Session 4: Living a Lesson Part 2_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 culture.
- 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 school wide, 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 continue the process of living a module lesson. In this session participants will look deeply at the Common Core Standards related to Speaking and Listening and analyze the impact of collaboration and protocols on their own speaking and listening experiences.
Related Learning Experiences
- This session is a continuation of session 3 where participants began to live a module lesson. This will also deepen understanding of structure of the modules (session 1A).
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 effectively use protocols and the other collaborative classroom structures in the 3-8 Modules develop students’ literacy skills.
- I can evaluate the rigor of students’ thinking and talk.
- Participation in a common core aligned lesson with the use of protocols embedded.
- Creation of a Common Core Aligned Speaking and Listening Rubric
105 minutes
Session Overview
Section / Time / Overview / Prepared Resources / Facilitator PreparationPurpose Setting / 8 min / Participants will be welcomed to part II of the living a lesson experience. They will read a quote to ground the thinking of the group and be introduced to learning targets. / 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.
REVIEW FISHBOWL PROTOCOL in order to give proper directions during that portion of the lesson. Document is in the NTI dropbox and in Appendix for Module lessons.
Living a Lesson / 45 min / Participants will put on their student hat to continue to live a lesson. The participants will go back to the same complex text that they were introduced to in the previous session and will use a protocol to deepen their understanding of the text. / 1.Rubric_Fishbowl_November NTI_112013
Synthesis, Application and Reflection / 52 min / Participants will analyze the Speaking and Listening Standards and create a common core aligned speaking and listening rubric before reflecting on their classroom practice. / 2.Speaking and Listening Standards 6-12_4B_NTI1113.JPG
3.Speaking and Listening Standards6_12_NTI_112013JPG
4.Speaking and Listening Rubric Task Card_NTI_112013
5.Speaking and Listening Rubric Template _4A_NTI1113
Session Roadmap
Section:Purpose Setting / Time: 8 minutes[8 minutes] In this section, you will guide participants through purpose setting for part 2 of living a lesson. Participants will continue the close reading process and again wear their “student hat.” Learning Targets are introduced and a quote to guide the work around protocols and collaborative processes will be discussed. / Materials used include:
Time / Slide #/ Pic of Slide / Script/ Activity directions / GROUP
1 / / Welcome participants back to “class” and tell that this session as “Living a Lesson Part II”
This is a continuation of the previous session (Session 3) where we did a “first pass” reading and began to analyze how collaboration builds comprehension. We will work together to continue the close reading process and explore the impact of collaboration, specifically the use of protocols, on our understanding of text.
5 /
/ Discussion/Introductions at tables and a Quote to Ground our Work for this session:
A Quote: “When protocols are used in teaching, the transparency they lend to interactions carries the same benefits to our students- for example, pressing everyone to speak and to listen, to diagnose and to speculate, and so on. They can also disturb privacy and certainty by interrupting the ordinary flow of conversation. Some of them (protocols) force the raising of questions, the suspension of judgment, and the withholding of response- all of these useful to learning at certain times. Importantly, they may also help students gain metacognitive skills” (The Power of Protocols: An Educator’s Guide to Better Practice, 2007, p.7)
What is your response to this quote? Agree or disagree? Why or why not?
Introduce yourselves at tables and give a brief answer to this question
1 / / Introduction of Learning Targets:
- I can effectively use protocols and the other collaborative classroom structures in the 3-8 Modules develop students’ literacy skills.
- I can evaluate the rigor of students’ thinking and talk.
1 / / Tell participants that they will again wear their “student hat.”
They will continue living a lesson as if they are students entering their classroom the next day. Encourage them to hold their “teacher hat” questions until the end of the living a lesson experience.
Tell them that the close reading process will unfold as participants dig more deeply into the text they began in session 3.
Section: Living a Lesson Part 2 / Time: 45 minutes
[45 minutes] In this section, you will guide participants through… Living a Lesson in the “student hat” perspective. Participants will “live” a module lesson that is a continuation, or “next day of class.” This will deepen their understanding of the text that they read in session 3 with the use of additional protocols to support their learning. / Materials used include:
1.Rubric_Fishbowl_November NTI_112013
Time / Slide #/ Pic of Slide / Script/ Activity directions / GROUP
1 / Tell participants that today they will participate in a (modified) “Fishbowl Discussion” which focuses on the texts they read about why Japan and the United States went to war during World War II.If this lesson were to continue participants would switch roles in the discussion protocol, but for today they will either be in the inside circle or the outside circle.
1 / / Learning Targets:
•I can participate in a Fishbowl discussion about the attack on Pearl Harbor.
•I can listen to others and build on their ideas during a fishbowl discussion.
15 /
/ Tell participants that this Fishbowl is a way for them to assess their ability to analyze a difficult text, but that it is also a way to practice speaking and listening to each other. Remind them that they practiced these speaking and listening skills when they used the sentence starters in their discussions with their partners.
First hand out the “Mid-Unit 1 Fishbowl Notecatchter” for the appropriate text. Give participants time to re-read their text and answer the text dependent questions in preparation for the fishbowl discussion (10 minutes)
Next, hand out the Fishbowl Rubric and give participants 2 minutes to read the “4” column silently. Ask participants to highlight or underline key words in the “4” column. Ask for a few participants to share their key words. (Listen for “relevant” “listening actively” “drawing peers into the discussion”, etc.)
Direct them to the “Effective Communication” row and have them circle the word drawing in the last bullet. Explain that part of being an effective communicator is to draw or invite others into the discussion.
Ask “What are some ways you can pull others into the discussion?” Listen for students to say that they can ask a question of a specific student or invite a student to share his or her notes.
Finally, direct participants to the “Respecting Multiple Perspectives” row, and have them circle the word advocating. Ask for a definition of advocating. Ensure that the response in the room includes that they must support their opinion with the strongest evidence, or something similar, before moving on.
Then point out the goal-setting section on the “Fishbowl Discussion Goals” portion of the notecatcher and tell participants to write down 2-3 goals they have for this discussion.
2 min / / Divide participants into pairs. Explain that the partner who read FDR’s “Day of Infamy” speech will be in the inside circle of the Fishbowl Discussion today and their partner will be an observer. (If this lesson were to continue tomorrow they would switch roles).
The participants in the outside circle will make notes about what they hear in the Listening Notes portion of the Fishbowl Note-catcher. Pairs will have a chance to debrief about what the outside partner heard that was new information or new thinking.
16 min /
/ (Facilitator Note: 3 to 4 minutes to get set up for Fishbowl Protocol. You may use chairs or just have participants stand in circles. Review the Fishbowl Protocol to prepare for this session. It is also a handout in the Participant Notebook.)
Tell students who read FDR’s “Day of Infamy” speech to bring their copy of the text, Fishbowl Note-catcher, and Fishbowl Rubric to their seat in the inside circle.
Tell other students to bring their Fishbowl Note-catcher and Fishbowl Rubric to their seat behind their partner in the outside circle. Those that are listening will take notes on the “Fishbowl Listening Notes” section of their note-catcher.
Explain to students that you will set a timer and ask some questions to get them started in this Fishbowl Discussion, but that they should focus on talking to each other, rather than just answering your questions. Hand out the Fishbowl Sentence Starters and encourage students to use them in the discussion.
Set the timer for 12 minutes and begin the discussion by asking:
*“From your perspective, what was the gist of this text?”
After a few students have shared their understanding of the text’s gist.
Ask students,
“What was did FDR accuse Japan of doing?”
”What was FDR’s perspective on the Pearl Harbor attack?”
Encourage all students to respond to the questions using evidence from their Fishbowl note-catcher and the text.
Choose from the following questions to engage students further in the discussion. If the discussion runs out of steam at any point, return to this list of questions and ask a new one to keep students thinking:
*“What key facts did FDR use in his speech? How did he interpret each of these facts?”
*“How do you think one perspective on this text might be different from another? Why do you think this?”
*“What questions do you have for other people in the room about their understanding of this text?”
8 min / / Fishbowl Debrief:
Give students in the outside circle 3 minutes to complete their Listening notes, and invite students in the inside circle to complete the self-reflection of the goals they set at the beginning of the lesson.
Tell students to meet with their partner. Give them 2 minutes for the person in the outside circle to share reflections on what they heard/learned during the discussion and 2 minutes for the person in the inside circle to share reflections.
1 min / / Learning Target Check in:
•I can participate in a Fishbowl discussion about two different the attack on Pearl Harbor.
•I can listen to others and build on their ideas during a fishbowl discussion.
1 min / End of student hat
Section: Synthesis, Application and Reflection / Time: 50 minutes
[52 minutes] In this section, you will guide participants through … / Materials used include:
2.Speaking and Listening Standards 6-12_4B_NTI1113.JPG
3.Speaking and Listening Standards6_12_NTI_112013JPG
4.Speaking and Listening Rubric Task Card_NTI_112013
5.Speaking and Listening Rubric Template _4A_NTI1113
Time / Slide #/ Pic of Slide / Script/ Activity directions / GROUP
12 / / Synthesis:
Participants will synthesize their thinking regarding the living a lesson experience. Turn and talk to a partner, discuss the impact of collaboration and use of protocols (the Fishbowl Protocol) on deepening their understanding of the text. (2 minutes)
Participants will consult the Common Core Standards for Speaking and Listeningat the appropriate grade level to look for evidence of the standards in the process they went through as learners. Make sure that participants look at the speaking and listening standards for their grade level. Copies of these are in their participants materials (10 minutes)
30 /
/ Application for my classroom practice: Drafting a Rubric in grade level teams
- Have participants get in grade level groups of 4 or fewer.
- Participants will need a copy of the “Speaking and Listening Rubric Task Card” and the “Speaking and Listening Rubric Template.”
- Participants will follow the task card steps and draft a “Common Core Aligned Speaking and Listening Rubric” to be used to support speaking and listening in their classrooms.
- While completing this task, remind participants that they need to be thinking about modifications that they would make to this lesson and/or the rubric to best meet the needs of their students
4 / / Reflection on my classroom practice:
- Participants will be reminded of 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”
- Participants will reflect for about 2 minutes individually before discussing in split table groups:How will the development of a speaking and listening rubric impact/support speaking and listening in my classroom?
4 / / Learning target check-in:
- I can effectively use protocols and the other collaborative classroom structures in the 3-8 Modules develop students’ literacy skills.
- I can evaluate the rigor of students’ thinking and talk.
Also, reflect on modifications that you can make to this lesson plan to enhance this lesson in your school or classroom
2 / Participants complete plus/deltas for day and closing
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 PPT
- Speaking and Listening Rubric
Additional Suggested Resource