Session 4:
Living a Lesson Part 2
Elementary
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Welcome back to class!
• Please sit with different folks for this session.
• This is a continuation of Session 3.
• We will work together to explore the impact of
collaboration, specifically the use of protocols,
on our understanding of text.
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Refection and Introduction
• What is your response to this quote? Agree or
disagree? Why or why not?
• Introduce yourselves at tables and give a brief
answer to this question.
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Learning Targets
• I can effectively use protocols and other
collaborative classroom structures in the 3-8
Modules develop students’ literacy skills.
• I can evaluate the rigor of students’ thinking
and talk.
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4
Experiencing a Common Core
Classroom
•Put your “student hat” on for this portion of
our work. There will be lots of time to think like
a teacher and ask questions about planning
later after.
•Our purpose is for you to dig into the “subtle
moves” that represent the shifts. While we are
asking you to be “students,” be metacognitive
about our choices/design.
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Four Corners
• Move to a corner of the room based on
commonalities in your responses to a question.
• Once you physically move to a “corner,”
discuss your thinking.
• One participant from each group shares the
group’s ideas with the whole room.
• Participants in other groups/corners may move
to that corner if they change their thinking.
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Four Corner Statements
• The most important thing The Red Cross does is
organizing volunteers to provide relief and support
to people struck by disaster.
• The most important thing the Red Cross does is
providing billions of dollars in relief assistance to
areas struck by disasters.
• The most important thing the Red Cross does is preposition supplies in preparation for a natural
disaster.
• The most important thing the Red Cross does is
provide supplies like medicine, food and water to
communities after they are struck by a disaster.
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Defend Your Choice
• Why did you choose this statement?
• What details from your note-catcher support
the statement you chose?”
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Volunteers Needed!
• You will publicly participate in a conversation
about the purpose of the Red Cross.
• You will know the criteria and be able to set
goals.
• Other participants will take notes and offer
their new learning.
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Learning Targets
• I can participate in a Fishbowl discussion
about the purposes of the Red Cross.
• I can listen to others and build on their ideas
during a fishbowl discussion.
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Fishbowl Checklist
• Circle: relevant; draws; advocating
• Set 2-3 goals for yourself as a participant in
the Fishbowl.
• Listeners/observers locate the Fishbowl
Listening Note-Catcher.

(p. 94)
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Fishbowl Prompts
• From your perspective, what was the gist of the Red
Cross text?
• What makes the Red Cross a multinational
organization?
• What is the most important thing that the Red Cross
does?
• What questions do you have for other members of
this group about their understanding of the text?
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Reflection
• Participants: Complete self-reflection of goals
• Listeners/Observers: Complete note-catchers
• Share
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Learning Target Check-In
• I can participate in a Fishbowl discussion
about the purposes of the Red Cross.
• I can listen to others and build on their ideas
during a fishbowl discussion.
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Synthesize
Turn and talk to a partner about the impact of
collaboration and use of protocols (the Fishbowl
Protocol) on deepening your understanding of
the text.
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Look at the Standards
Consult the Common Core Standards for
Speaking and Listening at the appropriate grade
level to look for evidence of the standards in the
process you went through as learners.

(p. 95-96)
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Drafting a Rubric
• Gather in grade level groups of 4 or fewer.
• Locate the “Speaking and Listening Rubric
Task Card” and the “Speaking and Listening
Rubric Template.”

(p. 97-99)
• Follow the Task Card steps to draft a “Common
Core Aligned Speaking and Listening Rubric.”
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Reflection on my Classroom
Practice
“The teacher creates the conditions for student
conversations and plans tasks where students
are encouraged to talk about each other’s
thinking” from Instructional Practice Evidence Guides
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Reflect in Writing
• How will the development of a speaking and
listening rubric impact/support speaking and
listening in my classroom?

(p. 100)
• If adapting modules, how will I ensure that
students are tapping into peers’ thinking in
order to deepen their own understanding?

(p. 100)
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Learning Target Check-In
Quietly journal regarding your progress on these
learning targets:

(p. 100)
•I can effectively use protocols and the other
collaborative classroom structures in the 3-8
Modules develop students’ literacy skills.
•I can evaluate the rigor of students’ thinking and
talk.
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