Session 3A: Research Lessons from Module 4 Secondary (6-8)

Sequence of SessionsTargets for this Session

I can analyze appropriate accommodations for students with disabilities needing such support with the research process. I can analyze appropriate scaffolds for ELL students needing such support with the research process. I can analyze 6-8 ELA Module 4s for the intentional backwards design process that scaffold students’ success. I can analyze the connections and consistencies between the 6-8 research modules, the O’Dell Education materials, and the 9-12 research

modules.

High-Level Purpose of this Session

In this session participants will experience a series of lessons from a secondary Module 4 in order to analyze the alignment between the research process embedded in the 6-8 ELA Modules and the CCLS and the shifts. They will come to understand the intentionality of the design of the modules to scaffold student success. Specific strategies for supporting ELLs, students with learning disabilities, and students reading far below grade level will be highlighted and discussed.  In addition, they will analyze the consistencies and connections between the 6-8 modules, the Odell Education materials, and the 9-12 research modules.

Related Learning Experiences The research from session 2 becomes real and active in this session as participants experience two model lessons from the modules.

Participants will continue to build deeper understanding of the read, think, talk, write cycle in session 4 of this NTI. Participants will look more deeply at lesson plans from this session in session 5 of this NTI.

Key Points Research of a topic supports writing strong opinions and enables students to support such opinions with relevant facts and details from texts. Commonly, the terms accommodations and modifications are used interchangeably. Teachers need to understand the differences between the

terms and the importance of providing accommodations so that all students have access to complex texts and rigorous tasks

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 analyze the 6-8 ELA Module 4s for the intentional backwards design process that scaffolds students’ success.

I can analyze appropriate accommodations for students with disabilities needing such support with the research process.

I can analyze appropriate scaffolds for ELL students needing such support with the research process.

 I can analyze the connections and consistencies between the 6-8 research modules, the Odell Education materials, and the 9-12 research modules.

Notecatcher and discussions

Discussions, lesson synthesis and video discussion

Group analysis of documents

Session Overview

Section Time Overview Prepared Resources Facilitator PreparationSetting a Purpose for Learning

1:30-1:57

In this section, participants will have an introduction to the session agenda and learning targets. Participants craft reactions to a prompt through a written conversation

1.Written Conversation Notecatcher_Session 3_NTI_051514

2.Written conversation protocol.pdf

3.Excerpts from “Access for All”_Session 3_NTI_051514

Review written conversation protocol.

Read article “Access for All” (excerpts are included in the mix and mingle of this session)

protocol. They will then introduce themselves at split tables sharing name, role, school and an item from their written conversation

Model Lesson and Analysis

1:57-2:53

In this section, participants will experience a model lesson from 7th grade Module 4A. Participants will look at a module overview and be thoughtful about the backwards design process in the modules. Participants will also collaborate about how to accommodate all students to be successful in modules lessons.

4.elg7m4au2lesson1011314 .doc

4a.Synthesis Design of the Modules_Session 3a_051514_NTI

Read the Module 4A, Unit 2, Lesson 1 on which this model lesson was built.

Review 7th grade Module 4A overview.

Break 2:53-3:07

Place table tents on tables labeled 1,2,3

Model Lesson Part 2 and Application of Learning

3:07-4:09

In this section, participants will experience Part 2 of the module lesson. Participants will also visit a classroom via

5.Cascading Consequences Task Card 1

6.Cascading Consequences Task Card 2

7.Cascading Consequences Task Card 3

Review the module lesson plan(s) on which this lesson was built.

Watch the video that participants will be asked to analyze.

video and discuss how the modules support students in becoming increasing independent over time and how student autonomy will support them in the deep research work of module 4 or 4A(7th grade). Participants will look at materials created by O’Dell and look at HS Module materials and be thoughtful about how these materials relate to the design of the modules.

8.elg7m4au2lesson3011314 .doc

9.elg7m4au2lesson13012214.doc

10.Student Research Plan.pdf

11.EBC Criteria Checklist II - G6-8.pdf

12.EBC Criteria Checklist I - G6-8.pdf

13.Research Critera Matrix G6-12.pdf

14.9.3 Introduction to Research Module for ELA Literacy.docx

15.Notice Wonder Connect https://vimeo.com/

91360023

Read the O’Dell documents and the HS Module document that participants will read.

Synthesis and Closure

4:10-4:30

In this section, participants will synthesize their learning by participating in concentric circles with participants from the elementary sessions. They will also reflect individually about their learning

Review Concentric Circles

Session RoadmapSection: Setting a Purpose for Learning Time: 1:30-1:57[17 minutes] In this section, participants will have an introduction to the session agenda and learning targets. Participants craft reactions to a prompt through a written conversation protocol. They will then introduce themselves at split tables sharing name, role, school and an item from their written conversation

Materials used include:1.Written Conversation Notecatcher_ Session 3_NTI_0515142.Written conversation protocol.pdf3. Excerpts from “Access for All”_ Session 3_NTI_051514

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

2 min Welcome participants to the session and let them know that this session builds upon the research they read in Session 2. Introduce the Learning Targets:

I can analyze the 6-8 ELA Module 4s for the intentional backwards design process that scaffolds students’ success.

I can analyze appropriate accommodations for students with disabilities needing such support with the research process.

I can analyze appropriate scaffolds for ELL students needing such support with the research process.

 I can analyze the connections and consistencies between the 6-8 research modules, the Odell Education materials, and the 9-12 research modules.

Whole group

10 min

Also, PPT slide #4

Participants will use a written conversation protocol to discuss the following: (Prompt #1) Choose one: How do you currently scaffold module lessons to support ELL students? OR How do you currently provide accommodations for students with disabilities in module lessons? (Prompt #2) What do you know about the difference between accommodations, modifications and scaffolds? Explain the protocol via the PowerPoint slide. Find an elbow partner. In writing, silently respond to the first prompt on the Written Conversation

partners

Notecatcher for 2 minutes. Exchange Notecatcher with elbow partner and build upon/ react to her/his

response for 2 minutes. Return Notecatcher; reflect on what elbow partner wrote for 1 minute. Hold onto your own Notecatcher and silently respond to prompt #2

Repeat process.

5 min Participants will introduce in split table groups by sharing name, role, location and an item from their Written Conversation Notecatcher.

Table groups

5 min

Facilitator will set an envelope of quotes at each table. Each participant will select one quote from the envelope and read silently. The quotes are drawn from the article, “Access for All.”

Participants will stand and seek out participants from other tables to (a) share his/ her quote (b) share a reaction to the quote.  Participants will then find a new partner and repeat this process for a total 2 rounds.

Mixed groups

4 min Have participants locate the Blueprint for ELL Success in their participants notebook on page______.

Read the principles (the items in bold in the document) #1-#8. Text code using the following: N= new information, A= affirms what I already

know. Turn and talk and share your texts codes with a neighbor.

1 min FACILITATORS say this: “Classrooms in many of New York's schools are extremely diverse and any given classroom may contain students with disabilities, English Language Learners, and students from diverse cultural and socioeconomic backgrounds. It is important that students with learning challenges be treated as individuals with specific needs, rather than as a "group" with the same needs.  Although many of the supports provided to students with learning challenges may appear to be the same, teachers should be carefully considering the differences between accommodations (specific supports provided to meet the individual needs of special education students) and scaffolds (specific supports provided to meet the needs of individual English Language Learners).

Expeditionary Learning believes that every student deserves to be treated as a "general education" student and that every student deserves the supports he/she needs to participate fully in his/her educational experience.

(Facilitation note: When discussing students' needs in this session, be sure to differentiate between the two groups and the two types of supports.)

Whole group

Section: A Module Lesson: Experience and Analysis

Time: 1:57-3:07

[70 minutes] In this section, participants will experience a model lesson from 7th grade Module 4A. Participants will look at a module overview and be thoughtful about the backwards design process in the modules. Participants will also collaborate about how to accommodate all students to be successful in modules lessons.

Materials used include:4.elg7m4au2lesson1011314 .doc4a.Synthesis Design of the Modules_Session 3a_051514_NTI

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

1 min No slide Let participants know that they are going to begin a model lesson experience and that they need to be a student during this lesson.

They should hold on to their “teacher” questions in their head or jot them down on sticky notes to ask later in the session.

(This experience is taken directly fromGrade 7, Module 4A, Unit 2 Lesson 1)

Whole group

7 min • Facilitation note: Make a Chart with the two learning targets posted on it. Next, give each participant four sticker dots. Before the session starts have each participant post how they currently would rate their level on each learning target: “Not there yet” “Feeling Pretty Good” or “I could teach this target!”

• Arrange participants into triads.

• Direct their attention to the learning targets:

1. I can use close reading strategies to determine the details of the AAP recommendation for children’s screen time.

2. I can evaluate the credibility and accuracy of the AAP recommendation.

• Explain that AAP stands for American Academy of Pediatrics and ask triads to discuss whether anyone knows what this organization is or does.

• Cold call two or three triads for their answers. Explain if needed that the AAP is a large professional organization of pediatricians, or doctors who specialize in treating children.

• Explain that the AAP makes many health recommendations based on its members’ collective professional opinion and that participants will look at one of those recommendations today, dealing with screen time.

• Have participants look at the “Speaking and Listening Anchor Chart” in their materials. Quickly read this document before moving into triads to prepare for discussion

• Ask triads to discuss this prompt, “Predict what the AAP will recommend about screen time and children’s use of screen time.” (If needed, clarify that screen time covers television, media, and portable media such as cell phones, tablets, and e-readers.)

Whole group, triads

6 minutes

• Locate the AAP Policy Statement: “Children, Adolescents, and the Media,” and Text-Dependent Questions: Introduction to the AAP Policy Statement: “Children, Adolescents, and the Media.” (1 minute)

• Have participants look through the AAP policy statement, conducting a “notice and wonder.” There will be sticky notes on the tables to jot down their notices and wonders.(3 minutes).

• Ask a few participants to share out their notices and wonders. (1 minute)

• (Note: If participants do not comment on some of the organizing text features that you feel would be helpful for students to navigate the text, point these out: subheadings, columns, bullets, and so on.)

• Direct participants’ attention to the introduction of the AAP policy statement.

• (Facilitation Note: You may use the Close Reading Guide: Introduction to the AAP Policy Statement: “Children, Adolescents, and the Media” to guide participants through a series of text-dependent questions based on this section of the document. )

• Locate the AAP Policy Statement Notecatchers. (1 minutes to orient triads to the following)

• In triads, participants should divide the reading into three parts as a jigsaw:

– “Recommendations for Pediatricians and Other Health Care Providers”

– “Pediatricians Should Recommend the Following to Parents”

– “Recommendations for Schools”

Whole, triads

6 minutes

• Give participants 6 minutes to read independently and take notes on their AAP Policy Statement Notecatchers.

solo

5 minutes

• Then ask them to participants to form new triads with other participants who read the same section of text that they did.

• These triads should spend 5 minutes comparing and revising their notes on the AAP Policy Statement Notecatcher.

• Facilitation note: Have all participants who read “Recommendations for Schools” meet with you for small group teaching. (1) Ask students to share their Main idea statement with an elbow partner and revise their statement if needed (2) Have one participant share their main idea statement and allow for feedback on the statement (Be Kind, Be Specific, Be helpful if you have feedback to offer) (3) Next, with an elbow share your supporting details and make sure that they support your main idea. (4) Now let’s share some with the whole group. (5) Revise your details or main idea statement if needed)

• They will go back to the original triad having had 5 minutes of explicit teaching. (During the debrief be sure to discuss that this would have been a strategic choice the teacher would have made. Who reads what section of text and gets small group instruction?)

triads

5 minutes

• Ask participants to return to their original triads and share their notes and clear up any confusion that may be lingering from the reading.

triads

5 minutes

• Mini lesson about credible sources (5 minutes).

• Tell participants about the importance of using credible sources to build up their background knowledge and conduct research. On a piece of chart paper briefly create a class definition of credible source, including but not limited to: “uses a significant amount of verifiable evidence and is as unbiased as possible.”

• Locate the Assessing Sources document. Briefly review its contents with the participants.

• Refer back to the definition of a credible source on the chart paper. Ask participants to have a 30-second discussion with a partner about one thing they would change, keep, or modify about the definition, now that they have reviewed the Assessing

Whole group

Sources document.

• Cold call two or three participants for their answers. Make the changes suggested on the chart, if needed. If participants do not offer a key point of determining a credible source or incorrectly identify a change, model adding an accurate response on the anchor chart for the class.

1 min No slide • Wrap up by noting to the participants that the AAP recommendation for children’s screen time is two hours a day, maximum. This is the recommendation that students are going to use to create their position statement on screen time for adolescents. Ask whether the recommendation matches students’ predictions from the Opening.

Whole group

1 min • Learning target check in: Have participants self assess how they feel now about these targets. They should again put dots on the chart in one of the three columns “Not there yet” “Feeling Pretty Good” or “I could teach this target!”

• Assure them that they will repeatedly be coming back to target 2 (in fact it is in the next lesson!)

1. I can use close reading strategies to determine the details of the AAP recommendation for children’s screen time.

2. I can evaluate the credibility and accuracy of the AAP recommendation

END of MODEL LESSON

Whole group

4 min Turn and talk to about this model lesson experience. What instructional decisions did you notice and are there any that you wonder about? (In particular, think about making accommodations and scaffolds for all students to engage in this lesson)

Facilitator takes one to two questions or discussion points for the whole group before moving into module documents. Also, let participants know that they have copies of the lesson plans in their notebook on which today’s model lessons are built around. They will be looking at these documents in later session 4.

parnter

15 minutes

Say “Think about the population of students that YOU work with. While thinking about the design of the modules keep in mind the particular population of students you work with and how the design meets the various needs.”

Participants will analyze a unit plan with the support of a note catcher. “Synthesis: Design of the Modules.” This notecatcher contains some of the beliefs that our modules were built upon.

The module lesson that they have just experienced came from this unit. In particular, participants will analyze the intentional backwards design process that is embedded in the modules to scaffold student success.

Share your thinking with a partner. While discussing the lesson and the backwards design, talk about the scaffolds that were built to support ALL students including ELL students? What additional things need to be considered to better support students with disabilities?

Solo and partners

14 minutes

Break 2:53-3:07 (Facilitation Note: While participants are on break put table tents on tables labeled 1,2,3 randomly through out the room. This will be for model lesson Part 2)

Section: Model Lesson Part 2 and Application of Learning

Time: 3:07-4:09

[62 minutes] In this section, participants will experience Part 2 of the module lesson. Participants will also visit a classroom via video and discuss how the modules support students in becoming increasingly independent over time and how student autonomy will support them in the deep research work of module 4 or 4A(7th grade). Participants will look at materials created by Odell and look at HS Module materials and be thoughtful about how these materials relate to the design of the modules.

Materials used include: 5.Cascading Consequences Task Card 1 6.Cascading Consequences Task Card 2 7.Cascading Consequences Task Card 3 8.elg7m4au2lesson3011314 .doc 9.elg7m4au2lesson13012214.doc 10.Student Research Plan.pdf

11.EBC Criteria Checklist II - G6-8.pdf 12.EBC Criteria Checklist I - G6-8.pdf 13.Research Critera Matrix G6-12.pdf 14.9.3 Introduction to Research Module for ELA

Literacy.docx 15.Notice Wonder Connect

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

1 minute No slide Welcome participants back from break and back to Day 2 in their model lesson experience

whole

Facilitation Note

No slide Facilitation Note: Model Lesson Part 2 – Module 4A, Unit 2, lesson 13 (Content from Module 4A, Unit 2, Lesson 1 was modeled in the first model lesson and is necessary for this lesson. Content from Module 4A, Unit 2, Lesson 3 was not modeled but is blended into this model lesson. Read all three lesson plans Module 4A, Unit 2, lesson 1,3 and 13 to see how they are connected and to create a more seamless flow for adult participants.

5 min (Module 4A, Unit 2, Lesson 13)

Model Lesson begins:

Have participants locate the Entry Task: Getting an After-School Job and give participants 2 minutes to complete it.

Invite participants to explain to a partner: What did you decide, and why?

Read the learning targets to participants:

1. I can identify stakeholders in the AAP recommendation on entertainment screen time.

2. I can create a Cascading Consequences chart based on effects of screen time on adolescents using evidence from text(s).

Reiterate that a consequence is an “effect, result, or outcome” of something that occurred earlier. Add new information about the definition by pointing out that

Whole, solo, partner

often when we use the word consequence, it has a negative connotation. For example, parents might say to a child that the consequence of not cleaning his room is that he can’t go to the movies with friends on Friday night. However, in some cases, the word consequence is neutral, without a negative or positive connotation. When we talk about cascading consequences, we are using consequence as a neutral word.

Now draw participants’ attention to the word cascading on the posted learning target.

Display an image of a waterfall on the PPT slides.

Explain that cascade is another word for waterfall and that cascading can describe anything that resembles a waterfall. Cascading also means that one thing follows the next, like a chain of events. In a waterfall, one water drop follows the next.

Have participants locate the Sample Cascading Consequences Chart: Getting an After-School Job.

Invite participants to discuss with their partner:

o “What do you notice about this Cascading Consequences chart?”

o “What do you wonder?”

o “How is it similar to or different from the entry task you just completed?”

Circulate and listen for partners to say: “Some of the consequences on the chart are positive and some are negative” and “It looks like a waterfall because everything is flowing from the center box.”

5 minutes Have participants look again at the Sample Cascading Consequences Chart.

o “Where are the consequences on this chart? How do they relate to one another?”

Have participants talk to a partner about the questions. Circulate and listen for partners to say: “The consequences flow from the decision to get an after-school job, and then from each other. Consequences lead to other consequences.”

Refocus whole class and point out the use of “will” and “may” in the sample chart.

Explain that sometimes the consequence starts with a “will” because it is very likely to happen. For example, if one gets a job, one will earn money. But other consequences are less sure. For example, you may be able buy a computer, but that depends on how much you get paid and what else you spend your money on.

Explain that creating a Cascading Consequences chart is one piece of the research process.

Refer to the Position Paper Prompt anchor chart document from Lesson 1 (the model lesson you just completed in model lesson Part 1):

o “After examining both the potential benefits and risks of entertainment screen time, particularly to the neurological development of teenagers, make a recommendation. Should the AAP raise the recommended daily entertainment screen time from two hours to four hours?”

Explain that they are going to learn to use a structured decision-making process so that each participant decides how to best answer this question based on the evidence from their reading and on further research, rather than basing the decision on emotions or gut feelings.

Whole group, partners

1 min Tell participants that in order to think about cascading consequences, they need to think about the importance of stakeholders. (Remind them that they already learned about this in lesson 3, so you are just refreshing their memory),

Before they begin thinking of the consequences of screen time, they are going to think about who is affected by adolescents being on a screen. The person who is affected by a decision is a stakeholder.

Explain that they will make a Cascading Consequences chart for the stakeholder most directly affected by the entertainment screen time: teenagers.

whole

8 minutes Have participants locate texts and Notecatcher (filled in for the sake of time, but students would have done this in lesson 3) for “Is Google Making Us Stupid?”

Ask participants to look at both sides of the argument from “Is Google Making Us

Stupid?” and look at the filled in Notecatcher to look for consequences of screen time.

Now have participants work with a partner to place consequences on the chart. Encourage them to talk about why consequences are in a particular place on the chart.

After about 3 minutes, cold call students to share out what they discussed.

Point out that there is not just one way to create a Cascading Consequences chart from notes. People may disagree as to the exact location of a consequence and whether it is a direct or an indirect “cascading consequence.”

Solo and partner

14 minutes

Creating a Cascading Consequences Chart for Teens on Screens (15 minutes)

Have participants’ write a quick list of the consequences for screen time from the two articles that they have in front of them. Remind them that they should list both positive and negative consequences. (4 minutes)

Tell participants at table 1 to use Cascading Consequences Task Card #1, participants at table 2 use Cascading Consequences Task Card #2 and participants at table 3 use Cascading Consequences Task Card #3. (Facilitation note: All participants will be making a chart but some will have additional scaffolding.) (10 minutes)

As participants work, circulate to observe and assist, in particular dwell at tables marked with a 3. Ask: (1) Why did you place this consequence where you did? (2) “How do you know this is a consequence of that?

Whole group, table groups and triads

1 minute Review the second learning target and tell participants that they are going to be continuing to work on this target over time, but that you want to take their “temperature” right now as to how they feel about this target:

“I can create a Cascading Consequences chart based on effects of screen time on adolescents using evidence from text(s).”

Fist= I am COLD… Not even close!

Three= WARM…getting there, but not feelin’ hot yet!

Five- I am HOT! I got it!

END MODEL LESSON

whole

4 minutes Give participants 4 minutes to look at all three task cards and reflect on the way students were supported (accommodated) in this lesson with the task cards.

How can these differentiated materials help you to meet the needs of all students in your classroom?

What additional scaffolds do various popultations of students need? Field one to two questions or thoughts about this for the whole group.

Solo and whole group

10 minutes Vocabulary Instruction In A Middle School Classroom (6 minutes 8 seconds)

https://vimeo.com/91360023 This is a co-taught, inclusive classroom in Central NY. While watching the video, think about how students have become increasingly

independent with systems and structures in this classroom. Also, think about how all students are supported in this inclusive setting.

Once the video is complete talk at split table groups about the video and the questions:

How have students become increasingly independent with systems and structures in this classroom?

How are all students supported in this classroom?

Whole group and split tables

14 minutes

Also, PPT slide #33

Participants will look at several documents from the Odell Research materials and a document about the HS Modules. (10 minutes of independent work)

Participants will capture their thinking on the Notice, Wonder, Connect Notecatcher.

NOTICE AND WONDER: What do you notice and wonder about these documents?

CONNECT: Participants will annotate these texts making connections between the EL Modules and these other materials.

Discuss in split table groups (4 minutes)

Solo and split tables

Section: Synthesis and Closure Time: 4:10-4:30[20 minutes] In this section, participants will synthesize their learning by participating in concentric circles with participants from the elementary sessions. They will also reflect individually about their learning .

Materials used include:

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

17 min Facilitation note: We have designed this for mixing participants from one room with participants in another room. If this does not work due to logistics, concentric circles will occur in the room that participants are in. Elementary participants will come to the secondary room for this.

Participants will synthesize their learning in this session by participating in concentric circles protocol.  Half of the elementary participants will travel to the middle school participant room and half the middle school room will come to the elementary room. The purpose of combining groups is to show the “through-line” of research from grades 3-8.

Questions for discussion will include: (1) How were students set up for success in research and writing in this session?  (2.) What are possible accommodations that were or could be made for students with disabilities when doing research and writing?  (3.) What are possible scaffolds that were or could be made for ELL students when doing research and writing?

Mixed groupings

3 min Participants will complete a 3-2-1 reflection in their Participant Notebooks:– 3 new learnings about accommodations or scaffolds– 2 ways research supports students writing.– 1 to improve my practice.

Whole and solo