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Google Classroom
Sign-up for Google Classroom:This is the platform we will use to
collaborate this year.
English I= g3j98pp English II= 08j76faEnglish III= bosaekcEnglish IV= pu5lweq
Ice Breaker
1. Look for the “Topic” tab in Google Classroom on the left hand side and click “Introduction”. You can also click on the “Who are you?” question tab.
2. Write a brief introduction about yourself. (Please include your current school, years teaching, and what you would like to get out of DLD today.)
3. Respond to 1 other person about a commonality
4. Be prepared to share.
Izone DLD: English IIAshley Grandberry & Tondrea McWright Instructional Coaches- LiteracyKristopher Davis- 9th Grade TeacherMichael Schulte- 11th Grade TeacherAyanna Perkins- 12th Grade Teacher
The iZone High School Instructional Support Team's vision is to be a highly valued team that provides effective content and pedagogical support for teachers to increase student achievement that leads to college and career readiness, lifelong learning, and productive citizenship.
Our mission is to provide data-driven instructional support through content coaching and professional development that increases teacher capacity. Building positive relationships, communicating effectively, embracing diversity, and engaging in on-going reflective practices are the cornerstones of this work.
Vision & Mission
We must move our schools from the bottom 5% to the top 25%!To accomplish this, we must ensure that effective instruction takes placeEVERYDAY and in EVERY school.
iZone Goal
Session Goals
Know: Teachers will know how to find all of the resources for teaching and lesson planning expectations.
Understand: Teachers will understand how to plan with the units, curriculum, and texts.
Do: Teachers will continue to read and annotate the Quarter 1 texts and plan for instruction.
Norms & Assumptions
• Be present• Be brave• Be willing to take risks and be engaged • Ask questions• Engage in meaningful dialogue with your colleagues• Keep students at the center of your thinking
1. We ALL want to improve the work we do as educators. 2. We all want to be kind and courteous; to fulfill assumption #1, we
also need to be thoughtful, insightful, and provocative. 3. We need to remember that we are all in this together. The effect of
our work will be felt far beyond our lifetimes.
HS ELA Agenda
• Review from Retreat- 5 min.• Review Curriculum Map- 15 min.• C&I 1st Week Lesson Plan Annotation- 30 min. • Compare/Contrast Retreat and C&I Lesson- 30 min.• Break- 10 min. • Read the next text or chapter(s)- 30 min. • Text Annotation/Discussion - 60 min. • Lunch- 11:30-12:30• Self-Assessment- 15 min. • Planning- 2 hours
• Annotate Curriculum Map- 30 min. • Annotate Unit Lesson Plan- 45 min. • Complete Template- 45 min.
• Session Survey- 5 min.
Shelby County Schools 2017-18 ELA Foci
STUDENTPRACTICES
CONTENT
TEACHERPRACTICES
ELA Foci and PrioritiesContent• Foundational Skills and Language*• Building Knowledge Through Text• Understanding Depth of the Standards* Grades 6-12 do not have foundational skills
Teacher Practices• Teachers will utilize a systematic approach to reinforcing language standards • Teachers will build student stamina and engagement. • Teachers will employ questions and tasks, both oral and written that are text specific
and reflect the standards.
Student Practices• Students will read, discuss, and write about complex texts grounded in evidence.• Students will engage in routine and extended writing about texts.• Students will apply language skills in the context of reading, speaking, and writing.
Data Reality
• The average level of proficiency for the 2016 SY in the iZone was less than 7%.
1st Quarter- Week 1
Review the 1st Week of Q1 Map and Units
9th Grade Unit = https://www.facinghistory.org/mockingbird10th Grade Unit on =
https://learnzillion.com/resources/89845-rhetoric11th Grade Unit =
https://learnzillion.com/resources/109496-scarlet-letter12th Grade Unit =
https://www.louisianabelieves.com/resources/library/teacher-support-toolbox-library/9-12-grade-ela-teachers
Lesson Plan Annotation
❏ Highlight the information to go on the whiteboard❏ Pencil in the days of the week where the standards live ❏ Check or neg check by alignment of the Learning Targets to the
standards❏ Star, cross off, or question mark by Resources/Materials❏ Check or neg check by the Do Nows ❏ Comment on Relevance/Rationale❏ Plus or minus if the texts are used that day❏ Star, cross off, or question mark by each Text-Specific Question❏ Star, cross off, or question mark by each Text-Specific Task❏ Write in issue or plus of the Scaffolds❏ Star, cross off, or question mark by each Closure❏ Star, cross off, or question mark by each Assessment❏ Star, cross off, or question mark by each Homework
Compare & Revise Lesson Plans
What needs to be kept or deleted between the new and old lesson plans?
Is there anything that seems unnecessary in either plan?
Break
Take a 10 min break!
Welcome Back!
What have we accomplished in terms of our session goals?
Know: Teachers will know how to find all of the resources for teaching and lesson planning expectations.
Understand: Teachers will understand how to plan with the units, curriculum, and texts.
Do: Teachers will continue to read and annotate the Quarter 1 texts and plan for instruction.
What questions do you have in regards to the materials?
Text Annotation
Step 1:
Read the text to get the gist of what the author is saying
explicitly. Circle vocabulary words as you read.
Chalk Talk: Discussion Protocol
• What is this chapter/text about? • What should students take away from it? • How does it function as the next part of the text and or
unit?• Were there any parts that you had to re-read or that were
difficult for you to understand?
Text Annotation
Step 2:Purposeful Annotation:
“The big idea is this: what we do when reading should align with:
• why we’re doing the reading in the first place and• what we’re going to do with the
reading after we’re done.” – Dave Stuart Jr.
• ELA Standards Annotation Guide according to standards
Teacher Annotation Guide
Discussion
• What will be difficult for students within the highlighted sections?
• Is there a particular standard conveyed more than others within this portion of the text?
• Where are there opportunities to integrate the language standards dealing with grammar and conventions?
Text Annotation
Step 3:
Read at least 1 of the supporting texts to understand the content
knowledge that will be built.
Discussion
• What knowledge does this text build for students?• How does this text build knowledge for students?• What questions could you ask to help students make the
connection without telling them the connection?
Lunch
When we return, we will begin to plan subsequent lessons in the unit.
See you at 12:30
Focus Areas What should these look like?
Content• Ways to learn more about the standards. • Ways to build knowledge through text. • Ways to understand how deep to go with a standard.
Teacher Practices• Ways to reinforce language skills• Ways to build stamina and engagement• Ways to align questions and tasks to the standards
Student Practices• Ways to ensure students read, speak, and write about complex
text• Types of routine writing and extended writing tasks• Ways to ensure students incorporate language skills in tasks
Planning Time
We will work together to plan the daily lessons for the 2nd week of the unit. If time permits, we will go on to the 3rd week.
The goal is to complete the lessons for the second week of unit.
Curriculum Map- Week 2
Read lessons 6-10 in the curriculum map• What do students need to know and be able
to do to complete the culminating assessment?
• Which reading, writing, and language standards are the focus for the assessment?
• What do students need to know and be able to do to complete the daily tasks?
• Which reading, writing, and language standards are the focus for the daily tasks?
• Will mastery of the daily tasks enable students to complete the culminating assessment?
LearnZillion
••
9th Grade Unit = https://www.facinghistory.org/mockingbird10th Grade Unit on =
https://learnzillion.com/resources/89845-rhetoric11th Grade Unit =
https://learnzillion.com/resources/109496-scarlet-letter12th Grade Unit =
https://www.louisianabelieves.com/resources/library/teacher-support-toolbox-library/9-12-grade-ela-teachers
Rhetoric Unit Standards
Lesson 7:RI.9-10.3, RI.9-10.4, L.9-10.4
Lesson 8:
RI.9-10.2, RI.9-10.3, W.9-10.4, W.9-10.5, SL.9-10.1a-b, SL.9-10.4
Lesson 9:
RI.9-10.2, RI.9-10.3, RI.9-10.4, RI.9-10.5, RI.9-10.6
Lesson 10:
RI.9-10.2, RI.9-10.3, RI.9-10.4, RI.9-10.5, RI.9-10.6
Lesson 11:
RI.9-10.2, RI.9-10.6, SL.9-10.1a-b, SL.9-10.4, W.9-10.6
Content
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Teacher Practices
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Student Practices
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Are you still ready?
How do you see your year going?
“This year is going to be _________ because_________.”
Session Survey
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![Outside Reading [9th-12th grade] - digitalcommons.trinity.edu](https://img.pdfslide.net/doc/110x75/621a948245730d7a71437c6a/outside-reading-9th-12th-grade-.jpg)
