+ using unit design to plan for instruction focus on unit two: poetry and literary analysis middle...
TRANSCRIPT
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Using Unit Design to Plan for InstructionFocus on Unit Two: Poetry and Literary Analysis
Middle School Reading/English Language ArtsSeptember 27, 2013
+Training Outcomes
Examine CCSS : Focus
Reading Literature Standard 4
Examine Unit Two : Identify Student
Outcomes/Expectations
Review Collaborative Planning/
Daily Lesson Planner
Use these tools to plan
for instruction
+“Poetry” by Nikki Giovanni
Poetry poetry is motion graceful
as a fawn gentle as a teardrop strong like the eye
finding peace in a crowded room we poets tend to think our words are golden
though emotion speaks too loudly to be defined
by silence sometimes after midnight or just before
the dawn we sit typewriter in hand
pulling loneliness around us forgetting our lovers or children
who are sleeping ignoring the weary wariness
of our own logic to compose a poem
no one understands it it never says "love me" for poets are
beyond love
+“Poetry” by Nikki Giovanni
it never says "accept me" for poems seek not acceptance but controversy
it only says "i am" and therefore i concede that you are too
a poem is pure energy horizontally contained
between the mind of the poet and the ear of the reader
if it does not sing discard the ear for poetry is song
if it does not delight discard the heart for poetry is joy
if it does not inform then close off the brain for it is dead
if it cannot heed the insistent message that life is precious
which is all we poets wrapped in our loneliness
are trying to say
+Analyzing the Poem
On your first reading, what did the poem mean? How did the poet’s specific choice of words help you make meaning?
Turn and talk to your colleagues about how language choices help you make meaning in poetry.
+ PARCC/Common Core Shifts in
RELA Practice
+Implementing the Common Core State Standards requires…
Unpacking the standards to understand what is contained within each and how they build over the years.
Developing clear expectations for learning goals and objectives.
Understanding the interconnectedness of the Standards. They are not taught in isolation.
Building classroom environment as a literacy community where students read and re-read for a variety of purposes, write from and about texts, build on speaking and listening skills and use language effectively.
CCSS Focus Standard: Unpacking For Instruction
College and Career Ready Anchor Standard #4:
What are the Knowledge Demands? What do students need to know?
What are the Instructional Implications? What do teachers need to do?
Common Core State Standards
in MS RELA: Focus Standard
Reading Standard 4
+Unpacking the Standards
CCR Anchor Standard for Reading 4
Interpret words and phrases as they are used in a text, including determining technical, connotative,
and figurative meanings, and analyze how specific word choices shape meaning or tone.
Turn and talk to your colleagues- what would students have to know and be able to do? What are instructional implications for this anchor standard?
+Review of Discussion
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Knowledge Demands: What do the students need to know and be able to do?
Instructional Implications: What do the teachers need to do?
+Examination of CCSS Standard
RL 4: Grade-Specific Bands
CCSS are available in each Core CFPG
+Unpacking the Standards:
Grade-Specific Bands CCSS RL 6 4: Determine the meaning of words and phrases as
they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone
CCSS RL 7 4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
CCSS RL 8 4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
+Unpacking Standards: Target
Grade CCSS RL 7 4 Using the CCSS Planning Grid, work in groups to unpack CCSS RL 7 4:
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
First, think about the big ideas in the standard itself
Next, try to determine the component parts of the standard-what one has to know and be able to do to master this standard- think in terms of action verbs required for cognitive demand- e.g., identify, explain, analyze, etc.
Then, write student objectives to reflect what the students will learn: Students will….
Consider how this objective will be assessed
Think about a possible graphic organizer that might help visualize the key components of the objective
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+Taking a Closer Look at Unit 2
+Closer Look at Unit 2: Why Literary Analysis?
PARCC Prose Constructed Response- Literary Analysis is assessed as a task on the PARCC examination- targets reading literature (RL) and writing analytic essay (W2)
Integration of Standards Reading- read and reread closely for different purposes Writing- experiment with different forms, audiences, and
purposes while learning technique Language- learn how to say it with clarity and precision Speaking & Listening- opportunity to build
comprehension, collaboration, and presentation skills
Focus on close reading/analytic writing/ evidence-based discussion
+Planning for Implementation of Unit 2: Poetry/Literary Analysis
Curriculum Framework Progress Guides for 2013-2014
Unit 2 Overview
Unit 2 Resource Kit- Found on the MS RELA Google Site
Essential Processes for CCSS Collaborative Planning document
Planning Grid and MS RELA DTA Lesson Planner
Resources- CCSS Literature Core Textbooks, poetry anthologies- rich variety of materials including paired texts, complex texts, and leveled texts for all readers.
Revised CFPG will be dated 2013
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Choose your grade, then select the
document you wish to access.
Accessing the CPFGs
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+ Accessing the CPFGs
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+ Accessing the CPFGs
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HOLT McDOUGAL Curriculum Materials
my.hrw.com
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+Collaborative Planning Tools
Essential Processes for CCSS Collaborative Planning
Unit 2 Overview
MS RELA DTA Lesson Planner
CCSS Planning Grid
Sample Lesson for Tone Day 2
+UNIT PLANNNG
Use the Unit 2 Overview and the Essential Processes for CCSS Collaborative Planning tool to analyze the unit. Notice where and when CCSS standards are taught and how one could use the resources.
+DAILY PLANNING
Now let’s take a look at the daily lesson planner and how we might use this to build additional lessons or modify existing sample lesson plans to meet our needs.
Analyze the lesson plan sample using the MS RELA DTA.
What do you notice about the FFT components?
How could teachers use this model to help them plan for additional lessons?
Use the REVISED DTA.
+Summative Assessment for Unit
2Planning with the End in Mind
We must also address how the unit will be assessed.
In order to do so, we will look briefly at the PARCC writing task for Literary Analysis and the PARCC rubric because the summative task for Unit 2 will include a PARCC-like Prose Constructed Response to measure how well students are able to demonstrate their learning.
First, we have to return to the Big Ideas from the Shifts in CCSS…
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4. PARCC focuses on students rigorously citing evidence from texts throughout the assessment.
5. PARCC includes questions with more than one right answer to allow students to generate a range of rich insights that are substantiated by evidence from text(s).
6. PARCC requires writing to sources rather than writing to de-contextualized expository prompts.
7. PARCC also includes rigorous expectations for narrative writing, including accuracy and precision in writing in later grades.
Shift 2: Reading and writing grounded in evidence from text, literary and informational
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SO. . .
Two standards are always in play—whether items are focused on reading or writing. These standards are:
Reading Standard One (Use of Evidence)
Reading Standard Ten (Complex Texts)
Students’ Command of Evidence with Complex Texts is at the Core of Every Part of the Assessment!
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• Students carefully consider two literary texts worthy of close study.
• They are asked to answer a few EBSR and TECR questions about each text to demonstrate their ability to do close analytic reading and to compare and synthesize ideas. (Our Unit 2 Summative Assessment will have multiple choice items and some EBSRs- there will not be TECRs during this school year.)
• Students write a literary analysis about the two texts. (Prose Constructed Response-PCR)
• Our Unit 2 Summative Assessment will have a PCR based on two literary texts- poems.
Understanding the Literary Analysis Task: From PARCC Templates
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+PARCC Rubric
We will use the PARCC Primary Trait Scoring Rubric to score the student writing PCRS for the Unit 2 Assessment.
We will work as a system to set student anchor papers for the essays and teachers will grade the student responses in collaborative teams.
PARCC rubric is available at http://www.parcconline.org/samples/english-language-artsliteracy/grades-6-11-generic-rubrics-draft
+PARCC Scoring Rubric
+Turn and Talk:
What are the assessment implications?
PARCC
Quarterly Assessmen
ts
Classroom
Instruction
+Additional Planning Considerations…
Differentiation
ELL Support
Teacher models
UDL
What other considerations should we think about in planning?
Universal Design for Learning (UDL)
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Work Session…
Using the support materials
Create a lesson plan.
What have you learned about unpacking the standards, using the unit resources, and collaborative planning for unit and daily instruction?
Turn and talk with a partner at your table about your biggest takeaways from this session.
Biggest Takeaways
Secondary Reading/English Language Arts Office Andrea Thomas-Munson, Instr. Spec., 6-8
Karen Shaw, Instr. Spec.-Special Educ.,6-12 [email protected]
Doreen Myers, Supervisor-Secondary RELA [email protected]
Patricia Miller- Secondary RELA Consultant
[email protected] Phone Number301-808-8284