Session 3: Living a Lesson Part 1 (Elementary)

1. Session 3: Living a Lesson Part 1 (Elementary) 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. 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 other collaborative classroom structures in the 3-8 Modules to develop students’ knowledge along with speaking, listening, reading, and writing skills. EngageNY.org

4. Experiencing a Common Core Classroom Put your “student hat” on for this portion of our work. There will be lots of time to think like a teacher and ask questions about planning 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. Finding the Gist Locate the Characteristics of a Multinational Company (MNC) in your materials. Read the article, and write the gist in the margin. Remember: a gist is a general statement of what a text is “mostly about.” Turn to a partner and share your gist. EngageNY.org

6. Finding the Gist Locate the Red Cross article in your materials. Read the article, and write the gist of each section in the margin. Turn to a partner and share your gist. EngageNY.org

7. Learning Targets • I can take notes from informational texts about multinational aid organizations . • I can explain what a multinational aid organization is. • I can effectively participate in discussions. EngageNY.org

8. Note-Taking • Locate the 3-Column Note Catcher: What is a Multinational Aid Organization? • Locate Taking Notes Task Card: What is a Multinational Aid Organization? EngageNY.org

9. Learning Targets Check-In • I can take notes from informational texts about multinational aid organizations . • I can explain what a multinational aid organization is. • I can effectively participate in discussions. EngageNY.org

10. Next Learning Targets I can explain key ideas about multinational aid organizations by using quotes from my note catcher. I can effectively participate in discussions. EngageNY.org

11. Chalk Talk • Split into groups of no more than 5. • Refer to your notes, and choose three quotes that describe a multinational aid organization. • Record each quote onto a separate sticky note. • Place your sticky notes on the Chalk Talk Chart. EngageNY.org

12. Chalk Talk Continued • Read what other members wrote on Chalk Talk sticky notes. • Think about the patterns you notice, and the questions you have. • Discuss patterns and questions with group members. EngageNY.org

13. Chalk Talk Reflections What were patterns you noticed? What questions did you have? EngageNY.org

14. Think-Pair-Share How should multinational aid organizations respond when a community is struck by a natural disaster?” EngageNY.org

15. Learning Target Reflection • I can explain key ideas about multinational aid organizations by using quotes from my note catcher. • I can effectively participate in discussions. • Use Fist to Five • 0= I am not yet able to do this. • 5= I am able to teach this to someone else. EngageNY.org

16. Reflection and Discussion • 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? EngageNY.org

17. Analyze • Read and analyze a module lesson 5M4.1L3 for evidence of protocols, conversations and collaboration.  • (p. 41-61) • Annotate the lesson plan by highlighting or underlining your evidence. • Turn and talk with a table partner about your notices and wonderings. EngageNY.org

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

19. Classroom Management Structures • Locate the Classroom Management and Collaborative Conversations Note-Catcher. • (p. 62) • “Notice” the classroom management structures that must be in place to build an environment that allows safe collaboration. • What classroom management practices do you currently use to facilitate collaborative discussion? • Was there new learning for you? EngageNY.org

20. Reflect and Journal • I can describe the relationship between students’ speaking and listening practices and vocabulary development, reading, and writing. • (p. 68) • I can effectively use protocols and other collaborative classroom structures in the 3-8 Modules to develop students’ knowledge along with speaking, listening, reading and writing skills. • (p. 68) EngageNY.org