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Highlighting a Module 2 Lesson: Secondary

Norms for Collaboration

In order to cultivate a climate where everyone is focused on ongoing, positive growth and improving student achievement, use the Seven Norms of Collaboration.

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

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Introductions

• Introduce yourselves at tables: name, role, district, what you are most excited to learn about while you are here.

Read, then talk

• “It isn’t the change themselves that the people in these cases resist. It is the losses and endings that they have experienced and the transition that they are resisting” (Bridges, 2009, p.24)

• Turn and talk to a partner. Do you agree/disagree? Why? Can you relate to this? Why or why not?

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Learning Targets

• I can analyze a module lesson for its impact on students and implications for my practice as a teacher or school leader.

• I can analyze a module lesson for the Common Core shifts in instruction.

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Your “learner hat”

Experiencing a Common Core Classroom

•Put your “learner hat” on for this portion of our work. There will be lots of time to think like a teacher and ask questions about planning later 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.

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Select one to answer

• What characteristics or qualities does a person who takes a stand have?

• What might a person say or do that is the opposite of taking a stand?

• How can taking a stand be a positive or negative things?

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Learning Target

• I can cite evidence that Shirley Chisholm uses to support her claims in “Equal Rights for Women.”

• Please read the target to yourself, and try to paraphrase it in your words. Hint – it helps to look away from the target itself. Please tell a partner at the table what you think this first target means in your own words.

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Read for the “gist”

• Remember: Gist = what you think this section of the reading is “mostly about.” Moving toward a main idea, but your first pass may not be entirely accurate.

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Questions we ask when approaching a text for

the first time

• Who is the author?

• What is the title?

• What type of text is it?

• Who published the text?

• When was the text published?

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Read and Write

• Read the speech independently. (10 minutes)

• Annotate the text in a way that makes sense to you as a reader.

• Write a gist statement at the bottom of each page of the speech.

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Turn and Talk

• Turn and talk to a partner.

• Share your gist statements with your partner.

• Add to your gist statement if your partner has an idea that you like.

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Questions

• You have 12 minutes to answer the questions independently. Make sure to go back to the text to answer the questions.

• You will have time to talk to others and add to one another’s thinking after this initial quiet work time.

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Let’s talk!

• 5 minutes of partner discussion.

• Add to your thinking and update your answers to the questions based on conversations with your partner.

• Whole group share out…

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Learning Target Check-in

• I can cite the evidence that Shirley Chisholm uses to support her claims in “Equal Rights for Women”.

• Please write a symbol on the bottom of your paper regarding this learning target:

?= I really need help with this learning target.

*= I think I have it.

= I got it! I could teach my partner how to cite evidence.

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New Learning Targets

• I can cite text-based evidence that provides the strongest support for my analysis of literary text.

• I can effectively engage in discussions with diverse partners about eighth-grade topics, texts, and issues.

• I can determine the meaning of words from context clues.

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Listen as I read

• Follow along in your excerpt from Chapter 1 as I read out loud to you.

• Be ready to turn and retell, question, and/or comment on the story when I pause at specific points in the text.

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Structured Notes

• Write on your own to answer, “What is the gist of what you read?”

• Next, answer the focus question using evidence form the text.

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My Answer to the Focus Question

• “Atticus tries to do what is best for his clients. For example, he tried to convince his first two clients to make a guilty plea and live, but they didn’t take his advice and pled not guilty, which ended up getting them hanged (5). Atticus does not like criminal law (5). Finally, Atticus supported his brother when he went to medical school. This shows me that Atticus puts others’ needs ahead of his own (5–6).”

• What do you notice?

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Vocabulary: a model

• “When he was nearly thirteen my brother Jem got his arm badly broken at the elbow. When it healed, and Jem’s fears of never being able to play football were assuaged …”

• Define assuaged.

• Now complete the vocabulary section of your structured notes. Be sure to go back to the text to look for context clues for meaning.

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Learning Target Check-In• I can effectively engage in discussions with diverse

partners about eighth-grade topics, texts, and issues.

• Report out with a thumb-o-meter:

*Thumb up if you mastered it!

*Thumb to the side if you need a little more time

to master this target.

*Thumb down if you need my help with this

target. [This is the end of the student hat portion of highlighting a lesson.]

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Learning Targets

• I can analyze a module lesson for its impact on students and implications for my practice as a teacher or school leader.

• I can analyze a module lesson for the Common Core shifts in instruction.

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Record your thinking

• Work independently to analyze the lesson on your “Experiencing the Shifts Recording Form”.

• Then share with a partner.

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Discussion Prompt

• What were some deliberate instructional moves that were made by the teacher and what was the impact on the learner?

• What does this mean for people who support teachers?

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Looking at the Module Lesson Plan

• Text code the lesson plan as follows: “S” for specific evidence of the shifts “!!” for things in the lesson that impacted you as a learner

• Discuss in triads

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Please use your Reflection Form to capture your new learning and thinking on the session.

THANK YOU!

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