Session 4:Living a Lesson Part 2_Elementary

Sequence of Sessions

Overarching Objectives of this November 2013 Network Team Institute

New Participants Only: I can describe the structure and content of the 3-8 ELA Modules.

Teacher Targets: I can describe the relationship between students’ speaking and listening practices and vocabulary development, reading and

writing. I can effectively use protocols and the other collaborative classroom structures in the 3-8 Modules develop students’

knowledge along with speaking, listening, reading and writing skills. I can evaluate the Common Core Standards related to Speaking and Listening of students’ thinking and talk and provide

feedback to help them improve. I can give and receive constructive feedback that supports quality module adaptation.

Leader/NTI Targets I can describe collaborative, change-focused professional cultures. I can provide focused feedback to support teachers in building collaborative classrooms. I can support the development of a collaborative, change-focused culture school-wide, including ways to manage

counterculture behavior. I can give and receive constructive feedback that supports quality module adaptation.

High-Level Purpose of this SessionThis is a continuation of Session 3. Participants will use re-reading and an additional protocol to deepen their discussion on the text they began working with in Session 3.  Teachers reflect on the impact of the additional protocol on their discussion, consult the Common Core Standards for Speaking and Listening, and draft a “Common Core Aligned Speaking and Listening Rubric” to be used to support effective speaking and listening in the classroom.

Related Learning ExperiencesParticipants who attended session 1 will deepen their understanding of the structure of the modules by experiencing a common core aligned lesson and synthesizing their learning in regard to the impact on their classroom practice.

Participants who attended Session1A will deepen their understanding of a the power of collaboration and protocols by experiencing a common core aligned lesson and synthesizing their learning in regard to the impact on their classroom practice.

Key Points

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?

I can effectively use protocols and the other collaborative classroom structures in the 3-8 Modules develop students’ knowledge along with speaking, listening, reading and writing skills.

I can evaluate the Common Core Standards related to Speaking and Listening of students’ thinking and talk and provide feedback to help them improve.

Participation in a common core aligned lesson with the use of protocols embedded.

Creation of a Common Core Aligned Speaking and Listening Rubric

105 minutes

Session Overview

Section Time Overview Prepared Resources Facilitator Preparation

Purpose Setting 8 min

Introductions at tables; discussion of a quote to frame learning for this session; introduction of learning targets.

Preview all documents and resources.

Preview the PPT slides and note their alignment to the Facilitator’s Guide below.

Prepare chart paper and markers if necessary.

Living a Lesson 42 min Participants will be welcomed to part II of the living a lesson experience. They will read a quote to ground the thinking of the group and be introduced to learning targets.

Four Corners Labels_4Elem_NTI1111.Fishbowl Discussion Checklist_4Elem_ NTI11132.Fishbowl Listening Note-Catcher _4Elem_NTI1113Taking Notes Task Card- What is a Multinational Aid (from Session 2)

Synthesis, Application and Reflection

55 min

Participants will analyze the Speaking and Listening Standards and create a common core aligned speaking and listening rubric before reflecting on their classroom practice

Speaking and Listening Standards Grades 3-5_4A_NTI1113,pdfSpeaking and Listening Rubric Task Card_4A_NTI1113.pdfSpeaking and Listening Rubric Template_4A_NTI1113.pdf

Session Roadmap

Section: Purpose Setting Time: 8 minutes[10 minutes] In this section, you will guide participants through purpose setting for part 2 of living a lesson. Participants will continue the close reading process and again wear their “student hat.” Learning Targets are introduced and a quote to guide the work around protocols and collaborative processes will be discussed.

Materials used include:Participant NotebookPowerPoint slides

Time Slide #/ Pic of Slide Script/ Activity directions GROUP

1 min Welcome participants back to “class” and tell that this session as “Living a Lesson Part II”

Say: This is a continuation of the previous session (Session 3) where you did a “first pass” reading and began to analyze how collaboration builds comprehension.  We will work together to continue the close reading process and explore the impact of collaboration, specifically the use of protocols, and deepening of our understanding of text.

5 min Display the following quote on the ppt. slide:

“When protocols are used in teaching, the transparency they lend to interactions carries the same benefits to our students- for example, pressing everyone to speak and to listen, to diagnose and to speculate, and so on. They can also disturb privacy and certainty by interrupting the ordinary flow of conversation. Some of them (protocols) force the raising of questions, the suspension of judgment,, and the withholding of response- all of these useful to learning at certain times. Importantly, they may also help students gain metacognitive skills.” (The Power of Protocols: An Educator’s Guide to Better Practice, 2007, p.7)

Give participants a moment to jot down either an agreement or disagreement with this quote and reasoning for their stance.

Ask participants to introduce themselves at tables and briefly share their thought about the quote.

1 min Introduce the Learning Targets: I can effectively use protocols and the other collaborative

classroom structures in the 3-8 Modules develop students’ literacy skills.

I can evaluate the rigor of students’ thinking and talk.

1 min Tell participants that they will again wear their “student hat.” They will continue living a lesson as if they are students entering their classroom the next day. Encourage them to hold their “teacher hat” questions until the end of the living a lesson experience.

Tell them that the close reading process will continue to unfold as they dig more deeply into the text they began in session 3

Section: Living a Lesson Part 2 Time: 42 minutes[38 minutes] In this section, you will guide participants through Living a Lesson in the “student hat” perspective. Participants will “live” a module lesson that is a continuation, or “next day of class.” This will deepen their understanding of the text that they read in session 3 with the use of additional protocols to support their learning.

Materials used include:From Session 3: Characteristics of Multinational Companies (MNCs)_3A_NTI1113.pdf The Red Cross_3A_NTI1113.pdf 3-Column Note Catcher: What is a Multinational Aid Organization?

_3A_NTI1113.pdf

New Materials: Four Corners Labels_4Elem_NTI111 [NOTE: Each of these labels need

to affixed to a different corner of the room before the session begins]

1.Fishbowl Discussion Checklist_4Elem_NTI1113 2.Fishbowl Listening Note-Catcher_4Elem_NTI1113

Time Slide #/ Pic of Slide Script/ Activity directions GROUP

2 min Ask participants to take out the 3-Column Note Catcher: What is a Multinational Aid Organization? from the earlier session.

Introduce the Four Corners protocol with participants. Say: You will move to a corner of the room based on commonalities in their responses to a question posed. Once you physically move to a “corner” or the room based on your answer, you discuss your thinking, and one participant from each group shares the group’s ideas with the whole room. Participants in other groups/corners may move to that corner if they change their thinking based on what they hear.

2 min Display and read the Four Corners options aloud to participants. Then, ask participants to review the information on their note catchers and choose the Four Corners statement they most agree with: The most important thing The Red Cross does is organizing

volunteers to provide relief and support to people struck by disaster.

The most important thing the Red Cross does is providing billions of dollars in relief assistance to areas struck by disasters,

The most important thing the Red Cross does is pre-position supplies in preparation for a natural disaster.

The most important thing The Red Cross does is providing supplies like medicine, food and water to communities after they are struck by a disaster.

4 min Once all participants have moved to one of the four corners, read and display the following prompts:

Why did you choose this statement?” What details from your note catcher support the statement

you chose?”

After 3 minutes, invite a participant from each of the Four Corners to share the group’s thinking aloud. Encourage participants to use specific details from their note catchers to support their ideas.

3 min When finished, ask TWO members from each corner of the room to volunteer to in a Fish Bowl Protocol. Tell volunteers that the other participants will have an opportunity to listen in on their conversation. After a group has volunteered, ask the remaining participants to return to their tables.

Those participating in the inner circle of the fishbowl should arrange chairs either in a circle in the center of the room or in a modified configuration consisting of a line of chairs at the front of the room. Participants may also stand. Use best judgment considering the space. The object is for listeners to be able to see and hear those involved in the discussion. Additionally, speakers will need their Participants’ Notebooks that include articles, note-catcher, and Fishbowl Rubric.

1 min No ppt. slide Tell participants that today they will participate in a (modified) “Fishbowl Discussion” which focuses on the texts about multinational organizations and the Red Cross. Let participants know that if this lesson were to continue participants would switch roles in the discussion protocol, but for today they will either be in the inside circle or the outside circle.

1 min Introduce Learning Targets:

• I can participate in a Fishbowl discussion about the purposes of the Red Cross.

• I can listen to others and build on their ideas during a fishbowl discussion.

10 min Tell participants that this Fishbowl is a way for them to assess their ability to analyze a difficult text, but that it is also a way to practice speaking and listening to each other.

Have participants locate the Fishbowl Checklist in their folders and give them 2 minutes to read.

Draw participant attention to the word, relevant, and have them circle the word. Explain that the information they share needs to be related or relevant to the topic and questions being discussed.

Next, direct them to the word draws in the second descriptor. Explain that part of being an effective communicator is to draw or invite others into the discussion.

Ask “What are some ways you can pull others into the discussion?” Listen for participants to say that they can ask a question of a specific individual or invite someone to share his or her notes.

Finally, direct participants to the word advocating. Ask for a definition of perspectives in the last descriptor. Ensure that the response in the room includes that they must respect each others’ opinions whether or not they agree.

Then point out the goal-setting section at the bottom of the page and tell participants to write down 2-3 goals they have for this discussion either as a speaker.

2 min Tell the participants in the outside circle (observers/listeners) that they will take notes about what they hear in the Listening Notes portion of the Fishbowl Note-catcher that can be found in their folders. Tell them that we will have a chance to debrief at the end of the lesson.

10 min Explain to participants that you will set a timer and ask some questions to get them started in this Fishbowl Discussion, but that they should focus on talking to each other, rather than just answering your questions. Have participants locate the Fishbowl Sentence Starters in their folders and encourage their use.

Set the timer for 9 minutes and begin the discussion by asking:

From your perspective, what was the gist of the Red Cross text?

*Allow time between for participants to discuss before asking the next questions.

After a few participants have shared their understanding of the text’s gist ask:

What makes the Red Cross a multinational organization? What is the most important thing that the Red Cross does? What questions do you have for other members of this group

about their understanding of the text

6 min Fishbowl Debrief: Give participants in the outside circle 3 minutes to complete their Listening notes, and invite participants in the inside circle to complete the self-reflection of the goals they set at the beginning of the lesson.

Ask for participants to share aloud their reflections with the whole group. Be sure participants that were involved in the “inner circle” as well as observers/listeners have an opportunity to speak.

1 min Learning Target Check in:• I can participate in a Fishbowl discussion about the purposes of

the Red Cross.

• I can listen to others and build on their ideas during a fishbowl discussion.

• Use Thumb-o-meter to check for understanding.

[Note: Not all participated in the discussion within the protocol, however, participants should rate their understanding based on their observations.]

End of Student Hat

Section: Debrief, Application and Reflection Time: 55 minutes[55 minutes] In this section, you will guide participants through an analysis of the Speaking and Listening Standards and creating a common core aligned speaking and listening rubric before reflecting on their classroom practice

Materials used include:Speaking and Listening Standards Grades 3-5_4A_NTI1113,pdfSpeaking and Listening Rubric Task Card_4A_NTI1113.pdfSpeaking and Listening Rubric Template_4A_NTI1113.pdf

Time Slide #/ Pic of Slide Script/ Activity directions GROUP

15 Participants will analyze and reflect regarding the impact of the collaboration and use of protocols on deepening their understanding of the text.

Invite participants to read and annotate the Common Core Standards for Speaking and Listening at the appropriate grade level to look for evidence of the standards in the process they went through as learners.

25 Participants will apply what they have learned by drafting a “Common Core Aligned Speaking and Listening Rubric” to be used to support speaking and listening in their classrooms.

Have participants get in grade level groups of 4 or fewer. Participants will need a copy of the “Speaking and

Listening Rubric Task Card” and the “Speaking and Listening Rubric Template.” All materials can be found in the participants’ notebooks.

Participants will follow the task card steps and draft a “Common Core Aligned Speaking and Listening Rubric” to be used to support speaking and listening in their classrooms.

Before participants begin, give them 3 minutes to read over the task card and ask for any clarifying questions.

8

Participants will reflect on their classroom practice:

Again, show participants the quote from Instructional Practice Evidence Guides, “The teacher creates the conditions for student conversations and plans tasks where students are encouraged to talk about each other’s thinking,”

Ask participants to reflect in writing about the following prompts:

How will the development of a speaking and listening rubric impact/support speaking and listening in my classroom?

If adapting modules, how will I ensure that students’ are tapping into peers’ thinking in order to deepen their own understanding?

Allow participants to share their reflections with an elbow partner.

2Participants will quietly journal on the learning target for this session in their journal: I can effectively use protocols and the other collaborative

classroom structures in the 3-8 Modules develop students’ literacy skills.

I can evaluate the rigor of students’ thinking and talk.

5 Participants will complete plus/deltas for day. Distribute index cards and ask participants to write pluses on one side and deltas on the other.

Use the following icons in the script to indicate different learning modes.Video Reflect on a prompt Active learning Turn and talk

Turnkey Materials ProvidedSession 4_PPT_NTI_November 2013Speaking and Listening Rubric Task CardSpeaking and Listening Rubric Template_4A_NTI1113.pdf

Additional Suggested Resources