Facilitator’s Guide: Living a Lesson—4th GradeGoals and Outcomes

The purpose of this lesson is to guide participants through “living a lesson.” They will experience close reading and analyze its impact on themselves as learners. They will connect their experience to the instructional strategy of close reading through the debrief of the lesson.

Key Points The ELA Common Core Standards required that students engage in several types of reading over the course of a

school year. Expeditionary Learning’s 3-8 ELA Modules are an Open Source resource, aligned to the standards, available to

help teachers, schools, and districts envision and implement the Common Core Standards and Shifts.

Session OutcomesWhat 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 analyze lesson plans designed to help students meet Common Core Reading Standards of different types.

Index cards/Journal entries. Notecatchers Observing during conversations and protocols

Section: Experiencing a Reading Lesson: Grade 4

Time: 90 minutes

[75 minutes] In this section, you will guide Materials used include:

participants through “living a lesson.” They will experience close reading and analyze its impact on themselves as learners. They will connect their experience to the instructional strategy of close reading through the debrief of the lesson.

Living a Lesson Grade 4 Lesson ppt.Participant Journal

1.On Women’s Right to the Suffrage speech excerpt3.NY Times Article 1873.pdf4.Close Reading Form for Susan B. Anthony article5.Compare Speech and NY Times Article6. Experiencing the Shifts Recording Form

Time Slide #/ Pic of Slide

Script/ Activity directions Grouping

2 min Hold up your hand as a signal for everyone to turn his/her attention to you. Explain that this is the signal we will use to communicate to one another when it is time to pay attention to the facilitator.

When someone sees me put my hand up, quickly finish your thought, then raise your hand and get ready for the next step. Eventually everyone should have their hand raised with their eyes on me.

Explain that we are going to begin working on this learning target:

I can analyze the impact of Expeditionary Learning’s approach to close reading on students’ learning.

Whole group

5

min

Explain that we are going to do this by having them experience a model lesson from the modules, then debrief the lesson through the lens of the common core shifts for ELA. But before they begin, invite them to draft an initial definition of “close reading” in their Participant’s Reflection Journal.

Then say:I am going to ask you to switch to student hat. That means that for the next hour I would like you to experience the lesson from the perspective of a student in class, rather than as a teacher. You will have an opportunity to analyze the lesson later from the perspective

of a teacher, but for now, please keep those teacher questions in the back of your mind or jot them down if they are preventing you from staying in student mode.

6 min Learner Hat:

Invite participants to do this next activity in “split tables” (groups of 5 at 10 top tables.) Ask one person in each group to raise their hand if they would agree to be the timekeeper/facilitator for this activity.

Present the questions on the ppt. slide. Each participant should read all of the questions and select one that they are comfortable answering.

Allow participants 1 minute to formulate and write answers independently on a sticky note.

Tell participants that the timekeeper/facilitator will ensure that each participant voice is heard and that each member of the group has 1 minute to share – all 5 members of the group should state the question that they have selected and share their answer to the

Split tables

question.

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

Is it ever okay to break the law? Why or why not?

How can taking a stand be both positive and a negative?

3 min Say: Today you will both listen to and read a speech that was given a long time ago (1873). It is a primary source. A primary source is any piece of information that was created by someone who witnessed firsthand or was part of the historical events that are being described.

Introduce the first learning target to participants:

1. I can infer the meaning of words and phrases using context clues to better understand a primary source.

Say: Context clues are details in the text that help readers to understand a word or phrase. Primary sources often use unfamiliar language; this can make them difficult to understand without a close read. Close readers do these things

(display ppt slides on close reading): Read aloud the slide for the group.

Whole group

Read small chunks of text slowly and think about the gist.

Reread each passage one sentence at a time.

Underline things that you understand or know something about.

Circle words that you do not know

Talk with your partners about all of your good ideas.

State the gist or message of the paragraph in the margin.

Listen to the questions. Go back to the text to find answers to

questions. Talk with your partners about the

answers you find.

Say: Today, as I read the speech, you will first listen for the gist and do not need to understand everything you hear in the text. Reading for the gist of the text will help you to discover the topic of study. Getting the gist is what you think the article is mostly about after the first time you read it.

5 min Tell participants that you will read the text aloud while they read along silently. Ask them to locate the speech “On Women’s Right to the Suffrage” by Susan B. Anthony. Remind them that they do not have to understand all of the text but should be listening for what you think the article is mostly about after your first stab at it.) Ask them to think about the following as you read: What do you think this speech is mostly about?

Read the text slowly and fluently without stopping for questions or explanation. Afterward, ask participants to think; then write a gist containing a few words or phrase at the top of their papers. Ask them to then turn to an elbow partner and explain: What is this speech about? Say: If your partner says an idea that you would like to borrow, please do so

Ask a few participants to share out their thinking with the whole group. Possible responses may be (It sounds like she is upset about being accused of a crime; she voted and it was a crime; I think we will be studying how women fought to get the right to vote.)

Whole group; partners

5 min Ask participants to locate the Background section at the top of their paper. Next, display the ppt. slide and tell participants that the purpose for reading this excerpt is to answer the following two questions:

Using context clues, what can you infer about the meaning of the word suffrage?

Why was Susan B. Anthony arrested?

Tell participants that with their partner you would like them to take 1 minute to read this background information text about the speech. Give participants 2 more minutes to discuss the above questions with a partner.

Refocus the whole group. Invite a response or two from the participants. (Possible: responses: “Suffrage has something to do with voting,” and “Susan B. Anthony was arrested for voting when it was against the law for women to vote.”).

Prompt participants to provide the context clues they used to determine the meaning of the word suffrage. (This movement held protests, marches, and rallies to try to change the constitution so women could vote.)

Partners; whole group

3 min Say: Please locate the Glossary in your materials. Take a moment to fill in the meaning of the word “suffrage.” [1 min.] Take notice of the words listed in the glossary and their meanings. Listen and follow along as I read the first paragraph again to you. As I read, circle words that are in the glossary and others that you do not know.

Individual

5 min Say: Substitute synonyms or definitions from the glossary above your circled words. Then, read the speech to your partner using your synonyms or definitions and then listen as your partner reads the speech to you using synonyms or definitions. For example: “I not only committed no crime, but, instead, simply exercised my citizen’s rights, guaranteed to me and all United States citizens by the National Constitution, beyond the power of any state to not allow me.

(Note: you have replaced the word deny with the synonymous phrase not allow me.)

Tell them that they will have to infer the meanings of the remaining blank words (alleged and right) from the first paragraph of the speech. Remind them that some words—like right—can have multiple meanings and that it is important to think about the meaning of the word in context.

10 min

Call the attention of the whole group to review the answers to the text-dependent questions in the right-hand column. Circulate around the training and space and cold call pairs to answer the questions and clarify as needed. Be sure to ask: What did you read in the text that helped you come to your answer? Encourage participants to amend their notes as needed.

Answers for facilitator:1. What does Susan B. Anthony mean by “alleged crime”?She didn’t agree with the law against women voting. The text says, “… prove to you that in thus voting, I not only committed no crime …”

2. What does the word “right” mean as it is used in this text?Something people can’t stop you from doing, or something everyone should be able to do.

3. In 1873 it was against the law for women to vote in the state of New York as well as in other states. This speech says that voting is a right that is “beyond the power of the state to deny.” What do you think this means?

The states can’t make laws against

Individual; whole group

voting, or New York isn’t allowed to keep women from voting.

After discussing the answers to the questions. Point out the “Gist Statement” portion on the back of the Close Reading recording form. Allow participants 3 minutes to record their gist statements in the box. Tell participants that they should be prepared to share with their table group. Allot 3 minutes for sharing gist statements.

1 min Review learning target #1: I can infer the meaning of words and phrases using context clues to better understand a primary source.

Have participants use “Fist-to-Five” to assess their learning; 5 meaning I can teach this to someone else; fist meaning I am still struggling. Tell them to write their “number” at the bottom of the page.

Whole group

1 min Introduce Learning Target #2: I can answer questions using evidence from the text.

Say: An article is an informational text usually found in a newspaper or magazine. Its purpose is to give the reader information about a particular topic.

Ask participants to turn to a partner and

Whole group; partners

explain what this learning target means in their own words.

5 min

Say: Now we will read an actual newspaper article that was published in 1873. This article is an account of what happened during Susan B. Anthony’s trial. This article is written from a reporter’s viewpoint. The article is another example of a primary source [Project primary article on ppt slide].

Have participants locate the New York Times article, “Miss Susan B. Anthony Fined $100 and Costs for Illegal Voting.” Give participants a moment to skim the text in order to just notice the format of this primary source document. Tell participants that you will read the text aloud while they read along silently. Remind them that they should be listening for the gist (the feeling you get about what the article is mostly about after your first stab at it.)

Whole group; partners

Read the text slowly and fluently without stopping for questions or explanation.

Afterward, ask participants to think then turn to their partner and discuss these question: How is this informational text different from

others you have read about Susan B. Anthony?

Now that we’ve read the entire text instead of just skimming it, do you notice anything about the style of the writing? Is it similar to what you might read in a newspaper or online today?

10 min

Ask participants to locate the Close Reading Form “Miss Susan B. Anthony Fined $100 and Costs for Illegal Voting”. Explain that excerpts from the article are on the recording form. Invite participants to re-read the excerpts from the article and answer the questions on the recording form with a partner.

Call the attention of the whole group, then review the answers to the text-dependent questions in the right-hand column. Ask volunteers to share answers with the whole group. Possible answers include:

1.What did the author mean when he wrote “upon the ground of a

Partners

misdirection…?”Misdirection means the judge made a mistake. ‘mis’ means wrong. The text said the judge ordered a new trial because everyone deserved a fair trail and the court should not deprive her [Susan B. Anthony] of that trial.

2. What argument did Judge Selden have with how Susan B. Anthony was treated in court?Judge Seldon said that Susan did not have a fair trial because the case was not submitted to a jury.

3. Why was Susan B. Anthony so upset by the way she was treated during her trial?

Susan said that she had a trial by her superiors and not by her peers. She felt that her rights had been denied.

4. What did the author mean when he reported that Susan B. Anthony said she “…announced her determination to continue her labors until equality was obtained...?Susan was going to continue to fight until women earned the right to vote.

5. What did Susan B. Anthony want from the court?Susan wanted no forgiveness from the

court. She wanted the court to be strict with the law.

6. Why do you think Judge Selden did not give the order to send Susan B. Anthony to jail until she paid her fine?Susan was not taken to jail because Judge Hunt did not believe that Susan had a fair trial to begin with

After discussing the answers to the questions, point out the Gist Statement portion of the Close Reading recording form. Have participants once again reread with a partner and then write a main idea statement after each chunk of text. Participants should then share their main idea statements around the split table. (3 min)

Review Learning Target #2:I can answer questions using evidence from the text.

Ask participants to write a number within the range 0-5 at the bottom of their paper to indicate how close they were to meeting this target. “5” means I can answer all of the questions correctly with evidence; “0” means I was unable to meet this target.

6 min Introduce Learning Target #3:I can compare information from two informational texts about the same topic.

Say: How does the NY Times article connect to the speech you read earlier in this session? Did you learn anything new from this primary source document? Allow participants 2 minutes to turn to a partner and discuss.

Then say: Please locate the note-catcher in your materials titled, “Comparing the Speech and the New York Times Article.” With your partner, read the directions at the top of the note-catcher. Complete the chart with either the letter A, B or C according to directions. An example has been done for you. When you are finished with the note-catcher, I will collect them to see how well you met the target. [Facilitators will not actually collect papers; remember you are in a “Teacher” role.]

Partners

3 min Closing of Lesson: Say: At the beginning of the lesson, I posed these 3 questions to you (show ppt. slide): What characteristics or qualities does a

person have “who takes a stand?” Is it ever okay to break the law? Why or

why not? How can taking a stand be both positive and

a negative?

Individual; split tables

Please revisit your initial answer that you wrote on the sticky note. Revise, add to or re-write your answer based on the information you learned in today’s lesson. [2min]. Share your revisions with your split table group.

Section: Debrief Time: 15 minutes[15 min]In this section, participants will debrief the living a lesson portion of this session in order to analyze the shifts in action.

Materials used include:Participant Reflection Form/Journal

1 min This is the end of the student hat portion of the living a lesson. We will now move into a debrief session. Remind participants of the learning target for this session before moving into the debrief:

I can analyze the impact of Expeditionary Learning’s approach to close reading on students’ learning.

Whole group

8 min In pairs, participants will discuss the 4 T’s displayed on the ppt. slide.

Say: “In order to understand the logic of the close reading lessons you will provide for students, you need to get inside the head of our curriculum designers who were guided by the authors of the common core standards. The teacher must think about what makes the text worth reading? What will students actually do? What will the learning targets be? And how can I make sure the texts and tasks

will get students there? When will I and won’t I talk during the lesson?”

Give participants time to discuss these items. What did they notice?

2 min

(also slides 26-28)

Model for participants using the DNA gist slides on how to find a gist. Read each slide, ask participants to think-pair-share about the gist of each slide.

You may say, If you think the gist is about DNA or replication of chromosomes, you are in the right ballpark. If you think we are going to read about bubbles, then I have some work to do! Remember, getting the gist helps orient the reader to the task at hand and lets the teacher know if the kids are mentally in the room with us!

2 min Share slide “What is close reading?”

2 minParticipants should add to/ revise their initial close reading definitions and reflect on the target:

I can analyze the impact of Expeditionary Learning’s approach to close reading on students’ learning.

Individual