Session 3: Living a Lesson Part 1_Secondary
Sequence of Sessions
Overarching Objectives of this November 2013 Network Team Institute:
Overall Learning Objectives of this November 2013 Network Team InstituteNew Participants Only:
- I can describe the structure and content of the 3-8 ELA Modules.
- 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 develop students’ knowledge along with speaking, listening, reading and writing skills.
- I can evaluate the Common Core Standards related to Speaking and Listening of students’ thinking and talk and provide feedback to help them improve.
- I can give and receive constructive feedback that supports quality module adaptation.
- I can describe collaborative, change-focused professional cultures.
- I can describe collaborative, change-focused professional cultures.
- I can provide focused feedback to support teachers in building collaborative classrooms.
- I can support the development of a collaborative, change-focused culture schoolwide, including ways to manage counterculture behavior.
- I can give and receive constructive feedback that supports quality module adaptation.
High-Level Purpose of this Session:
- Participants will experience a module lesson plan from the student perspective while being metacognitive about the intentional instructional moves. Participants will synthesize their learning by analyzing the speaking and listening standards
Related Learning Experiences:
- Participants who attended session 1 will deepen their understanding of the structure of the modules by experiencing a common core aligned lesson and synthesizing their learning in regard to the impact on their classroom practice.
- Participants who attended Session1A will deepen their understanding of a the power of collaboration and protocols by experiencing a common core aligned lesson and synthesizing their learning in regard to the impact on their classroom practice.
Key Points
Session Outcomes
What do we want participants to be able to do as a result of this session? / How will we know that they are able to do this?- 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 develop students’ knowledge along with speaking, listening, reading and writing skills.
- Participants will analyze a module lesson plan.
- Participants will “live” a module lesson with protocols and collaboration embedded in the lesson.
- Participants will reflect and synthesize their thinking regarding their classroom practice.
Session Overview: 90 minute session
Section / Time / Overview / Prepared Resources / Facilitator PreparationPurpose Setting / 5 min / Set purpose for participants to wear their student hat while living a lesson and to analyze their learning to deepen their understanding of common core aligned instruction / Preview all documents and resources.
Download any videos to avoid network connection issues while facilitating.
Preview the PPT slides and note their alignment to the Facilitator’s Guide below.
Prepare chart paper and markers if necessary.
Living a Lesson / 45 min / Participants will live a module lesson. This lesson highlights a complex text, text-dependent questions and collaborative protocols that are embedded in the module lessons. / 1.Day of Infamy_November
2.Fourteen Part MessageNTI_112013
3.Sentence Starters_Fishbowl _November NTI_112013
Synthesis, Analysis and Reflection / 40 min / Participants will synthesize their learning by answering questions regarding their classroom practice. Participants will analyze a module lesson plan (from the lesson they just “lived”). Participants will reflect on their classroom practice. / 4.EL_G8M3AU1_Lesson_7_101613
5.Classroom Management and Collaborative Conversations Note-Catcher_NTI 1113
Session Roadmap
Section:Purpose Setting / Time: 5 minutes[5 minutes] In this section, you will guide participants through … / Materials used include:
Time / Slide #/ Pic of Slide / Script/ Activity directions / GROUP
2 / / Intro Norms and introduce the facilitators and zone support in the room (1 min)
Begin this session by reminding participants that while they continue this work at Network Team Institute (NTI) they need to be analyzing these common core aligned lessons and experiences that occur through the modules. They need to be analyzing our moves while reflecting on their classroom practice. Remind participants that we intend to empower teachers (1 min.) / Whole group and table
1 / / 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.
2 / / Tell participants that they will be “living a module lesson” today. Participants will have a first pass at the text with collaborative processes embedded in the lesson to support conversation. Let participants know that they will synthesize their learning by putting their “teacher hat” back on and looking at the lesson.
In “student hat” participants will use protocols that routinely show up in the module lesson plans (i.e. fish bowl, mix and mingle, turn and talk, etc.)
Facilitator background knowledge:
Participants will put on their “student hat” and live a module lesson The lesson will center on close reading of the complex text, In this portion of the lesson participants will get the “first pass” on the text. They will begin the process of close reading. Particular emphasis will be given to the process of a first read supported by collaborative conversations to enhance comprehension. / Whole group
Section: Living a Close Reading Lesson Part 1 / Time: 45 minutes
[45 minutes] In this section, you will guide participants through a module lesson. Participants will wear their “student hat” while being metacognitive about their teacher practice. / Materials used include:
1.Day of Infamy_November
2.Fourteen Part MessageNTI_112013
3.Sentence Starters_Fishbowl _November NTI_112013
Time / Slide #/ Pic of Slide / Script/ Activity directions / GROUP
Facilitation note: This lesson is adapted from 8th grade Module 3A, Unit 1, Lesson 7 and 8. The central text is UNBROKEN.Topic of 8th grade Module 3A: Japanese American Relations in WWII
1 / / (Beginning of the “student hat” experience)
Introduce the learning targets for todays lesson:
1. I can determine author’s point of view in a primary source.
2. I can use sentence starters to build on other’s ideas. / Whole Group
3 / / Tell participants that right now you are focusing on the first learning target.
Ask participants to turn and talk to their partner about what ‘point of view’ means. Cold call on 1-2 pairs to share their thinking. Listen for “It’s a person’s perspective, how she sees things.”
Ask a participant to define a primary source. Listen for participants to say that a primary source is defined as “a text or artifact that was created during the time period you are studying.”
Then tell participants that to prepare for the fishbowl, they will readprimary sources today. In the next class (session 4) they will participate in a Fishbowl Discussion. That means that half of the participants will be participating in a discussion and the other half will observe the discussion and take notes. / Whole group, partner and tables
2 / / Continue the discussion of primary source documents by saying that in order to understand history, historians use primary sources as often as they can since they are created during the time period under study, it is possible to understand what people were thinking and feeling at the time.
It is especially important to use primary sources when studying different perspectives. Emphasize that the texts that they will read today were both written in 1941. This is the same time period that Unbroken (the central text, non-fiction book) takes place.
Tell participants that they will be exposed to both texts in order to understand both perspectives, but they will become experts on one of the texts. In this lesson participants will carefully read one text to prepare for deeper discussion.
Participants will read eitherThe Day of Infamy Speech or The Fourteen Part Message. The Day of Infamy Speech was given by President Franklin Delano Roosevelt on December 8th, 1941. The Fourteen Part Message was a written message delivered by the Japanese ambassador to the United States Secretary of State on December 7th, 1941. Point out that December 7th, 1941 is the day the Japanese military attacked Pearl Harbor. (Facilitator Note: These are the same texts that students will read in the module lesson plan. ) / solo
10 / / Distribute The Day of Infamy Speech to half the pairs in the class and The Fourteen Part Message to the other half of pairs in the class.
Participants will first read the article to themselves. Tell them that this first read is for “the flow.” While they are reading they will write the “gist” of each section in the margin (gist=tell them the gist is their initial thinking, building towards a main idea) / partners
10 /
/ Now have participants partner with someone who has read the same text that they read. They should share their gist statements and add to their thinking based on the conversation with their partner.
Then, partners will reread the text and answer the text dependent questions. Remind participants that these are challenging texts, so they will probably need to reread sections several times and discuss sections with their partner. / partners
10 /
/ Tell participants they will now be participating in a “Mix and Mingle”
Remind participants of the learning target:
* I can use sentence starters to build on other’s ideas.
Explain that as part of their Fishbowl discussion (Facilitator note: that will occur in their next “class” which is session 4 today), they will use sentence starters and they have a chance to practice that skill now.
Point to displayed sentence starters and read them aloud.
* 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)
Explain that each sentence starter is used for a particular purpose, which is listed above it. So if you have a question, you can use either “I’m wondering…” or “What you said about… raised a question for me. My question is…” To practice these, tell students that they will do a Mix and Mingle to share their responses to the text-dependent questions with others who read the same text.
Share the directions for a Mix and Mingle with the students: (Facilitator note: You may use music or a cue to have participants move around the room during this mix and mingle)
- When directed participants move around the room with their texts.
- When the facilitator/teacher signals, participants stop and share their response to the first text-dependent question with the nearest person.
- Repeat until participants have shared their responses to all the text-dependent questions
5 min / / After participants have shared all their text-dependent questions, invite them to take their seats. Prompt them to review their responses to the text-dependent questions and revise their answers based on their discussions with others who read the same text. / solo
2 min / / Reread the learning targets, asking students to give a thumbs-up or thumbs-down depending on how well they mastered that 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. / Whole group
1 min / Tell participants that these were difficult texts. Applaud them for their hard work, perseverance and collaboration. Tell them that tomorrow (in actuality it will be their next session; session 4) they will again be working with these texts and participating in a fishbowl protocol. / Whole group
1 min / End of student hat / Whole group
Section: Synthesis, Analysis and Reflection / Time: 40 minutes
[40 minutes] In this section, you will guide participants through synthesizing the experience of living a lesson. Additionally, participants will analyze the lesson module lesson plan that this lesson was adapted from and will look at the instructional practice evidence guides to deepen understanding of common core aligned instruction. / Materials used include:
4.EL_G8M3AU1_Lesson_7_101613
5.Classroom Management and Collaborative Conversations Note-Catcher_NTI 1113
Time / Slide #/ Pic of Slide / Script/ Activity directions / GROUP
5 / / Synthesize our learning from the “student hat experience”
- 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?
12 /
/ Participants will work to analyze a Module Lesson Plan:
Participants will read and analyze a module lessen for evidence of protocols, conversations and collaboration (Lesson Plan for analysis:8M3a.1L7_sb2).
They should annotate the lesson plan by highlighting or underlining their evidence.
Turn and talk with a table partner about your notices and wonderings as you looked at the lesson plan. / Solo and partner
8 / / Participants will now reflect on their classroom practice:
- Participants will look at the 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”
- They will answer the question: how does the use of protocols support/enhance speaking and listening in my classroom?
10 / / Discussion at tables (split table groups):
Tell Participants to use their Classroom Management and Collaborative Conversations Note-Catcher to hold their thinking for these questions:
- Participants will “notice” the classroom management structures that must be in place in a classroom that builds an environment that allows safe collaboration (i.e, using norms to create a culture of achievement and acceptance, the power of protocols in classrooms, etc.) .
- 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?
5 / / Reflection:
- Learning Target Check in
- Journal reflection
group
Use the following icons in the script to indicate different learning modes.
Video / Reflect on a prompt / Active learning / Turn and talkTurnkey Materials Provided
- Facilitator Guide and Powerpoint
- Texts from the lesson
Additional Suggested Resources