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Introduction to the Curriculum Materials

Digging Into the Modules

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Purpose of this Session

• Participants will be able to Understand the structure and content of the NY

ELA Curriculum Module 9.1 Identify key design considerations Examine the supports embedded in the materials

for instructors Recognize the module as a tool for

implementation and alignment

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Welcome• Introduce yourselves: name, school, role• Discuss: Thinking about your role at your

school, what level of understanding will be necessary to ensure a successful implementation of the ELA Curriculum modules?

Teachers NTI Members/Coaches Principals Others

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How Does the Module Support a CCSS-Aligned

Curriculum?• The module is a tool that provides CCSS-

aligned practices for unit and lesson design, instructional strategies, and assessments.

• Teachers have opportunities to implement or modify the units according to their students’ needs.

• The module is not intended as “one size fits all.”

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Structure of Module 9.1

Module 9.1 Reading Closely and Writing to Analyze:

How Do Authors Develop Complex Characters?

Unit 1: “St. Lucy’s Home for Girls Raised

by Wolves,” Karen Russell

(17 lessons)

Unit 2: Excerpts from Black Swan Green, David Mitchell, and

excerpts from Letters to a Young Poet,

Rainer Maria Rilke

(11 lessons)

Unit 3: Excerpts from Romeo and Juliet,

William Shakespeare

(20 lessons)

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Lesson Structure Overview

Lesson Structure

Introduction

Standards

Assessments

Vocabulary

Lesson Agenda/Overview

Materials

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Talk about it!

• In Your Table Groups Discuss: What questions do you have about the module

design?

Module Online Location:

http://www.engageny.org/resource/grade-9-ela-module-1

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Conceptual Framework:Taking A Deeper Dive

• Individually, read the Introduction and Part 1 of Prefatory Information on pages 1–4, annotating key design considerations.

• Annotate with focus on: Text Pacing Opportunities for Close Reading Depth, not Breadth of Material Writing from Sources and Research Standards Assessed vs. Standards Addressed

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Module and Unit Overviews

• In pairs, skim the Module 9.1 Overview and Unit 2 Overview, annotating for the following key design considerations:

Attending to the Standards Text Pacing Close Reading Depth, not Breadth of Material Writing

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Talk About It!

• In Your Table Group Discuss: o What evidence from your current planning

and instruction feels aligned to this type of instruction?

o What feels like a shift in instructional practice?

o What feels like a shift in student expectations?

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Going Deeper…Introducing a Sample

Lesson• Dig into Unit 2, Lesson 8• Conduct a close reading of the Lesson and

annotate with a focus on: Teacher And Student Actions Vocabulary Instructional Notes Standards Addressed vs. Standards Assessed Close Reading Activities

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Going Even Deeper…

• Reread the lesson for a second time• Think about the students in your

classes/school as you revisit the lesson• With a focus on your students, annotate the

lesson areas that may need scaffolding, modification, or adaptations to meet your current students’ needs

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Discussion and Reflection

• What types of instructional strategy shifts may be needed initially as you teach this module?

• In what areas will you need to provide the most scaffolding to support your students’ learning?

• How might you need to adjust the pacing? • How can the embedded supports within

the module framework assist in meeting your students’ needs?

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Q & A

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CONFIDENTIAL – DO NOT CIRCULATE

Online Parking Lot

Please go to engageny.org/novnti and select “Online Parking Lot” for any NYSED related

questions.

Thank You!

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