Session 4a FG - EngageNY Web viewThe purpose of this session is to understand the connection between literary non-fiction and ... It is read for word ... nor is it literary criticism

4a: Teaching Literary Non-Fiction

Goals and OutcomesOverarching Objectives of the November 2013 Network Team Institute

Participants will be able to describe the structure and content of the Grade 9 NY instructional module. Participants will be able to implement the modules with fidelity, scaffolding all students to the rigor the curriculum requires. Participants will be able to adapt the curriculum module to meet the readiness and needs of different students.

High-Level Purpose of this Session

The purpose of this session is to understand the connection between literary non-fiction and the work of high school ELA instruction.

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?

Connect literary non-fiction to the work of high School ELA instruction through this module

Analyze and discuss a literary non-fiction text

Identify features and components of literary non-fiction lessons in Unit 9.1.2

Identify instructional moves to aid implementation of literary non-fiction units

Aligned survey question

November 2013—Page 1

©2013 Public Consulting Group. All rights reserved.

New York State Common Core

Related Learning Experiences Session 2a/3a: Scaffolding to Rigor in High School English Language Arts: Supporting Student Access to Complex Texts

Session 5: Traditional vs. CCSS Approaches to Canonical Texts

Session 7a: Strategies for Adaptation: Providing Support to Diverse Learners

Key Points There are many different ways to approach the notion of “literary non-fiction.” In this unit, the literary non-fiction piece is used in the same way as the fiction piece is used. Students engage with the text as literature, worthy of investigation in its own right.




Session Overview Section Time Overview Prepared Resources Facilitator Preparation

Introduction 10 min Introduce the Session. Session PowerPointPosition mic runners at various spots around the room for report out.

Sampling the Curriculum: Experiencing Literary Non-Fiction

30 min

Participants read and annotate a literary non-fiction text, answer text-dependent questions, and discuss supports for students.

Session PowerPoint Letter 1 from Rilke’s Letters to

a Young Poet Rilke Question Sampler

Position mic runners at various spots around the room for report out.

Sampling the Curriculum: Experiencing a Lesson

30 min

Participants read the Unit 2 Overview and Lesson 10, considering how literary non-fiction is treated in this curriculum.

9.1.2 Unit Overview 9.1.2 Lesson 10

Position mic runners at various spots around the room for report out.

Reflection and Closing

20 minParticipants reflect on learning and consider implications for practice

Session PowerPointPosition mic runners at various spots around the room for report out.

90 mins Total for this session




Session RoadmapSection: Introduction

In this section, you will build an understanding of the purpose for this session.

Materials used include: Session PowerPoint




Slide

Time Picture Script/Activity directions

1 0 min Welcome participants to session.




Slide


2 3 min Introduce the purpose of this session.

Connect literary non-fiction to the work of HS ELA instruction through this module

Analyze and discuss a literary non-fiction text

Identify features and components of literary non-fiction lessons in Unit 9.1.2

Identify instructional moves to aid implementation of literary non-fiction units

Key points:

* There are many different ways to approach the notion of “literary nonfiction.”




Slide


3 7 min At their tables, participants surface definitions of literary non-fiction.

3 minutes

Pull group back together. Have participants discuss:

What is literary non-fiction?

4 minutes

Total time:

10 min




Section: Sampling the Curriculum: Experiencing Literary Non-Fiction

In this section, you will read and annotate “Letter 1 from Rilke’s Letters to a Young Poet,” answer text-dependent questions, and discuss supports for students.

Materials used include: Session PowerPoint, “Letter 1 from Rilke’s Letters to a Young Poet,” “Rilke Question Sampler”

Slide


4 10 min

Direct participants to individually read “Letter 1 from Rilke’s Letters to a Young Poet.” As they read, they should annotate the text in the following way:

Put a box around vocabulary you think your students might not know. Put a * by important or repeating ideas. Put a ? next to areas you have questions about. Write reactions, reflections, or responses in the margins.

Remind participants they were also introduced to these during Session 2b/3b, Homework, Annotation, and Accountable Independent Reading.




Slide


5 12 min

In pairs, direct participants to discuss 3 of the excerpts and related questions in the “Rilke Question Sampler.”

Ask participants to read from the bottom of page 7 to the top of page 11, focusing on TDQs 1–7 and the Quick Write (lesson assessment prompt).




Slide


6 8 min At their tables, participants discuss the following:

What additional scaffolding might benefit your students as they consider this text?

How can you provide this scaffolding without leading students or overly narrowing their interpretations of the text?

Total time:

30 mins




Section: Sampling the Curriculum: Experiencing a Lesson

In this section, you will read the 9.1.2 Unit Overview and Lesson 10 and consider how literary non-fiction is treated in this curriculum.

Materials used include: Session PowerPoint, 9.1.2 Unit Overview, 9.1.2 Lesson 10

Slide


7 15 min

Ask participants to read the Unit Overview and Lesson 10. Ask them to read with the following question in mind?

How is literary non-fiction treated in this curriculum?




Slide


8 15 min

Ask participants to discuss the following questions in their groups:

What do you notice about how the literary non-fiction piece is woven into the curriculum?

o In what ways is it connected to the other text?

o How is it used in this unit?

Lead a brief report out, making sure the following points get made:

In this unit, the literary non-fiction piece is used in the same way as the fiction piece is used. It is read for word choice and theme, not “background.”

Students engage with the text as literature, worthy of investigation in its own right.

It’s not a biography of an author, nor is it literary criticism.

Total time:

30 mins




Section: Discussion and Reflection

In this section you will reflect on learning and consider implications for practice.

Materials used include: Session PowerPoint

Slide


9 10 min

Give participants the chance to ask questions about literary non-fiction and Unit 2.




Slide


10 10 min

At their tables, participants should read the following questions and jot down one idea for each question.

How might literary non-fiction selections like this one be a part of a robust, literary Common Core ELA curriculum?

How will you communicate the value of literary non-fiction to teachers, students, and parents?

Tables share out with whole room.

Total time:

20 mins

Turnkey Materials Provided Session PowerPoint “Letter 1 from Rilke’s Letters to a Young Poet” handout




“Rilke Question Sampler” handout 9.1.2 Unit Overview 9.1.2 Lesson 10



Documents

Session 4a FG - EngageNY Web viewThe purpose of this session is to understand the connection between literary non-fiction and ... It is read for word ... nor is it literary criticism