Traditional vs. CCSS Approaches to Canonical Texts

1. Traditional vs. CCSS Approaches to Canonical Texts EngageNY.org

2. Identifying CCSS-Aligned Instruction Recognizing Effective Instructional Practices EngageNY.org

3. Purpose of this Session Participants will be able to: • Distinguish between traditional approaches to canonical texts and a CCSS treatment of those texts • Use NY ELA curriculum materials to approach canonical texts differently EngageNY.org

4. Purpose of this Session • Participants will be able to • Identify instructional decisions that are consistent with effective implementation of the NY ELA Modules. • Support the use of Evidence Guides as a tool to identify CCSS-aligned practices in the ELA classroom. • Recognize closely aligned instructional practices within ELA 9.1 lessons. • Detect “red flags” in teacher and student practices that do not align with the Common Core. EngageNY.org

5. Discussion: Read the quote below. Do you agree or disagree? Discuss at your table. “Learning new ways of teaching and leading will be critical. However, unlearning old habits will pose the greatest challenge to school leaders.” Dr. Mel Riddile, NASSP EngageNY.org

6. Surfacing Approaches to Canonical Texts • In pairs, surface traditional approaches to teaching canonical texts: • What are some of the ways you have taught or seen canonical texts taught traditionally? • In your table groups, discuss the following questions: • What are the opportunities and potential pitfalls of teaching canonical texts? • How can teachers’ preconceived schema impede students’ ability to experience texts? EngageNY.org

7. Developing Expectations for Instructional Practice EngageNY.org

8. Importance of Shared Vision for Classroom Lessons • Common language and understanding of the instructional shifts inherent in the CCSS is critical: • Creating a common language to ensure clear communication • Establishing a clear and well defined, shared vision of the expectations for CCSS-aligned instruction • Understanding the instructional shifts inherent in the CCSS EngageNY.org

9. Key Components of CCSS-Aligned Lesson – Teacher EngageNY.org

10. Key Components of CCSS-Aligned Lesson – Student EngageNY.org

11. How the NY Curriculum Modules Approach Canonical Texts • Read Module 9.1 Unit 3 Overview, focusing on the following: • Introduction • Assessed Standards (indicated in bold) • Unit Assessments (mid-unit and end of unit) • Lesson Summaries • In your table groups, discuss the following: • What do you notice about NY’s approach to teaching Romeo and Juliet? • How does this approach differ from traditional approaches to teaching canonical texts? EngageNY.org

12. Exploring Romeo and Juliet In pairs, review Lesson 7 of Romeo and Juliet. Using the Evidence Guide, highlight CCSS- aligned practices found within the lesson. Identify CCSS-aligned instructional practices that can be observed during a walkthrough, which will ensure effective implementation of the lesson. EngageNY.org

13. Red Flags: Signs of Non-Alignment • Romeo and Juliet has been taught in high school for decadesin a traditional, non-CCSS aligned format. • Changing long standing instructional practices are inherently difficult as instructional decisions may be based on practices of habit rather than instructional intent. EngageNY.org

14. Talk About It! Discuss in table groups: What types of instructional practices could be present in Lesson 7 that would be red flags indicating the lesson is not well aligned to the module? (Old instructional habits) EngageNY.org

15. From the Student Lens Revisit Lesson 7. Using the Evidence Guide, highlight Core Area 3 focusing on student practices that should be observed during the lesson. What student actions should be observed during the lesson to ensure all students are actively engaged in an aligned lesson? What “red flags” would be present in the classroom if the lesson was not aligned? EngageNY.org

16. Talk About It! • After diving into the module to assess CCSS- aligned practices, reflect on the following: • How did digging into the lesson affirm your understanding of the strong connection between the ELA Module 9.1 and the Evidence Guide indicators? • Why would this activity be important as you assess “traditional” ELA lessons? • How can you message to staff the importance of effectively implementing the unit? EngageNY.org

17. Implications for School Leaders • Key Components for School Wide Implementation: • Common Understanding of Expectations • Alignment of Curriculum, Instruction, and Assessments • Strong Leadership • Resources and Structures Supporting Implementation EngageNY.org

18. Discussion and Reflection What opportunities exist for the use of the ELA Evidence Guide in assessing level of implementation of Module 9.1? What are the major challenges and opportunities? What additional supports will you or your staff need in order to feel successful with this work? EngageNY.org

19. Other things to consider… Variety of modes to deliver content… Common Core Standard 7 EngageNY.org

20. Comparing Two Mediums http://www.masterworksfineart.com/inventory/chagall/original/chagall2039.jpg EngageNY.org

21. Q & A EngageNY.org