Session 4:Living a Lesson Part 2_Elementary
Sequence of Sessions
Overarching 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.
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 school-wide, including ways to manage
counterculture behavior.
 I can give and receive constructive feedback that supports quality module adaptation.
High-Level Purpose of this Session
This is a continuation of Session 3. Participants will use re-reading and an additional protocol to deepen their discussion on the text
they began working with in Session 3. Teachers reflect on the impact of the additional protocol on their discussion, consult the
Common Core Standards for Speaking and Listening, and draft a “Common Core Aligned Speaking and Listening Rubric” to be used to
support effective speaking and listening in the classroom.
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 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?


Participation in a common core aligned lesson with the use of
protocols embedded.
Creation of a Common Core Aligned Speaking and Listening Rubric
I can evaluate the Common Core Standards related to Speaking
and Listening of students’ thinking and talk and provide feedback
to help them improve.
105 minutes
Session Overview
Section
Purpose Setting
Living a Lesson
Time
8 min
42 min
Overview
Prepared Resources
Introductions at tables; discussion of
a quote to frame learning for this
session; introduction of learning
targets.
Participants will be welcomed to part
II of the living a lesson experience.
They will read a quote to ground the
thinking of the group and be
introduced to learning targets.
Four Corners Labels_4Elem_NTI111
1.Fishbowl Discussion Checklist_4Elem_
NTI1113
2.Fishbowl Listening Note-Catcher
_4Elem_NTI1113
Taking Notes Task Card- What is a
Facilitator Preparation
Preview all documents and
resources.
Preview the PPT slides and note
their alignment to the Facilitator’s
Guide below.
Prepare chart paper and markers
if necessary.
Synthesis, Application
and Reflection
55 min
Multinational Aid (from Session 2)
Speaking and Listening Standards Grades
Participants will analyze the Speaking
3-5_4A_NTI1113,pdf
and Listening Standards and create a
Speaking and Listening Rubric Task
common core aligned speaking and
Card_4A_NTI1113.pdf
listening rubric before reflecting on
Speaking and Listening Rubric
their classroom practice
Template_4A_NTI1113.pdf
Session Roadmap
Section: Purpose Setting
Time: 8 minutes
[10 minutes] In this section, you will guide participants through purpose
setting for part 2 of living a lesson. Participants will continue the close
reading process and again wear their “student hat.” Learning Targets are
introduced and a quote to guide the work around protocols and
collaborative processes will be discussed.
Materials used include:
Participant Notebook
PowerPoint slides
Time
1 min
Slide #/ Pic of Slide
Script/ Activity directions
Welcome participants back to “class” and tell that this session as
“Living a Lesson Part II”
Say: This is a continuation of the previous session (Session 3) where
you did a “first pass” reading and began to analyze how
collaboration builds comprehension. We will work together to
continue the close reading process and explore the impact of
collaboration, specifically the use of protocols, and deepening of our
understanding of text.
GROUP
5 min
Display the following quote on the ppt. slide:
A Quote to Ground Our Work
“When protocols are used in teaching, the transparency they lend
to interactions carries the same benefits to our students- for
example, pressing everyone to speak and to listen, to diagnose and
to speculate, and so on. They can also disturb privacy and certainty
by interrupting the ordinary flow of conversation. Some of them
(protocols) force the raising of questions, the suspension of
judgment,, and the withholding of response- all of these useful to
learning at certain times. Importantly, they may also help students
gain metacognitive skills.” (The Power of Protocols: An Educator’s
Guide to Better Practice, 2007, p.7)
“When protocols are used in teaching, the
transparency they lend to interactions carries the same
benefits to our students- for example, pressing
everyone to speak and to listen, to diagnose and to
speculate, and so on. They can also disturb privacy
and certainty by interrupting the ordinary flow of
conversation. Some of them (protocols) force the
raising of questions, the suspension of judgment, and
the withholding of response- all of these useful to
learning at certain times. Importantly, they may also
help students gain metacognitive skills”
The Power of Protocols: An Educator’s Guide to Better Practice, 2007, p.7
EngageNY.org
3
Give participants a moment to jot down either an agreement or
disagreement with this quote and reasoning for their stance.
Ask participants to introduce themselves at tables and briefly
share their thought about the quote.
1 min
Introduce the Learning Targets:
 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.
1 min
Tell participants that they will again wear their “student hat.” They
will continue living a lesson as if they are students entering their
classroom the next day. Encourage them to hold their “teacher hat”
questions until the end of the living a lesson experience.
Tell them that the close reading process will continue to unfold as
they dig more deeply into the text they began in session 3
Section: Living a Lesson Part 2
Time: 42 minutes
[38 minutes] In this section, you will guide participants through Living a Materials used include:
Lesson in the “student hat” perspective. Participants will “live” a module From Session 3:
lesson that is a continuation, or “next day of class.” This will deepen their  Characteristics of Multinational Companies (MNCs)_3A_NTI1113.pdf
understanding of the text that they read in session 3 with the use of
 The Red Cross_3A_NTI1113.pdf
additional protocols to support their learning.
 3-Column Note Catcher: What is a Multinational Aid
Organization?_3A_NTI1113.pdf
New Materials:
 Four Corners Labels_4Elem_NTI111 [NOTE: Each of these labels need to


Time
2 min
Slide #/ Pic of Slide
affixed to a different corner of the room before the session begins]
1.Fishbowl Discussion Checklist_4Elem_NTI1113
2.Fishbowl Listening Note-Catcher_4Elem_NTI1113
Script/ Activity directions
Ask participants to take out the 3-Column Note Catcher: What is
a Multinational Aid Organization? from the earlier session.
Introduce the Four Corners protocol with participants. Say: You
will move to a corner of the room based on commonalities in their
responses to a question posed. Once you physically move to a
“corner” or the room based on your answer, you discuss your
thinking, and 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 based on what
they hear.
2 min
Display and read the Four Corners options aloud to participants.
Then, ask participants to review the information on their note
catchers and choose the Four Corners statement they most agree
with:
 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 pre-position
supplies in preparation for a natural disaster.
 The most important thing The Red Cross does is providing
supplies like medicine, food and water to communities after
they are struck by a disaster.
GROUP
4 min
Once all participants have moved to one of the four corners, read
and display the following prompts:


Why did you choose this statement?”
What details from your note catcher support the statement
you chose?”
After 3 minutes, invite a participant from each of the Four Corners
to share the group’s thinking aloud. Encourage participants to use
specific details from their note catchers to support their ideas.
3 min
When finished, ask TWO members from each corner of the room to
volunteer to in a Fish Bowl Protocol. Tell volunteers that the other
participants will have an opportunity to listen in on their
conversation. After a group has volunteered, ask the remaining
participants to return to their tables.
Those participating in the inner circle of the fishbowl should
arrange chairs either in a circle in the center of the room or in
a modified configuration consisting of a line of chairs at the
front of the room. Participants may also stand. Use best
judgment considering the space. The object is for listeners to
be able to see and hear those involved in the discussion.
Additionally, speakers will need their Participants’ Notebooks
that include articles, note-catcher, and Fishbowl Rubric.
1 min
No ppt. slide
Tell participants that today they will participate in a (modified)
“Fishbowl Discussion” which focuses on the texts about
multinational organizations and the Red Cross. Let participants
know that if this lesson were to continue participants would
switch roles in the discussion protocol, but for today they will
either be in the inside circle or the outside circle.
1 min
Introduce 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.
10 min
Tell participants that this Fishbowl is a way for them to assess
their ability to analyze a difficult text, but that it is also a way to
practice speaking and listening to each other.
Have participants locate the Fishbowl Checklist in their folders
and give them 2 minutes to read.
Draw participant attention to the word, relevant, and have them
circle the word. Explain that the information they share needs to
be related or relevant to the topic and questions being discussed.
Next, direct them to the word draws in the second descriptor.
Explain that part of being an effective communicator is to draw or
invite others into the discussion.
Ask “What are some ways you can pull others into the discussion?”
Listen for participants to say that they can ask a question of a
specific individual or invite someone to share his or her notes.
Finally, direct participants to the word advocating. Ask for a
definition of perspectives in the last descriptor. Ensure that the
response in the room includes that they must respect each others’
opinions whether or not they agree.
Then point out the goal-setting section at the bottom of the page
and tell participants to write down 2-3 goals they have for this
discussion either as a speaker.
2 min
10 min
Tell the participants in the outside circle (observers/listeners) that
they will take notes about what they hear in the Listening Notes
portion of the Fishbowl Note-catcher that can be found in their
folders. Tell them that we will have a chance to debrief at the end
of the lesson.
Explain to participants that you will set a timer and ask some
questions to get them started in this Fishbowl Discussion, but that
they should focus on talking to each other, rather than just
answering your questions. Have participants locate the Fishbowl
Sentence Starters in their folders and encourage their use.
Set the timer for 9 minutes and begin the discussion by asking:

From your perspective, what was the gist of the Red Cross text?
*Allow time between for participants to discuss before asking
the next questions.
After a few participants have shared their understanding of the
text’s gist ask:



6 min
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
Fishbowl Debrief: Give participants in the outside circle 3 minutes
to complete their Listening notes, and invite participants in the
inside circle to complete the self-reflection of the goals they set at
the beginning of the lesson.
Ask for participants to share aloud their reflections with the whole
group. Be sure participants that were involved in the “inner circle”
as well as observers/listeners have an opportunity to speak.
1 min
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.
• Use Thumb-o-meter to check for understanding.
[Note: Not all participated in the discussion within the
protocol, however, participants should rate their
understanding based on their observations.]
End of Student Hat
Section: Debrief, Application and Reflection
Time: 55 minutes
[55 minutes] In this section, you will guide participants through an
analysis of the Speaking and Listening Standards and creating a common
core aligned speaking and listening rubric before reflecting on their
classroom practice
Materials used include:
Speaking and Listening Standards Grades 3-5_4A_NTI1113,pdf
Speaking and Listening Rubric Task Card_4A_NTI1113.pdf
Speaking and Listening Rubric Template_4A_NTI1113.pdf
Time
15
Slide #/ Pic of Slide
Script/ Activity directions
Participants will analyze and reflect regarding the impact of the
collaboration and use of protocols on deepening their
understanding of the text.
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.
EngageNY.org
Invite participants to read and annotate the Common Core
Standards for Speaking and Listening at the appropriate grade level
to look for evidence of the standards in the process they went
through as learners.
17
GROUP
25
8
Participants will apply what they have learned by drafting a
“Common Core Aligned Speaking and Listening Rubric” to be used
to support speaking and listening in their classrooms.
 Have participants get in grade level groups of 4 or fewer.
 Participants will need a copy of the “Speaking and
Listening Rubric Task Card” and the “Speaking and
Listening Rubric Template.” All materials can be found in
the participants’ notebooks.
 Participants will follow the task card steps and draft a
“Common Core Aligned Speaking and Listening Rubric” to
be used to support speaking and listening in their
classrooms.
Before participants begin, give them 3 minutes to read over
the task card and ask for any clarifying questions.
Participants will reflect on their classroom practice:
Reflection on my Classroom
Practice
Again, show participants the quote from Instructional Practice
Evidence Guides, “The teacher creates the conditions for student
conversations and plans tasks where students are encouraged to
talk about each other’s thinking,”
“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
Ask participants to reflect in writing about the following prompts:
EngageNY.org
19

How will the development of a speaking and listening rubric
impact/support speaking and listening in my classroom?

If adapting modules, how will I ensure that students’ are
tapping into peers’ thinking in order to deepen their own
understanding?
Allow participants to share their reflections with an elbow partner.
2
5
Participants will quietly journal on the learning target for this
session in their journal:
 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.
Participants will complete plus/deltas for day. Distribute index
cards and ask participants to write pluses on one side and deltas
on the other.
Use the following icons in the script to indicate different learning modes.
Video
Reflect on a prompt
Active learning
Turn and talk
Turnkey Materials Provided
Session 4_PPT_NTI_November 2013
Speaking and Listening Rubric Task Card
Speaking and Listening Rubric Template_4A_NTI1113.pdf
Additional Suggested Resources