Social Studies and English Language Arts Grades 6-8

1. Social Studies and English Language Arts Grades 6-8 An Interdisciplinary approach to curriculum, reading, and writing Presented by Brenna Farrell Casey Jakubowski Dominic Piacentini

2. Learning Targets I can implement a consistent writing strategy to meet the needs of ELA and SS standards. I can incorporate close reading strategies into my instruction. I can create a lesson plan with an activity based on close reading, TEAL, or both.

3. January 2014 Data: Social Studies

4. January 2014 Data: Social Studies

5. January 2014 Data: English

6. Solutions: How can we help our students succeed? Interdisciplinary Writing Strategy: (M)TEAL A strategy that will help students to respond thoroughly to the task A strategy that will help students to organize their writing according to topic, evidence, and analysis Interdisciplinary Instruction Working within the constraints of scheduling, brainstorm innovative approaches to planning and implementing interdisciplinary lesson plans.

7. What is TEAL? T – Topic Sentence which states the part of the thesis you’ll prove (Main Idea) E – Evidence (introduce and give the quote with page number) A – Analysis of how evidence proves your topic sentence (EA) – More Evidence and Analysis! (EA) – Another piece of Evidence and Analysis! L – Link it back to the Main Idea/Topic Sentence and Thesis

8. Teaching Practices & Protocols

10. Social Studies Framework Can be accessed at engageny.org

12. Think-Pair-Share With a partner, look closely at the assessments employed by Unit 1 of module 2. How might you extend the assessment topic to create an interdisciplinary lesson?

13. Don’t reinvent the wheel! Lyddie supplemental materials: http://library.uml.edu/clh/mo.htm

14. I do, You do, We do Thesis:This is the right decision for her to make because by leaving she at least stands a chance of improving her situation and making enough money to buy back the farm. T: One of the reasons that Lyddie has made the right decision to leave her job at Cutler’s Tavern to go to work in the mills is that it will be a better life than the one she is leading at the tavern. E: While working at the tavern in Chapter 3, Lyddie has to endure difficult living conditions. She “slept under the eaves in a windowless passage, which was hot and airless even in late spring. She was ordered to bed late and obliged to rise early for the mistress was determined that no paying guest in the windowed rooms across the narrow passageway should know that they shared the floor with the kitchen girl” (24). A: This shows that Lyddie is treated badly, without even a bed to sleep in or a room of her own. She also works very hard and has no friends or companions. The only person who notices her at all is the old cook, who becomes a sort of protector. Even though Lyddie is not far from where her brother lives, she only sees him once in the year she works at the tavern and she never sees her mother and sisters. Making the decision to go south to Massachusetts is the right one for Lyddie because her situation at the tavern is harsh and lonely. L: Working in the mills offers the possibility of a better life.

15. Teaching TEAL Provide multiple examples and model paragraphs Group Activity – Create Sentence Strips using TEAL components and have students put the paragraph together according to T-E-A-L Independent Practice: Have students identify the components in afull paragraph.

16. Providing students with a strategy for writing, a model of the finished product, and the tools needed to complete the finished product is crucial to student success. What are the essential tools for successful writing with TEAL?

17. Providing students with graphic organizers to help them begin the writing process is part of this crucial step to student success.

18. Close Reading We are all teachers of reading and writing! 1. Strategies for Annotating a Text 2. Identifying Rigorous Vocabulary Beforehand 3. Chunk the text 4. Number the Paragraphs 5. Underline & Circle with a purpose

19. Close Reading: Thinking Notes

20. I do, You do, We do Using one of the module model lessons at your grade level, please create a lesson plan that employs teal and/or close reading strategies. OR Work with a social studies/ela teacher to create an interdisciplinary lesson/assessment/activity

21. I do, You do, We do: Hosted Gallery Walk Presenters Participants Four volunteers to “post” their work on the wall while the rest of the class moves around the room Each volunteer to present their lesson to the smaller groups Complete “Notice & Wonder” Chart Think about strategies/activity ideas that you can use to build your own teacher toolkit

22. Learning Targets • I can implement a consistent writing strategy to meet the needs of ELA and SS standards. • I can incorporate close reading strategies into my instruction. • I can create a lesson plan with an activity based on close reading, TEAL, or both.