrics developed by the Tri-State Collaborative (MA, NY, RI) • HSS, Science Rubrics developed by ESE staff • CVTE Rubric developed with educators • Used to evaluate all model units • Can be used to: • create high quality model units • review existing units for quality • revise units

31. Structure of the Rubric

32. Model Curriculum Units Tryouts • The purpose of the tryouts is to: • Collect qualitative feedback to ensure MCUs are high quality • Inform final editing and refinement of MCUs prior to publication • Feedback requested from teachers who try out the units • Provide general feedback to us • Complete an online survey

33. Thank You! • modelcurr@doe.mass.edu