Cecil County Public SchoolsProfessional Development for

English Language Arts

Friday, August 17, 2012

SUPPORTING OUR PHILOSOPHICAL FRAMEWORK

GENERAL HOUSEKEEPING

Wearing the right hat for this work

Use the parking lot

Approach with an open mind

Take restroom breaks as needed

THE SIX THINKING HATSEdward Debono

THE SIX THINKING HATSEdward Debono

Blue Hat Decision-maker and process controller. Controls the move between different thinking styles.

Black Hat Looks at things pessimistically, cautiously and defensively. Highlights the weak points and why ideas might not work.

Yellow Hat Thinks positively - an optimistic point of view. Sees the benefits of a decision and identifies opportunities

Green Hat Creativity and creative thinking approach. Provides creative out of the box ideas and solutions.

Red Hat Emotions, feelings and intuitions. Infuses ideas "from the hart" into the thinking process.

White Hat Details, Details, Details ! Focuses on information – hard facts to soft information such as personal experience.

New Curriculum Structure

Put on Your Thinking Hats

• Put on your Yellow Hat (optimistic/sees benefits & opportunities)– What are the benefits/opportunities for teachers/students

with this shift?– Fill these in the Plus column of your chart throughout the

session

• Put on your Black Hat (pessimistic/questioning) – What are your fears with this shift? – Fill these in the Concerns () column of your chart

throughout the session

Think It Through

• Put on your Green Hat – What are some solutions to the problems? – Record your ideas on the Rx portion of your charts.

KEY QUESTIONS

What kinds of ideas and research have “informed” our curriculum work?

PARCC Framework

1. How did this impact our curriculum writing?

2. How does this impact our planning?

3. How should this impact our teaching?

KEY QUESTIONS

Traditional and Behaviorist Progressive and Constructivist

Basic skill and fact centered Concept and idea centered

Focus on know and do Focus on understanding along with know and do

Surface knowledge Intellectual depth

Isolated contents Connections across disciplines

Direct teaching and modeling ALONE Variety of delivery formats

Scope and sequence with pacing guides Course and unit organizers with EQ’s

Correctives and extensions as add-ons UDL-based

PHILOSOPHICAL SHIFT

Turn & Talk – How does this philosophical shift align with best practices, the CCPS mission and the expectations of the Common Core Standards? What connections can you identify?

BUILDING CONCEPTUAL UNDERSTANDINGSTWO DIMENSIONAL MODEL

Topic or theme basedTHREE DIMENSIONAL MODEL

Concept based

Processes and Skills

Fact

ual C

onte

nt

Factual C

ontent

Processes and Skills

CONCEPTS

Erickson, H. Lynn, 2006

BUILDING CONCEPTUAL UNDERSTANDINGS

WHY CONCEPT BASED INSTRUCTION?

Increases student thinking

Increases student understanding

Creates motivation for learning

CONCEPTSCOURSE

PLANNING TEMPLATE

COURSEORGANIZER

UNIT PLANNING TEMPLATE

UNIT ORGANIZER

KUDo and LESSON

PLAN

CURRICULUM DESIGN PROCESS

STEP 1: SELECTING AND UNDERSTANDING CONCEPTS

FUNCTIONS OF CONCEPTS

MACRO-CONCEPTS

Provide BREADTH of understanding

INTERDISCIPLINARY

MICRO-CONCEPTS

Provide DEPTH of understanding

DISCIPLINARY

Erickson, H. Lynn, 2006

UNDERSTANDING MACRO-CONCEPTS

Next Generation Science Standards (NGSS)

Patterns

Cause Effect: Mechanisms and Predictions

Scale, Proportion, and Quantity

Systems and System Models

Structure and Functions

Energy and Matter: Flows, Cycles, and Conservation

Stability and Change

UNDERSTANDING MACRO-CONCEPTS

Grade Cross-cutting Macro-concepts

6 Contributions, Patterns, Structures, Perspective (not POV)

7 Systems, Movement, Culture, Ethics

8 Contributions, Change, Interactions, Perspective

9 Functions, Patterns, Systems, Structures

10 Cycles, Movement, Culture, Ethics

11 Patterns, Functions, Interactions, Perspective

12 Systems, Quantity, Movement, Culture

UNDERSTANDING MACRO-CONCEPTS

Grade Cross-cutting Macro-concepts

6 Contributions, Patterns, Structures, Perspective (not POV)

7 Systems, Movement, Culture, Ethics

8 Contributions, Change, Interactions, Perspective

9 Functions, Patterns, Systems, Structures

10 Cycles, Movement, Culture, Ethics

11 Patterns, Functions, Interactions, Perspective

12 Systems, Quantity, Movement, Culture

ELA

Science

Social Studies

Math

UNDERSTANDING MACRO-CONCEPTS

Grade Cross-cutting Macro-concepts

6 Contributions, Patterns, Structures, Perspective (not POV)

7 Systems, Movement, Culture, Ethics

8 Contributions, Change, Interactions, Perspective

9 Functions, Patterns, Systems, Structures

10 Cycles, Movement, Culture, Ethics

11 Patterns, Functions, Interactions, Perspective

12 Systems, Quantity, Movement, Culture

TIME FOR PROCESSING

Take five minutes and free write using the following prompt:

This transition to concept based curriculum will…

STEP 2: THE COURSE ORGANIZER

Essential/Foundational Skills

Teacher(s):

Time:

TheCourse Organizer

Student:

Course Dates:

This Course:

Course Questions:

isabout

CommunityPrinciples Learning Rituals

Course Map This Course:

includes

PerformanceOptions

Student:

Critical Concepts

Learned in theseUnits

MACRO 1

MACRO 2 MACRO 3

MACRO 4

STEP 3: THE UNIT PLANNING TEMPLATE

PARCC Framework

STEP 4: THE UNIT ORGANIZER

NAMEDATE

The Unit Organizer BIGGER PICTURE

LAST UNIT /Experience CURRENT UNIT NEXT UNIT /Experience

UN

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UNIT SCHEDULE UNIT MAP

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Unit Relationships – explain thinking/writing processes and how the micro-concepts are connected

WRITING IN OUR CURRICULUM

DESCRIPTIVEAND

SEQUENTIAL

TWO OVERARCHING STRUCTURES

All Content

Areas

Enhances reading

comprehension & writing

WRITING IN OUR CURRICULUMD

ESC

RIP

TIV

E

SEQ

UE

NT

IAL

MODES OF DISCOURSE

Description

Comparison

Definition

Procedure

Sequence

Cause and Effect

Problem – Solution

NAMEDATEThe Unit Organizer BIGGER PICTURE

LAST UNIT/Experience CURRENT UNIT NEXT UNIT/Experience

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8Movement

The exchange of ideas from an author to her/his readers,

between readers, and members of a given social system

Mode of discourse

by understanding

Understand that authors stimulate movement, not only within the texts they write, but within society as well

by understanding

the effect that the texture of a text

has on a reader

authorial purpose, license, and politic

Mode of discourse

applying sequence of ideas and describing evidence

applying the thought sequence of

NAMEDATEThe Unit Organizer BIGGER PICTURE

LAST UNIT/Experience CURRENT UNIT NEXT UNIT/Experience U

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6th Grade Unit 1: Systems – How the Pieces Work Together Unit 2: Movement

Determining how different parts of a system work together for a purpose

inferencing to understand

different texts.

by identifying and analyzing

by examining

by analyzing and applying

by using

description

narrative text structures: setting, conflict, and plot.

word parts, relationships, and context.

1. How do word parts work together to create meaning?2. How can readers use context to determine word meaning?3. What system of thinking takes place to make an inference?4. How do the elements of setting, conflict, and plot work together, and what purpose are they working

toward?5. How do words or phrases function in a sentence system? 6. What are the components of an effective argument?

sentence structure.

parts of an argument.

by analyzing

sequence

Argument Writing (revisions & on-demand)

“Suspense”

“Jabberwocky”

Mystery Analysis (TC)

RL

RI

RL

Word Study

End of Unit Tasks (SC)

RL

P

W/L

W

Baseline Argument Writing

Instructed Argument Writing

Novel Workshop (TC)

Novel Research (SC)

W

L

NFRL

Inferencing Lesson

Inference Practice & Story elements analysis (TC)

All systems of reading, writing, listening, and speaking have essential elements that are used to express and to alter ideas, beliefs, and events for individuals and for societies.

describing connections within a story system

examining the sequence of

NAMEDATE The Unit Organizer

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Movement

The interplay of text type, mode of discourse

a writer develops by varying the complexity of sentence structure

simple sentences to

convey major points and sentences of greater

complexity to clarify and explore

which

by using

which is accomplished by

to determine

anauthor uses

and manipulateslanguage within that

framework to develop astrong theme and message that is

shaped by point of view and purpose.

and evaluate how

mastering the conventions of standard English, specifically the choices of simple,

compound, complex, and compound- complex sentences, the placement of phrases and

clauses, and the use of accurate punctuation.

Mode of discourse

The exchange of ideas from an author to her/his readers,

between readers, and members of a given social system

by understanding

by understanding

the effect that the texture of a text

has on a reader

authorial purpose, license, and politic

NAMEDATE

The Unit OrganizerN

EW U

NIT

SE

LF-T

EST

QU

ESTI

ON

SExpanded Unit Map

Unit 1: Systems – How the Pieces Work Together

is about...

9

10

Determining how different parts of a system work together for a purpose

word parts and

relationships

by examining

by identifying Inferencing by using

and

central ideas in a text

to determinenarrative text

structures

how particular elements (setting, conflict, and plot)

of a story or drama interact

to determine

sentence structures

by analyzing

by analyzing and applying parts of an argument

to understand

Figurative language, word relationships

(analogies), and connotative and

denotative meanings

which is demonstrated by

Acquiring and accurately using grade-appropriate and domain-specific words and

by gathering vocabulary knowledge important to

comprehension or expression

Greek and Latin affixes and roots, word relationships (analogies), and context

by identifying and analyzing

which is demonstrated by

providing an appropriate summary

of the text.

Analyze the development of

explicit and implicit ideas throughout a text

which is accomplished by

Gathering evidence from multiple literary and/or informational texts to

support analysis

using conventions of standard English and grammar usage when writing or speaking.

and by

Identifying functions of phrases and placing them to create specific sentence

structures

which is accomplished by

to show

Differing relationships among ideas

using conventions of standard English and grammar usage when writing or speaking.

by

an effective argument with a clear claim that includes

relevant, sufficient evidence, and that acknowledges

opposing views

to create

which is demonstrated through

clear, organized, and

coherent communication

using conventions of standard English and grammar usage when writing or speaking.

by

Reading

Writing

Language

Speaking/Listening

TIME FOR PROCESSING

Take five minutes and free write using the following prompt:

This transition to concept based curriculum will…

STEP 5: TRANSITIONING TO LESSON PLANS

Day 1:

TOUCHSTONES DISCUSSION PROJECT

6th Grade: Volume A

7th Grade: Volume B

8th Grade: Volume C