Session 3A: Research Lessons from Module 4 Secondary (6-8)
Sequence of Sessions
Targets for this Session



I can analyze appropriate accommodations for students with disabilities needing such support with the research process.
I can analyze appropriate scaffolds for ELL students needing such support with the research process.
I can analyze 6-8 ELA Module 4s for the intentional backwards design process that scaffold students’ success.
I can analyze the connections and consistencies between the 6-8 research modules, the O’Dell Education materials, and the 9-12 research
modules.

High-Level Purpose of this Session

In this session participants will experience a series of lessons from a secondary Module 4 in order to analyze the alignment between the
research process embedded in the 6-8 ELA Modules and the CCLS and the shifts. They will come to understand the intentionality of the
design of the modules to scaffold student success. Specific strategies for supporting ELLs, students with learning disabilities, and students
reading far below grade level will be highlighted and discussed. In addition, they will analyze the consistencies and connections between
the 6-8 modules, the Odell Education materials, and the 9-12 research modules.
Related Learning Experiences

The research from session 2 becomes real and active in this session as participants experience two model lessons from the modules.
Participants will continue to build deeper understanding of the read, think, talk, write cycle in session 4 of this NTI. Participants will look
more deeply at lesson plans from this session in session 5 of this NTI.
Key Points


Research of a topic supports writing strong opinions and enables students to support such opinions with relevant facts and details from texts.
Commonly, the terms accommodations and modifications are used interchangeably. Teachers need to understand the differences between the
terms and the importance of providing accommodations so that all students have access to complex texts and rigorous tasks
Session Outcomes
What do we want participants to be able to do as a result of this session?

I can analyze the 6-8 ELA Module 4s for the intentional backwards design
process that scaffolds students’ success.

I can analyze appropriate accommodations for students with disabilities
needing such support with the research process.

I can analyze appropriate scaffolds for ELL students needing such
support with the research process.

I can analyze the connections and consistencies between the 6-8
research modules, the Odell Education materials, and the 9-12 research
modules.
How will we know that they are able to do this?

Notecatcher and discussions

Discussions, lesson synthesis and video discussion

Group analysis of documents
Session Overview
Section
Setting a Purpose
for Learning
Time
1:30-1:57
Overview
Prepared Resources
Facilitator Preparation
 Review written
 In this section, participants
 1.Written Conversation
conversation protocol.
will have an introduction to
Notecatcher_Session
 Read article “Access for
the session agenda and
3_NTI_051514
All” (excerpts are included
learning targets.
 2.Written conversation protocol.pdf
in the mix and mingle of
Participants craft reactions
 3.Excerpts from “Access for
this session)
to a prompt through a
All”_Session 3_NTI_051514
written conversation
protocol. They will then
introduce themselves at split
tables sharing name, role,
school and an item from
their written conversation
Model Lesson and
Analysis
1:57-2:53
Break
2:53-3:07
Model Lesson Part 2
and Application of
Learning
3:07-4:09

In this section, participants
will experience a model
lesson from 7th grade
Module 4A. Participants
will look at a module
overview and be thoughtful
about the backwards design
process in the modules.
Participants will also
collaborate about how to
accommodate all students to
be successful in modules
lessons.


4.elg7m4au2lesson1011314 .doc
4a.Synthesis Design of the
Modules_Session 3a_051514_NTI


Read the Module 4A, Unit
2, Lesson 1 on which this
model lesson was built.
Review 7th grade Module
4A overview.
Place table tents on tables
labeled 1,2,3

In this section, participants
will experience Part 2 of the
module lesson. Participants
will also visit a classroom
via video and discuss how
the modules support
students in becoming
increasing independent over
time and how student
autonomy will support them
in the deep research work of
module 4 or 4A(7th grade).
Participants will look at
materials created by O’Dell
and look at HS Module
materials and be thoughtful
about how these materials
relate to the design of the
modules.











5.Cascading Consequences Task
Card 1
6.Cascading Consequences Task
Card 2
7.Cascading Consequences Task
Card 3
8.elg7m4au2lesson3011314 .doc
9.elg7m4au2lesson13012214.doc
10.Student Research Plan.pdf
11.EBC Criteria Checklist II - G68.pdf
12.EBC Criteria Checklist I - G68.pdf
13.Research Critera Matrix G612.pdf
14.9.3 Introduction to Research
Module for ELA Literacy.docx
15.Notice Wonder Connect
Review the module lesson
plan(s) on which this lesson was
built.
Watch the video that
participants will be asked to
analyze.
Read the O’Dell documents and
the HS Module document that
participants will read.

Synthesis and
Closure
4:10-4:30

https://vimeo.com/91360023
Review Concentric Circles
In this section, participants
will synthesize their learning
by participating in
concentric circles with
participants from the
elementary sessions. They
will also reflect individually
about their learning
Session Roadmap
Section: Setting a Purpose for Learning
Time: 1:30-1:57
[17 minutes] In this section, participants will have an introduction to the
Materials used include:
1.Written Conversation Notecatcher_ Session 3_NTI_051514
session agenda and learning targets. Participants craft reactions to a
prompt through a written conversation protocol. They will then introduce 2.Written conversation protocol.pdf
themselves at split tables sharing name, role, school and an item from
3. Excerpts from “Access for All”_ Session 3_NTI_051514
their written conversation
Time
2 min
Slide #/ Pic of Slide
Script/ Activity directions





Welcome participants to the session and let them know that this session builds
upon the research they read in Session 2. Introduce the Learning Targets:
I can analyze the 6-8 ELA Module 4s for the intentional backwards design
process that scaffolds students’ success.
I can analyze appropriate accommodations for students with disabilities
needing such support with the research process.
I can analyze appropriate scaffolds for ELL students needing such support with
the research process.
I can analyze the connections and consistencies between the 6-8 research
modules, the Odell Education materials, and the 9-12 research modules.
GROUP
Whole
group

Participants will use a written conversation protocol to discuss the following:
(Prompt #1) Choose one: How do you currently scaffold module lessons to
support ELL students? OR How do you currently provide accommodations for
students with disabilities in module lessons? (Prompt #2) What do you know
about the difference between accommodations, modifications and scaffolds?
Explain the protocol via the PowerPoint slide.

Find an elbow partner.

In writing, silently respond to the first prompt on the Written Conversation
Notecatcher for 2 minutes.

Exchange Notecatcher with elbow partner and build upon/ react to her/his
response for 2 minutes.

Return Notecatcher; reflect on what elbow partner wrote for 1 minute.

Hold onto your own Notecatcher and silently respond to prompt #2

Repeat process.
5 min

Participants will introduce in split table groups by sharing name, role, location
and an item from their Written Conversation Notecatcher.
Table
groups
5 min

Facilitator will set an envelope of quotes at each table. Each participant will
select one quote from the envelope and read silently. The quotes are drawn
from the article, “Access for All.”
Participants will stand and seek out participants from other tables to (a) share
his/ her quote (b) share a reaction to the quote. Participants will then find a
new partner and repeat this process for a total 2 rounds.
Mixed
groups
10 min
Also, PPT slide #4

partners
4 min




1 min
Have participants locate the Blueprint for ELL Success in their participants
notebook on page______.
Read the principles (the items in bold in the document) #1-#8.
Text code using the following: N= new information, A= affirms what I already
know.
Turn and talk and share your texts codes with a neighbor.

FACILITATORS say this: “Classrooms in many of New York's schools are
extremely diverse and any given classroom may contain students with
disabilities, English Language Learners, and students from diverse cultural and
socioeconomic backgrounds. It is important that students with learning
challenges be treated as individuals with specific needs, rather than as a
"group" with the same needs. Although many of the supports provided to
students with learning challenges may appear to be the same, teachers should
be carefully considering the differences between accommodations (specific
supports provided to meet the individual needs of special education students)
and scaffolds (specific supports provided to meet the needs of individual
English Language Learners).

Expeditionary Learning believes that every student deserves to be treated as a
"general education" student and that every student deserves the supports
he/she needs to participate fully in his/her educational experience.

(Facilitation note: When discussing students' needs in this session, be sure to
differentiate between the two groups and the two types of supports.)
Section: A Module Lesson: Experience and Analysis
Time: 1:57-3:07
[70 minutes] In this section, participants will experience a model lesson
from 7th grade Module 4A. Participants will look at a module overview
and be thoughtful about the backwards design process in the modules.
Participants will also collaborate about how to accommodate all students
to be successful in modules lessons.
Materials used include:
4.elg7m4au2lesson1011314 .doc
4a.Synthesis Design of the Modules_Session 3a_051514_NTI
Whole
group
Time
Slide #/ Pic of Slide
Script/ Activity directions
GROUP
1 min
No slide
 Let participants know that they are going to begin a model lesson experience and
Whole
group
• Facilitation note: Make a Chart with the two learning targets posted on it. Next, give
Whole
group,
triads
7 min
that they need to be a student during this lesson.
 They should hold on to their “teacher” questions in their head or jot them down on
sticky notes to ask later in the session.
 (This experience is taken directly from
Grade 7, Module 4A, Unit 2 Lesson 1)
each participant four sticker dots. Before the session starts have each participant
post how they currently would rate their level on each learning target: “Not there
yet” “Feeling Pretty Good” or “I could teach this target!”
• Arrange participants into triads.
• Direct their attention to the learning targets:
1. I can use close reading strategies to determine the details of the AAP
recommendation for children’s screen time.
2. I can evaluate the credibility and accuracy of the AAP recommendation.
• Explain that AAP stands for American Academy of Pediatrics and ask triads to discuss
whether anyone knows what this organization is or does.
• Cold call two or three triads for their answers. Explain if needed that the AAP is a
large professional organization of pediatricians, or doctors who specialize in treating
children.
• Explain that the AAP makes many health recommendations based on its members’
collective professional opinion and that participants will look at one of those
recommendations today, dealing with screen time.
• Have participants look at the “Speaking and Listening Anchor Chart” in their
materials. Quickly read this document before moving into triads to prepare for
discussion
• Ask triads to discuss this prompt, “Predict what the AAP will recommend about
screen time and children’s use of screen time.” (If needed, clarify that screen time
covers television, media, and portable media such as cell phones, tablets, and ereaders.)
6 minutes
• Locate the AAP Policy Statement: “Children, Adolescents, and the Media,” and
Text-Dependent Questions: Introduction to the AAP Policy Statement:
“Children, Adolescents, and the Media.” (1 minute)
Whole,
triads
• Have participants look through the AAP policy statement, conducting a “notice and
wonder.” There will be sticky notes on the tables to jot down their notices and
wonders.(3 minutes).
• Ask a few participants to share out their notices and wonders. (1 minute)
• (Note: If participants do not comment on some of the organizing text features that
you feel would be helpful for students to navigate the text, point these out:
subheadings, columns, bullets, and so on.)
• Direct participants’ attention to the introduction of the AAP policy statement.
• (Facilitation Note: You may use the Close Reading Guide: Introduction to the AAP
Policy Statement: “Children, Adolescents, and the Media” to guide participants
through a series of text-dependent questions based on this section of the document. )
• Locate the AAP Policy Statement Notecatchers. (1 minutes to orient triads to the
following)
• In triads, participants should divide the reading into three parts as a jigsaw:
– “Recommendations for Pediatricians and Other Health Care Providers”
– “Pediatricians Should Recommend the Following to Parents”
– “Recommendations for Schools”
6 minutes
• Give participants 6 minutes to read independently and take notes on their AAP
Policy Statement Notecatchers.
solo
5 minutes
• Then ask them to participants to form new triads with other participants who read
triads
the same section of text that they did.
• These triads should spend 5 minutes comparing and revising their notes on the AAP
Policy Statement Notecatcher.
• Facilitation note: Have all participants who read “Recommendations for Schools”
meet with you for small group teaching. (1) Ask students to share their Main idea
statement with an elbow partner and revise their statement if needed (2) Have one
participant share their main idea statement and allow for feedback on the statement
(Be Kind, Be Specific, Be helpful if you have feedback to offer) (3) Next, with an elbow
share your supporting details and make sure that they support your main idea. (4)
Now let’s share some with the whole group. (5) Revise your details or main idea
statement if needed)
• They will go back to the original triad having had 5 minutes of explicit teaching.
(During the debrief be sure to discuss that this would have been a strategic choice the
teacher would have made. Who reads what section of text and gets small group
instruction?)
5 minutes
• Ask participants to return to their original triads and share their notes and clear up
triads
any confusion that may be lingering from the reading.
5 minutes
• Mini lesson about credible sources (5 minutes).
• Tell participants about the importance of using credible sources to build up their
background knowledge and conduct research. On a piece of chart paper briefly create
a class definition of credible source, including but not limited to: “uses a significant
amount of verifiable evidence and is as unbiased as possible.”
• Locate the Assessing Sources document. Briefly review its contents with the
participants.
• Refer back to the definition of a credible source on the chart paper. Ask participants
to have a 30-second discussion with a partner about one thing they would change,
keep, or modify about the definition, now that they have reviewed the Assessing
Sources document.
• Cold call two or three participants for their answers. Make the changes suggested on
the chart, if needed. If participants do not offer a key point of determining a credible
Whole
group
source or incorrectly identify a change, model adding an accurate response on the
anchor chart for the class.
1 min
No slide
• Wrap up by noting to the participants that the AAP recommendation for children’s
screen time is two hours a day, maximum. This is the recommendation that students
are going to use to create their position statement on screen time for adolescents. Ask
whether the recommendation matches students’ predictions from the Opening.
1 min
• Learning target check in: Have participants self assess how they feel now about these
targets. They should again put dots on the chart in one of the three columns “Not
there yet” “Feeling Pretty Good” or “I could teach this target!”
Whole
group
Whole
group
• Assure them that they will repeatedly be coming back to target 2 (in fact it is in the
next lesson!)
1. I can use close reading strategies to determine the details of the AAP
recommendation for children’s screen time.
2. I can evaluate the credibility and accuracy of the AAP recommendation
END of MODEL LESSON
4 min
15
minutes

Turn and talk to about this model lesson experience. What instructional
decisions did you notice and are there any that you wonder about? (In
particular, think about making accommodations and scaffolds for all students to
engage in this lesson)

Facilitator takes one to two questions or discussion points for the whole group
before moving into module documents. Also, let participants know that they
have copies of the lesson plans in their notebook on which today’s model
lessons are built around. They will be looking at these documents in later
session 4.

Say “Think about the population of students that YOU work with. While
thinking about the design of the modules keep in mind the particular population
of students you work with and how the design meets the various needs.”
Participants will analyze a unit plan with the support of a note catcher.
“Synthesis: Design of the Modules.” This notecatcher contains some of the
beliefs that our modules were built upon.
The module lesson that they have just experienced came from this unit. In
particular, participants will analyze the intentional backwards design process
that is embedded in the modules to scaffold student success.
Share your thinking with a partner. While discussing the lesson and the
backwards design, talk about the scaffolds that were built to support ALL
students including ELL students? What additional things need to be considered
to better support students with disabilities?



parnter
Solo and
partners
14
minutes
Break 2:53-3:07 (Facilitation Note: While participants are on break put table tents on
tables labeled 1,2,3 randomly through out the room. This will be for model lesson Part
2)
Section: Model Lesson Part 2 and Application of Learning
Time: 3:07-4:09
[62 minutes] In this section, participants will experience Part 2 of the
Materials used include:
module lesson. Participants will also visit a classroom via video and
 5.Cascading Consequences Task Card 1
discuss how the modules support students in becoming increasingly
 6.Cascading Consequences Task Card 2
independent over time and how student autonomy will support them in
 7.Cascading Consequences Task Card 3
the deep research work of module 4 or 4A(7th grade). Participants will
 8.elg7m4au2lesson3011314 .doc
look at materials created by Odell and look at HS Module materials and be
thoughtful about how these materials relate to the design of the modules.
 9.elg7m4au2lesson13012214.doc
 10.Student Research Plan.pdf
 11.EBC Criteria Checklist II - G6-8.pdf
 12.EBC Criteria Checklist I - G6-8.pdf
 13.Research Critera Matrix G6-12.pdf
 14.9.3 Introduction to Research Module for ELA Literacy.docx
 15.Notice Wonder Connect
Time
Slide #/ Pic of Slide
1 minute
No slide
Script/ Activity directions

Welcome participants back from break and back to Day 2 in their model lesson
experience
Facilitation No slide
Note

Facilitation Note: Model Lesson Part 2 – Module 4A, Unit 2, lesson 13 (Content
from Module 4A, Unit 2, Lesson 1 was modeled in the first model lesson and is
necessary for this lesson. Content from Module 4A, Unit 2, Lesson 3 was not
modeled but is blended into this model lesson. Read all three lesson plans
Module 4A, Unit 2, lesson 1,3 and 13 to see how they are connected and to create
GROUP
whole
a more seamless flow for adult participants.
5 min

(Module 4A, Unit 2, Lesson 13)

Model Lesson begins:

Have participants locate the Entry Task: Getting an After-School Job and give
participants 2 minutes to complete it.

Invite participants to explain to a partner: What did you decide, and why?

Read the learning targets to participants:
1. I can identify stakeholders in the AAP recommendation on
entertainment screen time.
2. I can create a Cascading Consequences chart based on effects of screen
time on adolescents using evidence from text(s).
A visual for our work
EngageNY.org
22

Reiterate that a consequence is an “effect, result, or outcome” of something that
occurred earlier. Add new information about the definition by pointing out that
often when we use the word consequence, it has a negative connotation. For
example, parents might say to a child that the consequence of not cleaning his
room is that he can’t go to the movies with friends on Friday night. However, in
some cases, the word consequence is neutral, without a negative or positive
connotation. When we talk about cascading consequences, we are using
consequence as a neutral word.

Now draw participants’ attention to the word cascading on the posted learning
target.

Display an image of a waterfall on the PPT slides.

Explain that cascade is another word for waterfall and that cascading can
describe anything that resembles a waterfall. Cascading also means that one
thing follows the next, like a chain of events. In a waterfall, one water drop
follows the next.

Have participants locate the Sample Cascading Consequences Chart: Getting
an After-School Job.

Invite participants to discuss with their partner:

o
“What do you notice about this Cascading Consequences chart?”
o
“What do you wonder?”
o
“How is it similar to or different from the entry task you just completed?”
Circulate and listen for partners to say: “Some of the consequences on the chart
are positive and some are negative” and “It looks like a waterfall because
Whole,
solo,
partner
everything is flowing from the center box.”
5 minutes

Have participants look again at the Sample Cascading Consequences Chart.
o
“Where are the consequences on this chart? How do they relate to one
another?”

Have participants talk to a partner about the questions. Circulate and listen for
partners to say: “The consequences flow from the decision to get an after-school
job, and then from each other. Consequences lead to other consequences.”

Refocus whole class and point out the use of “will” and “may” in the sample
chart.

Explain that sometimes the consequence starts with a “will” because it is very
likely to happen. For example, if one gets a job, one will earn money. But other
consequences are less sure. For example, you may be able buy a computer, but
that depends on how much you get paid and what else you spend your money
on.

Explain that creating a Cascading Consequences chart is one piece of the
research process.

Refer to the Position Paper Prompt anchor chart document from Lesson 1
(the model lesson you just completed in model lesson Part 1):
o

“After examining both the potential benefits and risks of entertainment
screen time, particularly to the neurological development of teenagers,
make a recommendation. Should the AAP raise the recommended daily
entertainment screen time from two hours to four hours?”
Explain that they are going to learn to use a structured decision-making process
so that each participant decides how to best answer this question based on the
evidence from their reading and on further research, rather than basing the
decision on emotions or gut feelings.
Whole
group,
partners
1 min
8 minutes

Tell participants that in order to think about cascading consequences, they need
to think about the importance of stakeholders. (Remind them that they already
learned about this in lesson 3, so you are just refreshing their memory),

Before they begin thinking of the consequences of screen time, they are going to
think about who is affected by adolescents being on a screen. The person who is
affected by a decision is a stakeholder.

Explain that they will make a Cascading Consequences chart for the stakeholder
most directly affected by the entertainment screen time: teenagers.

Have participants locate texts and Notecatcher (filled in for the sake of time, but
students would have done this in lesson 3) for “Is Google Making Us Stupid?”

Ask participants to look at both sides of the argument from “Is Google Making
Us
whole
Solo and
partner
Stupid?” and look at the filled in Notecatcher to look for consequences of screen
time.
14 minutes

Now have participants work with a partner to place consequences on the chart.
Encourage them to talk about why consequences are in a particular place on the
chart.

After about 3 minutes, cold call students to share out what they discussed.

Point out that there is not just one way to create a Cascading Consequences
chart from notes. People may disagree as to the exact location of a consequence
and whether it is a direct or an indirect “cascading consequence.”

Creating a Cascading Consequences Chart for Teens on Screens (15
minutes)

Have participants’ write a quick list of the consequences for screen time from the
two articles that they have in front of them. Remind them that they should list
both positive and negative consequences. (4 minutes)

Tell participants at table 1 to use Cascading Consequences Task Card #1,
participants at table 2 use Cascading Consequences Task Card #2 and
participants at table 3 use Cascading Consequences Task Card #3. (Facilitation
note: All participants will be making a chart but some will have additional
scaffolding.) (10 minutes)

As participants work, circulate to observe and assist, in particular dwell at tables
marked with a 3. Ask: (1) Why did you place this consequence where you did?
(2) “How do you know this is a consequence of that?
Whole
group,
table
groups
and triads
1 minute
4 minutes

Review the second learning target and tell participants that they are going to be
continuing to work on this target over time, but that you want to take their
“temperature” right now as to how they feel about this target:

“I can create a Cascading Consequences chart based on effects of screen time on
adolescents using evidence from text(s).”

Fist= I am COLD… Not even close!

Three= WARM…getting there, but not feelin’ hot yet!

Five- I am HOT! I got it!

END MODEL LESSON

Give participants 4 minutes to look at all three task cards and reflect on the way
students were supported (accommodated) in this lesson with the task cards.
How can these differentiated materials help you to meet the needs of all
students in your classroom?
What additional scaffolds do various popultations of students need?
Field one to two questions or thoughts about this for the whole group.



10 minutes







Vocabulary Instruction In A Middle School Classroom (6 minutes 8 seconds)
https://vimeo.com/91360023
This is a co-taught, inclusive classroom in Central NY.
While watching the video, think about how students have become increasingly
independent with systems and structures in this classroom. Also, think about
how all students are supported in this inclusive setting.
Once the video is complete talk at split table groups about the video and the
questions:
How have students become increasingly independent with systems and
structures in this classroom?
How are all students supported in this classroom?
whole
Solo and
whole
group
Whole
group
and split
tables
14 minutes





Participants will look at several documents from the Odell Research materials
and a document about the HS Modules. (10 minutes of independent work)
Participants will capture their thinking on the Notice, Wonder, Connect
Notecatcher.
NOTICE AND WONDER: What do you notice and wonder about these
documents?
CONNECT: Participants will annotate these texts making connections between
the EL Modules and these other materials.
Discuss in split table groups (4 minutes)
Solo and
split
tables
Also, PPT slide #33
Section: Synthesis and Closure
Time: 4:10-4:30
[20 minutes] In this section, participants will synthesize their learning by
participating in concentric circles with participants from the elementary
sessions. They will also reflect individually about their learning .
Materials used include:
Time
17 min
Slide #/ Pic of Slide
Script/ Activity directions



Facilitation note: We have designed this for mixing participants from one room
with participants in another room. If this does not work due to logistics,
concentric circles will occur in the room that participants are in. Elementary
participants will come to the secondary room for this.
Participants will synthesize their learning in this session by participating in
concentric circles protocol. Half of the elementary participants will travel to the
middle school participant room and half the middle school room will come to
the elementary room. The purpose of combining groups is to show the
“through-line” of research from grades 3-8.
Questions for discussion will include: (1) How were students set up for success
in research and writing in this session? (2.) What are possible accommodations
that were or could be made for students with disabilities when doing research
and writing? (3.) What are possible scaffolds that were or could be made for
ELL students when doing research and writing?
GROUP
Mixed
groupings
3 min

Participants will complete a 3-2-1 reflection in their Participant Notebooks:
– 3 new learnings about accommodations or scaffolds
– 2 ways research supports students writing.
– 1 to improve my practice.
Whole
and solo