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Highlighting a Module 4 Lesson: Elementary

Effective Collaboration Norms and Guidelines

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.

Turn and Talk

• “It isn’t the changes 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)

• 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”

• 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 and design.

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Read, Write, Reflect

• 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?

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Learning Target

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

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Close Readers 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.

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Close Readers 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.

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Gist

What you think the article is mostly about after the first time you read it.

•What is this speech mostly about?

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Background: “On Women’s Right to the

Suffrage”

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

• Why was Susan B. Anthony arrested?

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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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Reflection: Learning Target #1

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

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Learning Target #2

I can answer questions using evidence from the text.

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Remember….

The gist is what you think the article is mostly about after the first time you read it.

How is this informational text different from others you have read about Susan B. Anthony?

Do you notice anything about the style of the writing? Is it similar to what you might read in a newspaper or online today?

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Reflection: Learning Target #2

I can answer questions using evidence from the text.

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Learning Target #3

I can compare information from two informational texts about the same topic.

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Read, Write, Reflect

• 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?

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Welcome Back to “Teacher Hat”

Our Learning Targets today:

•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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Debrief

• Work independently to analyze the lesson on the back side of your “Experiencing the Shifts Recording Form.” Refer to the Module Sampler as needed.

• Then share in split table groups.

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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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