Traditional vs. CCSS Approaches
to Canonical Texts
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Purpose of this Session
Participants will be able to:


Distinguish between traditional approaches to
canonical texts and a CCSS treatment of those
texts
Use NY ELA curriculum materials to approach
canonical texts differently
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Session Overview
• Surface traditional approaches to teaching
canonical texts
• Understand the NY curriculum module’s
approach to teaching canonical texts by:


Reading and experience an excerpt from
Shakespeare’s Romeo and Juliet
Experiencing a 9.1 Unit 3 lesson
• Discuss instructional implications for this
approach
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Surfacing Approaches to
Canonical Texts
• In pairs, surface traditional approaches to
teaching canonical texts:

What are some of the ways you have taught or
seen canonical texts taught traditionally?
• In your table groups, discuss the following
questions:


What are the opportunities and potential pitfalls
of teaching canonical texts?
How can teachers’ preconceived schema impede
students’ ability to experience texts?
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How the NY Curriculum Modules
Approach Canonical Texts
• Read Module 9.1 Unit 3 Overview, focusing on
the following:




Introduction
Assessed Standards (indicated in bold)
Unit Assessments (mid-unit and end of unit)
Lesson Summaries
• In your table groups, discuss the following:


What do you notice about NY’s approach to
teaching Romeo and Juliet?
How does this approach differ from traditional
approaches to teaching canonical texts?
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Sampling the Curriculum
• Read the prologue from Shakespeare’s Romeo
and Juliet (in Lesson 1).
• As you read, annotate the text for questions,
key understandings, and important lines.
• In your table groups, discuss the text focusing
on the following questions:


What are core understandings in these 14 lines?
What might be particularly challenging for your
students?
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Sampling the Curriculum
1. Skim the lesson in its entirety to get familiar
with the content and structure.
2. Closely read page 1 and pages 5–10, paying
attention to the Introduction, Vocabulary,
Text Dependent Questions, Quick Write, and
Homework.
3. Discuss questions 1–5 and 9–14 in pairs.
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Reflecting on Lesson 1
•
•
•
•
What do you notice about the TDQs,
Homework, or Quick Writes?
How does the lesson address vocabulary?
What skills does the lesson attempt to
build?
What other lesson features stand out to
you?
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Sampling the Curriculum
• Romeo and Juliet Act 3, Scene 2, Lines 1–34
• Excerpt from Lesson 13
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Additional Questions
for Discussion
• What does the audience know that Juliet does
not yet know?
• What effect does Shakespeare create by
ordering the events this way? Consider how
your knowledge of what has just happened
influences the way you understand this
passage.
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Comparing Two Mediums
• http://www.masterworksfineart.com/inventory/
chagall/original/chagall2039.jpg
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Review of the Curriculum
• Read the Unit Overview. As you read, notice:


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How does this treatment of Romeo and Juliet
support the CCSS and the instructional shifts?
What is comforting because you already do this?
What is different in this approach?
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Q&A
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Discussion and Reflection
• In your table groups, discuss the NY
curriculum module’s treatment of Romeo and
Juliet:



What are the implications for teaching other
canonical texts?
What are the potential opportunities and
challenges of teaching canonical texts this way?
What suggestions do you have for overcoming
these challenges?
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Online Parking Lot
Please go to engageny.org/novnti and select
“Online Parking Lot” for any NYSED related
questions.
Thank You!
CONFIDENTIAL – DO NOT CIRCULATE
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