Session 3: Living a Lesson Part 1_Secondary
Sequence of Sessions
Overarching Objectives of this November 2013 Network Team Institute:
Overall Learning Objectives of this November 2013 Network Team Institute
New Participants Only:
 I can describe the structure and content of the 3-8 ELA Modules.
Teacher Targets:
 I can describe the relationship between students’ speaking and listening practices and vocabulary development, reading and
writing.
 I can effectively use protocols and the other collaborative classroom structures in the 3-8 Modules develop students’ knowledge
along with speaking, listening, reading and writing skills.
 I can evaluate the Common Core Standards related to Speaking and Listening of students’ thinking and talk and provide feedback
to help them improve.
 I can give and receive constructive feedback that supports quality module adaptation.
 I can describe collaborative, change-focused professional cultures.
Leader/NTI Targets
 I can describe collaborative, change-focused professional cultures.
 I can provide focused feedback to support teachers in building collaborative classrooms.
 I can support the development of a collaborative, change-focused culture schoolwide, including ways to manage counterculture
behavior.
 I can give and receive constructive feedback that supports quality module adaptation.
High-Level Purpose of this Session:

Participants will experience a module lesson plan from the student perspective while being metacognitive about the intentional instructional
moves. Participants will synthesize their learning by analyzing the speaking and listening standards
Related Learning Experiences:


Participants who attended session 1 will deepen their understanding of the structure of the modules by experiencing a common core aligned
lesson and synthesizing their learning in regard to the impact on their classroom practice.
Participants who attended Session1A will deepen their understanding of a the power of collaboration and protocols by experiencing a common
core aligned lesson and synthesizing their learning in regard to the impact on their classroom practice.
Key Points
Session Outcomes
What do we want participants to be able to do as a result of this
session?
 I can describe the relationship between students’ speaking
and listening practices and vocabulary development, reading
and writing.
 I can effectively use protocols and the other collaborative
classroom structures in the 3-8 Modules develop students’
knowledge along with speaking, listening, reading and
writing skills.
How will we know that they are able to do this?



Participants will analyze a module lesson plan.
Participants will “live” a module lesson with protocols and
collaboration embedded in the lesson.
Participants will reflect and synthesize their thinking regarding
their classroom practice.
Session Overview: 90 minute session
Section
Purpose Setting
Living a Lesson
Synthesis, Analysis
and Reflection
Time
5 min
45 min
40 min
Overview
Prepared Resources
Set purpose for participants to wear
their student hat while living a lesson
and to analyze their learning to
deepen their understanding of
common core aligned instruction
Participants will live a module lesson.
1.Day of Infamy_November
This lesson highlights a complex text,
2.Fourteen Part MessageNTI_112013
text-dependent questions and
3.Sentence Starters_Fishbowl
collaborative protocols that are
_November NTI_112013
embedded in the module lessons.
Participants will synthesize their
learning by answering questions
4.EL_G8M3AU1_Lesson_7_101613
regarding their classroom practice.
5.Classroom Management and
Participants will analyze a module
Collaborative Conversations Notelesson plan (from the lesson they just
Catcher_NTI 1113
“lived”). Participants will reflect on
their classroom practice.
Facilitator Preparation
Preview all documents and
resources.
Download any videos to avoid
network connection issues while
facilitating.
Preview the PPT slides and note
their alignment to the Facilitator’s
Guide below.
Prepare chart paper and markers if
necessary.
Session Roadmap
Section: Purpose Setting
Time: 5 minutes
[5 minutes] In this section, you will guide participants through …
Materials used include:
Time
2
Slide #/ Pic of Slide
Effective Collaboration Norms
and Guidelines
In order to cultivate a climate where everyone is focused
on ongoing, positive growth and improving student
achievement, use the Seven Norms of Collaboration.
Seven Norms of Collaboration
1. Promoting a Spirit of Inquiry and Balancing Advocacy
2. Pausing
3. Paraphrasing
4. Probing
5. Putting Ideas on the Table
6. Paying Attention to Self and Others
7. Presuming Positive Intentions
1
2
Script/ Activity directions
GROUP
Intro Norms and introduce the facilitators and zone support in the room
(1 min)
Whole
group
and table
Begin this session by reminding participants that while they continue this
work at Network Team Institute (NTI) they need to be analyzing these
common core aligned lessons and experiences that occur through the
modules. They need to be analyzing our moves while reflecting on their
classroom practice. Remind participants that we intend to empower
teachers (1 min.)
Learning Targets:
 I can describe the relationship between students’ speaking and
listening practices and vocabulary development, reading and
writing.
 I can effectively use protocols and the other collaborative
classroom structures in the 3-8 Modules to develop students’
knowledge along with speaking, listening, reading and writing
skills.
Tell participants that they will be “living a module lesson” today.
Participants will have a first pass at the text with collaborative processes
embedded in the lesson to support conversation. Let participants know
that they will synthesize their learning by putting their “teacher hat” back
on and looking at the lesson.
In “student hat” participants will use protocols that routinely show up in
the module lesson plans (i.e. fish bowl, mix and mingle, turn and talk, etc.)
Facilitator background knowledge:
Participants will put on their “student hat” and live a module lesson The
lesson will center on close reading of the complex text, In this portion of
Whole
group
Whole
group
the lesson participants will get the “first pass” on the text. They will begin
the process of close reading. Particular emphasis will be given to the
process of a first read supported by collaborative conversations to
enhance comprehension.
Section: Living a Close Reading Lesson Part 1
Time: 45 minutes
[45 minutes] In this section, you will guide participants through a
module lesson. Participants will wear their “student hat” while
being metacognitive about their teacher practice.
Materials used include:
Time
1
Slide #/ Pic of Slide
1.Day of Infamy_November
2.Fourteen Part MessageNTI_112013
3.Sentence Starters_Fishbowl _November NTI_112013
Script/ Activity directions
Facilitation note: This lesson is adapted from 8th grade Module 3A, Unit 1,
Lesson 7 and 8. The central text is UNBROKEN. Topic of 8th grade Module
3A: Japanese American Relations in WWII
(Beginning of the “student hat” experience)
Introduce the learning targets for todays lesson:
1. I can determine author’s point of view in a primary source.
2. I can use sentence starters to build on other’s ideas.
3
GROUP
Whole
Group
Whole
group,
partner
Ask participants to turn and talk to their partner about what ‘point of
view’ means. Cold call on 1-2 pairs to share their thinking. Listen for “It’s and
tables
a person’s perspective, how she sees things.”
Tell participants that right now you are focusing on the first learning
target.
Ask a participant to define a primary source. Listen for participants to
say that a primary source is defined as “a text or artifact that was created
during the time period you are studying.”
Then tell participants that to prepare for the fishbowl, they will read
primary sources today. In the next class (session 4) they will participate
in a Fishbowl Discussion. That means that half of the participants will be
participating in a discussion and the other half will observe the
2
discussion and take notes.
Continue the discussion of primary source documents by saying that in
order to understand history, historians use primary sources as often as
they can since they are created during the time period under study, it is
possible to understand what people were thinking and feeling at the time.
solo
It is especially important to use primary sources when studying different
perspectives. Emphasize that the texts that they will read today were
both written in 1941. This is the same time period that Unbroken (the
central text, non-fiction book) takes place.
Tell participants that they will be exposed to both texts in order to
understand both perspectives, but they will become experts on one of
the texts. In this lesson participants will carefully read one text to
prepare for deeper discussion.
Participants will read either The Day of Infamy Speech or The Fourteen
Part Message. The Day of Infamy Speech was given by President Franklin
Delano Roosevelt on December 8th, 1941. The Fourteen Part Message
was a written message delivered by the Japanese ambassador to the
United States Secretary of State on December 7th, 1941. Point out that
December 7th, 1941 is the day the Japanese military attacked Pearl
Harbor. (Facilitator Note: These are the same texts that students will
read in the module lesson plan. )
10
Distribute The Day of Infamy Speech to half the pairs in the class and
The Fourteen Part Message to the other half of pairs in the class.
partners
Participants will first read the article to themselves. Tell them that this
first read is for “the flow.” While they are reading they will write the
“gist” of each section in the margin (gist=tell them the gist is their initial
thinking, building towards a main idea)
10
Now have participants partner with someone who has read the same text
that they read. They should share their gist statements and add to their
thinking based on the conversation with their partner.
Then, partners will reread the text and answer the text dependent
questions. Remind participants that these are challenging texts, so they
will probably need to reread sections several times and discuss sections
with their partner.
partners
10
Tell participants they will now be participating in a “Mix and Mingle”
Remind participants of the learning target:
* I can use sentence starters to build on other’s ideas.
Explain that as part of their Fishbowl discussion (Facilitator note: that
will occur in their next “class” which is session 4 today), they will use
sentence starters and they have a chance to practice that skill now.
Point to displayed sentence starters and read them aloud.
* I hear that you said…
*I’m wondering…
*I hear that you said… and I’m still wondering…
*Can you clarify what you meant when you said… ?
*What you said about… raised a question for me. My question is…
*It seems like what you said about… is different from what [someone else]
said. (Name conflicting ideas)
*Now that I know that, I need to change what I think about…
*I hear that you said… but I still think… because the text says… (Cite
evidence)
*What you said about… reminded me of something I read in the text. (Cite
evidence)
Explain that each sentence starter is used for a particular purpose, which
is listed above it. So if you have a question, you can use either “I’m
wondering…” or “What you said about… raised a question for me. My
question is…” To practice these, tell students that they will do a Mix and
Mingle to share their responses to the text-dependent questions with
others who read the same text.
Share the directions for a Mix and Mingle with the students: (Facilitator
note: You may use music or a cue to have participants move around the
Mixed
pairs
room during this mix and mingle)
1.
2.
3.
When directed participants move around the room with their
texts.
When the facilitator/teacher signals, participants stop and share
their response to the first text-dependent question with the
nearest person.
Repeat until participants have shared their responses to all the
text-dependent questions
5 min
After participants have shared all their text-dependent questions, invite
them to take their seats. Prompt them to review their responses to the
text-dependent questions and revise their answers based on their
discussions with others who read the same text.
solo
2 min
Reread the learning targets, asking students to give a thumbs-up or
thumbs-down depending on how well they mastered that target today.
* I can determine author’s point of view in a primary source.
Whole
group
* I can use sentence starters to build on other’s ideas.
1 min
1 min
Tell participants that these were difficult texts. Applaud them for their
hard work, perseverance and collaboration. Tell them that tomorrow (in
actuality it will be their next session; session 4) they will again be
working with these texts and participating in a fishbowl protocol.
End of student hat
Section: Synthesis, Analysis and Reflection
Time: 40 minutes
[40 minutes] In this section, you will guide participants through
synthesizing the experience of living a lesson. Additionally,
participants will analyze the lesson module lesson plan that this
lesson was adapted from and will look at the instructional practice
evidence guides to deepen understanding of common core aligned
Materials used include:
Whole
group
Whole
group
4.EL_G8M3AU1_Lesson_7_101613
5.Classroom Management and Collaborative Conversations Note-Catcher_NTI
1113
instruction.
Time
5
Slide #/ Pic of Slide
Script/ Activity directions
GROUP
Synthesize our learning from the “student hat experience”
 How did collaboration, conversation and protocol use support
your comprehension as a learner?
 How does this deepen your understanding of the relationship
between students’ speaking and listening practices and
vocabulary development, as well as reading and writing?
triad
Answer these questions independently and then discuss with a triad.
12
Participants will work to analyze a Module Lesson Plan:
Participants will read and analyze a module lessen for evidence of
protocols, conversations and collaboration (Lesson Plan for
analysis:8M3a.1L7_sb2).
Solo and
partner
They should annotate the lesson plan by highlighting or underlining their
evidence.
Turn and talk with a table partner about your notices and wonderings as
you looked at the lesson plan.
8
Participants will now reflect on their classroom practice:
 Participants will look at the quote from Instructional Practice
Evidence Guides where it is stated “ The teacher creates the
conditions for student conversations and plans tasks where
students are encouraged to talk about each other’s thinking”
 They will answer the question: how does the use of protocols
support/enhance speaking and listening in my classroom?
Solo and
split
table
groups
10
Discussion at tables (split table groups):
Tell Participants to use their Classroom Management and Collaborative
Conversations Note-Catcher to hold their thinking for these questions:

Participants will “notice” the classroom management structures
that must be in place in a classroom that builds an environment
that allows safe collaboration (i.e, using norms to create a culture
of achievement and acceptance, the power of protocols in
classrooms, etc.) .

What classroom management practices do you currently use that
you would like to share with others at the table?
Was there new learning for you regarding what classroom
management structures must be in place to build a collaborative
environment?

5
Reflection:
 Learning Target Check in
 Journal reflection
Use the following icons in the script to indicate different learning modes.
Video
Reflect on a prompt
Turnkey Materials Provided

Facilitator Guide and Powerpoint

Texts from the lesson
Active learning
Whole
group
Turn and talk
Additional Suggested Resources