Shifting the Paradigm: A Standards-Based approach to Fiction Grades 9-12 Leadership Grades 9-12 Leadership Todays Sessions
Session 1: Writing Text-Dependent Questions Session 2: Shifting the Paradigm: Teaching Nonfiction in the Common Core Session 3: Shifting the Paradigm: A Standards-based Approach to Fiction Session 4: ACT, SAT, PARCC and CCSS for Leaders Grades 9-12 Leadership
Purpose of this Session Participants will be able to: Identify common language and describe its function within the curriculum Distinguish between traditional approaches to canonical texts and a CCSS treatment of those texts Use ELA curriculum materials to approach canonical and contemporary texts differently Grades 9-12 Leadership
Session Overview Examine the curriculum modules approach to teaching classic and contemporary texts by: Discussing the common language of the Core Reading and experiencing excerpts from St. Lucys Home for Girls Raised by Wolves and Romeo and Juliet Experiencing lessons from 9.1 Unit 1 and 9.1 Unit 3 Observe for the Standards and Shifts that occur with this approach Grades 9-12 Leadership
Elevating discourse through a common language Leads to a more academic classroom discussion through a common vocabulary Allows for academic conversation both within the classroom and among classrooms Levels the playing field Grades 9-12 Leadership
Unifying learning through common standards Allows standards to be used as a common focus for texts, lessons, and units Leads to classwork and instruction that is oriented to a focus on standards Levels the playing field by raising expectations for learning Grades 9-12 Leadership Approaches to Teaching Classic Texts
In your table groups, discuss the following: What are the advantages and potential pitfalls of teaching classic texts? How can a teachers schema impede a students ability to experience a text? Grades 9-12 Leadership How the Curriculum Modules Approach Classic & Contemporary Texts Read Module 9.1.1 Overview (pg 9 - 18), focusing on the following:
Introduction Module-Specific Assessed/Addressed Standards Unit Assessments In your table groups, discuss the following: How would you describe the difference between assessing and addressing a standard? How does the module approach differ from traditional approaches to teaching classic and contemporary texts? 8
Grades 9-12 Leadership Approaches to Reading Grades 9-12 Leadership Approaches to Reading Masterful Reading Building fluency and
confidence through modeling Accessing the text with confidence Understanding the text at a basic level Close Reading Collaborative reading Examining the ideas,
structures, and layers of meaning, creating a common and solid understanding Grades 9-12 Leadership St. Lucys Home for Girls Raised by Wolves by Karen Russell Silently read the excerpt from the beginning of the story (pp. 225-227) What features make this text complex?
To what grade would you feel comfortable giving this text? How can we center our approach to a complex text on the learning standards? Grades 9-12 Leadership St Lucys Home for Girls raised by Wolves https://www.engageny.org/resourc e/grade-9-english-reading-closely-a nd-analyzing-a-character
On your app, look up these two standards: RL.9-10.1 SL.9-10.1 Grades 9-12 Leadership Assessed Standards RL.9-10.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the
theme. The assessed standards: Provide cohesion between the units within a module Are continuously assessed for mastery throughout by students and teachers Are continuously revisited and applied in a variety of ways Grades 9-12 Leadership Standards-Based Assessments
How is the standard assessed in the End-Unit Assessment prompts? Grades 9-12 Leadership St Lucys Home for Girls raised by Wolves
https://www.engageny.org/resourc e/grade-9-english-reading-closely-a nd-analyzing-a-character RL.9-10.3: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Grades 9-12 Leadership
Standards-Aligned Class Activities 1) Classroom Discussions 2) Tools 3) Formative Assessments Grades 9-12 Leadership Writing Floats on a Sea of Talk
Grades 9-12 Leadership Quality Classroom Discussions Factors that affect the quality of discussions: The text Student and teacher preparation The prompt(s) Discussion protocol The level of conversation
18 Grades 9-12 Leadership Discussion Stems Discussion stems build confidence by providing students with a conversation frame. For the purposes of our discussion today: I think Romeo is/is not fortunes fool because (textual evidence + analysis) I respectfully disagree with you because (textual evidence + analysis)
I can add to that evidence because the text also says (textual evidence + analysis) Grades 9-12 Leadership Classroom Discussion Model https://drive.google.com/filed0B0CZ fNg-0to1YmE3XzlWNTdSTjQ Discussion prompt: In Romeo and
Juliet, is Romeo fortunes fool? Grades 9-12 Leadership Discussion Model: Round Robin How are the standards embedded into the instruction? How is this approach aligned to the assessed standard? How does this protocol prepare students for writing? Grades 9-12 Leadership
Standards-Aligned Class Activities Classroom Discussions 2) Tools 3) Formative Assessments Grades 9-12 Leadership St. Lucys Mid-Unit Outline Tool RL.9-10.3: Analyze how complex characters develop over the course of a
text, interact with other characters, and advance the plot or develop the theme. How does this Outline Tool address the focus standard? How will this Tool help students in responding to both the mid-unit and end-unit prompts? Mid-Unit prompt: Choose one character from St. Lucys who adapts to change and one who resists it. Explain the differences in their actions using evidence from the text. End-Unit prompt: Analyze the development of Claudettes character in relation to the five stages of lycanthropic culture shock.
Reflect and Write What is the gap between where you need to be and where you are? What do you need to lead and support this work? Systems and structures People Resources Who needs to learn what by when? You Leadership team Staff
Grades 9-12 Leadership Quick Writes and Exit Tickets Formative assessments that occur at the end of a lesson in order to determine students mastery. These assessments are built into the module, but can be adapted and more can be created for your classroom needs For the following examples, ask yourself: What standard is being assessed? How is that standard being assessed?
How might a student struggle with the assessment? Grades 9-12 Leadership Formative Assessment: Quick Write Grades 9-12 Leadership Formative Assessment Example 2: Adapted Quick Write
A variety of activities for students to participate in that are all standardsaligned Students the opportunity to refine important writing skills, like making claims and gathering evidence, on a daily basis Technology to be integrated in unique ways Teachers to orient their lessons toward the Standards-Based Mid- and End-Unit Assessments
Grades 9-12 Leadership Unifying Learning
Allows for academic conversation both within the classroom and among classrooms Levels the playing field Elevates discourse through a common language Leads to a more academic classroom discussion through a common vocabulary Raises expectations through common standards Grades 9-12 Leadership
Using the Standards as Lesson Objectives Grades 9-12 Leadership Using the Standards as Unit Objectives
CI Entry control personnel. Individuals who grant access to SCIF installations, buildings, etc. Varies according to organizations. (Read Access - SSBI) LEVEL 10. Visitor Management. Level 10 users will have the same view of the JCAVS Person Summary as a...
15.30 - 16.10 Jeremy Dugdale and Chris Fletcher (Barristers) - Legal perspectives from each party's view 16.10 - 16.40 Any Questions Panel 16.40 - 16.45 Closing Remarks - June Thoburn, Emeritus Professor and Chair of Norfolk Family Justice Board 16.45...
INTRODUCTION. The control of eye movement has three components. The supranuclear pathway (from the cortex and other control centers in the brain to the ocular motor nuclei in the brainstem) . The ocular motor nuclei . The . infranuclear. pathway...
Gear and Gear Terminology By: Gp Cap Dr Hamid Ullah Khan Niazi Objectives After completing this unit you should be able to learn: Identify and state the purposes of six types of gears used in the industry Apply various formulas...
Use Ohm's Law to calculate the resistance in the circuit. Remember Ohm's Law can be written as V = I x R. Enter the resistance in the space below. Remember to convert your mA current reading into A by dividing...
The 555 timer IC is an integrated circuit (chip) used in a variety of timer, pulse generation, and oscillator applications. The 555 can be used to provide time delays, as an oscillator, and as a flip-flop element. The 555 timer...
Myers Briggs (based on Jungian Theory) EXTROVERT (E) or INTROVERT (I) drawing energy from outside or withinINTUITIVE (N) or SENSING (S) drawing energy from holistic big picture thinking intuition or from the five other senses)FEELING (F) or THINKING (T) basing...
Ready to download the document? Go ahead and hit continue!