Living a Lesson Part 1 (Secondary)

1. Living a Lesson Part 1 (Secondary) Session 3, November 2013 NTI EngageNY.org

2. Effective Collaboration Norms and Guidelines In order to cultivate a climate where everyone is focused on ongoing, positive growth and improving student achievement, use the Seven Norms of Collaboration. Seven Norms of Collaboration 1. Promoting a Spirit of Inquiry and Balancing Advocacy 2. Pausing 3. Paraphrasing 4. Probing 5. Putting Ideas on the Table 6. Paying Attention to Self and Others 7. Presuming Positive Intentions

3. Learning Targets • I can describe the relationship between students’ speaking and listening practices and vocabulary development, reading and writing. • I can effectively use protocols and the other collaborative classroom structures in the 3-8 Modules to develop students’ knowledge along with speaking, listening, reading and writing skills. EngageNY.org

4. Your “learner hat” Experiencing a Common Core Classroom • Put your “learner hat” on for this portion of our work. There will be lots of time to think like a teacher and ask questions about planning later after you have some experiences as a learner. • Our purpose is for you to dig into the “subtle moves” that represent the shifts. While we are asking you to be “students,” be metacognitive about our choices/design. EngageNY.org

5. Learning Targets I can determine author’s point of view in a primary source. I can use sentence starters to build on other’s ideas. EngageNY.org

6. Let’s look at the first target… • I can determine author’s point of viewin a primary source. • Turn and talk to a partner about what ‘point of view’ means. • Turn to another partner and define primary source. EngageNY.org

7. Becoming an expert You will read either The Day of Infamy Speech or The Fourteen Part Message. You will be exposed to both texts in order to understand both perspectives, but you will become an expert on one of the texts. EngageNY.org

8. Read for the flow and gist First read the article to yourself. Your first read is for “the flow.” While reading write the “gist” of each section in the margin Note: gist= is your initial thinking, building towards a main idea. EngageNY.org

9. Partner, Share and Add Partner with someone who has read the same text that you read. Share your gist statements and add to your thinking based on the conversation with your partner. EngageNY.org

10. Reread and Answer With your partner reread the text and answer the text dependent questions. These are challenging texts, so you may need to reread sections several times and discuss sections with your partner. EngageNY.org

11. Learning Target I can use sentence starters to build on other’s ideas. You will now be working on this target by participating in a Mix and Mingle. EngageNY.org

12. Mix and Mingle I hear that you said… I’m wondering… I hear that you said… and I’m still wondering… Can you clarify what you meant when you said… ? What you said about… raised a question for me. My question is… It seems like what you said about… is different from what [someone else] said. (Name conflicting ideas) Now that I know that, I need to change what I think about… *I hear that you said… but I still think… because the text says… (Cite evidence) What you said about… reminded me of something I read in the text. (Cite evidence) EngageNY.org

13. Revise Review your responses to the text-dependent questions and revise your answers based on your discussions with others who read the same text. EngageNY.org

14. Learning Target Check In Give a thumbs-up or thumbs-down depending on how well you feel that you mastered each target today. • I can determine author’s point of view in a primary source. • I can use sentence starters to build on other’s ideas. • End of “student hat” EngageNY.org

15. Synthesize First, think about your answers to these questions. How did collaboration, conversation and protocol use support your comprehension as a learner? How does this deepen your understanding of the relationship between students’ speaking and listening practices and vocabulary development, as well as reading and writing? Discuss with a triad EngageNY.org

16. Analyze • Independently: Read and analyze a module lessen for evidence of protocols, conversations and collaboration. • (p. 69-91)  • Annotate the lesson plan by highlighting or underlining your evidence. • Turn and talk with a table partner about your notices and wonderings as you looked at the lesson plan. EngageNY.org

17. Turn and Talk Turn and talk with a table partner about your notices and wonderings as you looked at the lesson plan. EngageNY.org

18. Reflection on classroom practice • A quote from Instructional Practice Evidence Guides where it is stated “The teacher creates the conditions for student conversations and plans tasks where students are encouraged to talk about each other’s thinking” • How does the use of protocols support/enhance speaking and listening in my classroom? EngageNY.org

19. Notice and Discuss • Use your Classroom Management and Collaborative Conversations Note-Catcher. • (p. 92) • “Notice” the classroom management structures that must be in place in a classroom that builds an environment that allows safe collaboration. • What classroom management practices do you currently use that you would like to share with others at the table? • Was there new learning for you regarding what classroom management structures must be in place to build a collaborative environment? EngageNY.org

20. Reflect and Journal • Use your journal to reflect on this session and your progress regarding the learning targets. • (p. 93) • I can describe the relationship between students’ speaking and listening practices and vocabulary development, reading and writing. • I can effectively use protocols and the other collaborative classroom structures in the 3-8 Modules to develop students’ knowledge along with speaking, listening, reading and writing skills. EngageNY.org