Module 2 Planning an Integrated Common Core Literature Lesson
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Transcript of Module 2 Planning an Integrated Common Core Literature Lesson
Module 2Planning an Integrated
Common Core Literature Lesson
Objectives• Deepen our understanding
of the Common Core Reading Literature Standards
• Plan a series of lessons that integrate the Common Core ELA Standards
• Incorporate strategies that support collaboration and text-based discussions
NormsRespect for all
perspectives
Active listening and participation
Maintain a positive outlook and attitude
Proactive problem solving
Assumption of positive intent
Whittier City School District’s Instructional Focus
Developing deep comprehension and interpretive skills using literature and informational text, with an implicit focus on informational text and expository
writing
Close Reading Text based discussions
Constructed Response/Text
Dependent Questions
Building Knowledge through
content-rich nonfiction and informational texts and
literature
Instructional Shifts
Reading and writing grounded in
evidence
Rich and rigorous conversations, dependent on common text
Instructional Strategies
Debrief• Bring out your artifacts from the Close
Reading lessons.
• Reflect with a partner. (3 minutes each)• What went well?• What surprises did you encounter?• What were the challenges?
• Group Share
Team Planning ProcessAssign roles
Timekeeper: Keeps track of timeRecorder: Records work on templateFacilitator: Guides the team Scribe: Charts the team’s work Reader: Reads the text and each pivotal
passage
Integrated Common CoreLesson Planning Tool
Examine A Text
Task: Reader reads the text aloud. Team members take turns retelling the story,
focusing on significant details and events.Take time to clarify and make sure everyone
has a full understanding of the text. 10 min
What makes a text worthy?
• Can we integrate multiple standards within this text?• Are there rich characters that can be analyzed?• Is there a message or a lesson the reader can learn?• Does the author use craft techniques that we can
study?• Can it connect with other rich texts?• Does it promote discussion of open-ended
questions?
Planning For Close Reading
Determine what themes are emerging after reading the text
Elaborate on the theme What is this story saying or showing us about________?Examples: Friendship: Friends accept you for who you are. Acceptance: Everybody wants to belong. Bravery: People show bravery when confronted with social
injustice. It’s important to stand up for what you believe in.
5 minRecorder documents your group’s ideas on the planning template.
Examining the StandardsWhat Reading Literature Standards seem to be most suited for this text?
5 minRecorder documents on planning template
Planning For The First Read
Decide if any information must be frontloaded• Is it essential?• If they don’t know it, will it get in the way of
understanding?• How will you briefly share this information with students
without revealing information students can discover?
5 min
Recorder documents on planning template
Decide if any vocabulary needs to be clarified• Identify challenging vocabulary you will define
in context during the first read.• Make note of the words and agree upon the
definitions you will use.
Define in Context Strategy• Read the sentence from the text. • Briefly define the word.• Reread the sentence and continue reading.
Planning For The First Read
5 min
Recorder documents on planning template
Planning For The First Read
Decide how students will experience the First Read• Read Aloud, Whisper Read, Choral Read, Partner Read, Independent Read
Decide how students will recount the story after the first read
• Whip around• Talking stick/chips• Partner retell• Chart paper/scenes, Flow Map• Others?
What are the main events/key details we want to be sure students include in the retell?
Recorder documents on planning template5 min
Planning For Close Reading
Chunk the text into Pivotal PassagesWhat sections merit a second read?
• Important scenes and memorable moments • Subtle yet significant details in the text• Lengthy and substantial interaction• Natural start and end to a scene, event or conversation• Limit pivotal passages to no more than 4
*Be sure pivotal passages support understanding of the theme
10 min
All members draw lines on the text to indicate pivotal passages.
Planning For Close Reading
Determine Understandings to be Developed• What do we want students to understand after
rereading each pivotal passage?Task:• The reader rereads each pivotal passage.• The team creates a statement that captures the
understanding to be developed for each pivotal passage.
Recorder documents on planning templateScribe charts understandings to be developed
20 min
Planning Tool:Text-based Questions
10 mins.
Planning For Close Reading
Uncovering Theme In Literature
Notice:• Character development• Relationships, wants, needs, struggles• How characters change• How the author reveals the character through the
characters’ thoughts, feelings, actions, appearance• The points of view of characters• What the character is learning
Planning For Close Reading
Develop Text Based Questions• Draft questions that will help students get
to the understanding that needs to be developed.• Ensure questions lead students back to the
text and support discussion.• Sequence questions in a logical order.
45 minRecorder documents on planning templateScribe charts
Interactive StructuresDetermine interactive structures for each question.Interactive Structure Options• Whip Around• Heads Together• Talking Stick/ Talking Chips• Think, Pair, Share• Think, Write, Pair, Share• Partner work• Quick Write• Constructed Response 15 min.
Recorder documents on planning templateScribe charts
Planning For Close Reading
Enduring Questions:• Are questions students could think about and
discuss while reading the text that help them uncover the theme
• This is the last question asked after each pivotal passage to build up to the culminating question
Planning For Close Reading
Examples of Enduring Questions: (Choose one or create your own)• What does the author want us to understand?• How is the character changing?• What are we learning about ______ ?• What is the story really about?• What are we learning about the character?
5 minRecorder documents on planning templateScribe charts
Planning For Close Reading
Develop a culminating question for discussion and constructed response• This question will be asked to engage the class in
an extended discussion about the theme.• Students will also answer this question in writing.
(constructed response) • As a team, brainstorm possible responses.
Planning For Close Reading
Develop a culminating question for discussion and constructed response
Examples: (Choose one or create your own)• What is the author’s message about _______?• What is the story telling us about ________?• What is the lesson, or moral, in this story?• How does the character overcome ________?• How does the author develop the idea of _______
throughout the story?• What does the author want us to learn?
Recorder documents on planning template Scribe charts
5 min
Identify Standards Addressed
Based on the questions and interactive structures from each pivotal passage:• Which Reading Standards are we addressing? • Which Listening and Speaking Standards are we
addressing?• Which Writing Standards are we addressing?
5 min
Recorder documents on planning template
Next Steps• Schedule a time to teach the lessons and debrief the
process• Strengthen and Grow Partnerships• Add on to your current Discussion Stems• Apply the grade level planning tool to another story• Bring artifacts (charts, student work samples, videos,
pictures, notes)
Thank you!