5: Traditional vs. CCSS Approaches to Canonical Texts
Goals and Outcomes
Overarching Objectives of the November 2013 Network Team Institute

Participants will be able to describe the structure and content of the Grade 9 NY instructional module.

Participants will be able to implement the modules with fidelity, scaffolding all students to the rigor the curriculum requires.

Participants will be able to adapt the curriculum module to meet the readiness and needs of different students.
High-Level Purpose of this Session
The purpose of this session is for participants to understand the distinction between traditional and CCSS approaches to teaching canonical texts
and to consider how a CCSS approach impacts instruction.
November 2013—Page 1
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New York State Common Core
Session Outcomes
What do we want participants to be able to do as a result of this session?

Distinguish between traditional approaches to canonical texts and a CCSS
treatment of those texts

Use NY ELA curriculum materials to approach canonical texts differently
How will we know that they are able to do this?
Aligned survey question
Related Learning Experiences

Session 2a/3a: Scaffolding to Rigor in High School English Language Arts: Supporting Student Access to Complex Texts

Session 4a: Teaching Literary Non-Fiction

Session 7a: Strategies for Adaptation: Providing Support to Diverse Learners
Key Points

The NY Curriculum Modules take a standards-aligned approach to canonical texts.

One of the biggest shifts in these units is the deliberate, slowed down pace that allows for students to delve deeply into the words on the
page.

Rather than focus on preconceived schema, background on the author, etc. the modules attempt to provide students with authentic textbased experiences that allow them to interpret and create their own meaning from the text.
November 2013—Page 2
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New York State Common Core
Session Overview
Section
Time
Overview
Introduction
5 min
Introduce the Session.
Session PowerPoint
15 min
Participants surface traditional and
CCSS approaches to teaching
canonical texts.


Session PowerPoint
Module 9.1 Unit 3 Overview
Position mic runners at various
spots around the room for
report out.
30 min
Participants read and annotate an
excerpt from Romeo and Juliet,
answer text-dependent questions
and discuss supports for students.


Session PowerPoint
9.1 Unit 3 Lesson 1
Position mic runners at various
spots around the room for
report out.
30 min
Participants read Romeo and Juliet
Act 3, Scene 2, lines 1–34 and
experience an excerpt from Unit 3
Lesson 13.



Session PowerPoint
9.1 Unit 3 Lesson 13
“Romeo and Juliet Excerpt and
Question Sampler”
Position mic runners at various
spots around the room for
report out.
10 min
Participants reflect on learning and
consider implications for practice
Surfacing Traditional
and CCSS Approaches
to Teaching Canonical
Texts
Sampling the
Curriculum
Sampling the
Curriculum Part 2
Discussion and
Reflection
90 mins
Total for this session
November 2013—Page 3
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Prepared Resources
Session PowerPoint
Facilitator Preparation
Position mic runners at various
spots around the room for
report out.
New York State Common Core
Session Roadmap
Section: Introduction
In this section, you will build an understanding of the purpose for this
session.
Slide
Time
1
0 min
Picture
Materials used include: Session PowerPoint
Script/Activity directions
Welcome participants to session.
November 2013—Page 4
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New York State Common Core
Slide
Time
2
2 min
Picture
Script/Activity directions
Review purpose of this session.
Participants will be able to:


3
3 min
Distinguish between traditional approaches to canonical texts and
a CCSS treatment of those texts
Use NY ELA curriculum materials to approach canonical texts
differently
Provide overview of session.
Participants will:

Surface traditional approaches to teaching canonical texts

Understand the NY Curriculum Module’s approach to teaching
canonical texts by:
o Reading and experiencing an excerpt from Shakespeare’s
Romeo and Juliet
o Experiencing a 9.1 Unit 3 lesson

November 2013—Page 5
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Discuss instructional implications for this approach
New York State Common Core
Section: Surfacing Traditional and CCSS Approaches to Teaching Canonical Texts
In this section, you will surface traditional and CCSS approaches to
teaching canonical texts.
Slide
4
Materials used include: Session PowerPoint, Module 9.1 Unit 3 Overview
Time Picture
Script/Activity directions
7 min
In pairs, participants surface traditional approaches to teaching canonical texts
by answering the following questions:

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?
Responses will vary, but key points may include:

November 2013—Page 6
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Traditional approaches to canonical texts may include: providing
background knowledge or biographical information about the author;
context around the work; information around when it was written or
set.
New York State Common Core
Slide
Time Picture
Script/Activity directions


5
8 min
Canonical texts may traditionally be “covered” in their entirety, as
opposed to closely reading key scenes in great detail.
As ELA teachers, canonical texts can often be near and dear to our
hearts! As such, teachers may occasionally bring preconceived schema
or personal interpretation into the classroom that has the potential to
impede students’ ability to experience, interpret, and create meaning
from texts.
Read the module 9.1 Unit 3 Overview, focusing on the:




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?
Key Points:


November 2013—Page 7
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The NY Curriculum Modules take a standards-focused approach to
texts.
Like other units in the module, Unit 3 builds students’ skills related to
New York State Common Core
Slide
Time Picture
Script/Activity directions

close reading, annotation, using evidence, building vocabulary, and
participating in structured discussion.
The unit focuses on Shakespeare’s use of language to create meaning
and build characters; students delve deeply into the text beyond plot and
theme.


Total
time:
15
mins
November 2013—Page 8
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The lessons do not focus on the works and background of Shakespeare,
e.g., background on the poet, Globe Theater, etc.
In order to create the time and space needed for close reading, key
scenes are read and analyzed closely as opposed to “covering” the
entire text but in less depth.
New York State Common Core
Section: Sampling the Curriculum
In this section, you will read and annotate the prologue from
Shakespeare’s Romeo and Juliet and experience Unit 1 Lesson 1.
Slide
6
Time Picture
10
min
Materials used include: Session PowerPoint, Romeo and Juliet Prologue,
9.1 Unit 3 Lesson 1
Script/Activity directions
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?
Key points may include:
November 2013—Page 9
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
The prologue sets up the primary conflict of the play by contrasting
Romeo and Juliet’s love affair with their families’ age-old feud.

Shakespearean language and vocabulary can be extremely difficult and
may be new for students.
New York State Common Core
Slide
7
Time Picture
13
min
Script/Activity directions
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.
Discuss questions 1–5 and 9–14 in pairs.
8
7 min
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?
Key Points:
 TDQs scaffold to the Quick Write (lesson assessment) while homework
extends the day’s learning.
November 2013—Page 10
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New York State Common Core
Slide
Time Picture
Script/Activity directions


Total
time:
30
mins
November 2013—Page 11
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Students spend considerable time building an understanding of
Shakespearean language, considering multiple meanings and word
nuance. For example, questions 1–5 focus on the use of civil; 9–14
analyze additional specific word choices and their impact on meaning
and tone.
The lesson attempts to build students’ close reading skills by having
them cite textual evidence. Vocabulary-based questions ask students
to determine the meanings of words and phrases as they are used in
the text, as well as their cumulative impact on meaning and tone.
New York State Common Core
Section: Sampling the Curriculum Part 2
In this section, you will read a second excerpt from Romeo and Juliet and Materials used include: Session PowerPoint, “Romeo and Juliet Excerpt
experience an excerpt from Unit 3, Lesson 13.
and Question Sampler,” 9.1 Unit 3 Lesson 13
Slide Time Picture
9
10
min
Script/Activity directions
Ask participants to read the excerpt from the Romeo and Juliet Question
Sampler.
Then ask them to answer and discuss the questions on the handout provided.


November 2013—Page 12
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Romeo and Juliet Act 3, Scene 2, lines 1-31.
Excerpt from Lesson 13
New York State Common Core
Slide Time Picture
10
5 min
Script/Activity directions
Ask participants to answer the 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.
Look for participants to surface the following key points:

The audience knows that Romeo has killed Tybalt and been banished by
the Prince, but Juliet does not.

The effect is one of tragedy or loss, because Juliet is so happy and
impatient for the night to come, but the reader knows that what is
coming is the knowledge that Romeo is banished. It makes the passage
seem sad, even though the words are full of excitement. It is sad
because the reader knows Juliet won’t get what she wants.
Remind participants that they have an additional excerpt (Act 3, Scene 1), as
well as the complete Lesson 13 for reference.
November 2013—Page 13
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New York State Common Core
Slide Time Picture
11
9 min
Script/Activity directions
Display the Chagall painting on the screen. Ask participants to look at the
painting and answer questions 1–5 on the stylistic choices tool. Tell them to
feel free to get up and get closer to the image if space permits. Tell
participants that students will have been introduced to this tool earlier in the
unit, so they will be familiar with it.
10 minutes
Have groups report out their discussion.
Ask participants to consider the last two questions in pairs. If space permits,
form quads for this discussion. Lead a short debrief of this activity, asking:



What was challenging about considering the play through this lens?
What might students find difficult?
What other “media” could support a lesson like this one?
Look for participants to surface the following key points:



November 2013—Page 14
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Considering the treatment of a text in another medium requires close
and careful knowledge of the source text first.
Students who do not have much experience analyzing art may have
difficulty with this exercise.
Film, music, modern adaptations, and other interpretations of this
iconic story could all support a lesson like this one.
New York State Common Core
Slide Time Picture
12
6 min
Script/Activity directions
Ask participants to read the Unit Overview. As they read, notice:



Total
time:
30
mins
November 2013—Page 15
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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?
New York State Common Core
Section: Discussion and Reflection
In this section, you will reflect on NY Curriculum Modules’ approach to
teaching canonical texts and consider implications for practice.
Slide
13
Materials used include: Session PowerPoint
Time Picture
Script/Activity directions
5 min
Give participants the chance to ask questions about teaching canonical texts
and Unit 3.
November 2013—Page 16
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New York State Common Core
Slide
14
Total
time:
Time Picture
Script/Activity directions
5 min
In your table group, discuss the NY Curriculum Module’s treatment of Romeo
and Juliet:
10
min
Turnkey Materials Provided





Session PowerPoint
Module 9.1 Unit 3 Overview
9.1 Unit 3 Lesson 1
9.1 Unit 3 Lesson 13
“Romeo and Juliet Excerpt and Question Samplers”
November 2013—Page 17
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
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?