Day 1: Session 2A: Highlighting a Module 4 Lesson:
Elementary
Sequence of Sessions
Overarching Objectives of this July 2013 Network Team Institute









I can describe how the 3-8 modules increase in complexity over time.
I can describe the impact of student engaged assessment practices on student achievement.
I can describe the strategy of close reading.
I can describe EL’s approach to developing high-quality common core aligned writing from the students in the module lessons.
I can analyze a classroom a lesson for the shifts in instruction and required changes of teachers and leaders.
I can determine how the ELA module performance assessments can play a role within my school’s larger assessment system.
I can apply the concerns-based adoption model to support myself and others’ adoption of the Common Core State Standards.
I can foster a growth mindset through feedback that promotes positive change.
I can explain the components of a high-quality, yearlong implementation and professional development plan to support teachers in their
implementation of the ELA curriculum modules.
High-Level Purpose of this Session
 Participants will live a lesson from the modules during which they will experience a variety of the teaching practices and
protocols that are found in module lessons. This lesson allows participants to see the shifts demanded of students, teachers
and leaders.
Related Learning Experiences
● All previous trainings on the Expeditionary Learning ELA modules.
●
Classroom teaching experience
Key Points

Living a lesson will guide teachers and leaders to the discovery that the ELA Modules embody the shifts in instruction that are
required by the Common Core Standards.
Session Outcomes
What do we want participants to be able to do as a result of this
session?
 I can analyze a module lesson for its impact on students and
implications for my practice as a teacher or school leader.
 I can analyze a module lesson for the Common Core shifts in
instruction.
How will we know that they are able to do this?



ELA debrief form
Journal Reflection
Discussion
Session Overview
Section
Time
Introductions and
Learning Targets
15 min
Living a Lesson
Debrief
80
minutes
25
minutes
Overview
Prepared Resources
Facilitator Preparation
In this section, participants will be
PPT Highlighting a Module 4 Lesson
reminded of norms and
introduced to learning targets for Elementary_ 2A__NTI 0713
the session.
1.On Womens Right to the Suffrage
speech excerpt_NTI 0713
In this section, you will guide
2.Background on Womens Right to
participants through living a
lesson. They will experience close the Suffrage_ NTI 0713
reading, text-dependent questions, 3.NY Times Article 1873_NTI
writing with evidence, and
0713.pdf
participating in collaborative
4.Close Reading Form for Susan B.
discussions with peers. They will Anthony article_NTI 0713
analyze the impact of these
5.Compare Speech and NY Times
instructional practices on
Article_NTI 0713.pdf
themselves as learners.
7.4M4.1L2_NTI 0713.pdf
In this section, participants will
debrief the living a lesson portion
of this session in order to analyze
the shifts in action. Participants
will examine the module lesson in
the Participant Notebook as well.
6.Experiencing the Shifts Recording
Form_NTI 0713
8. Participant Reflection Form 2A_NTI
0713
Preview all documents and
resources.
Preview the PPT slides and note
their alignment to the Facilitator’s
Guide below.
Session Roadmap
Section: Creating a Culture of Achievement
Time: 15 minutes
In this section, participants will establish a culture based on the norms for collaboration
and introductions at the table. This will support their work for the session.
Materials used include:
PPT Highlighting a Module 4 Lesson Elementary_
2A__NTI 0713
Time
2 min.
Slide #/ Pic of Slide
Effective Collaboration Norms and
Guidelines
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
Script/ Activity directions
GROUP
Introduce yourself to the group along with other Expeditionary support staff in the room.
Show slide of Norms and orient participants to handout of norms in Participant
Notebooks. (Touch lightly as this was covered in the first session). Briefly state why it’s
important to use norms: they support a high quality experience, keep people safe, and
encourage people to participate.
Whole
group
Participants should introduce themselves at the table (name, role, district, and what you
are most excited to learn about while you are here). Facilitators model this with brevity –
stress brevity as 5 min is not much time for a table of ten people!
Table
groups
EngageNY.org
5 min.
3 min.
Give some context for a quote that will be shared. Implementing the modules and the shifts
in instruction for the common core means great changes for teachers – this is because there
are topics and books that they have grown to love teaching for very good reasons over the
years and we think it is important to recognize this in the work that we do and remember
this whenever we talk about the changes we ask of people in regards to their practice
Partner
Participants read the following quote to ground the work for this session:
“It isn’t the changes themselves that the people in these cases resist? It is the losses and
endings that they have experienced and the transition that they are resisting.” (Bridges,
2009, p.24)
- make sure to linger on transition – and highlight that the theme of these two days
will be about change –or transition
Turn and talk to a table partner about this quote. Do you agree/disagree? Why?
Can you relate to this? Why or why not? (2 minute per partner to share)
Section: The Shifts in Action: Living a Lesson
Time: 80 minutes
In this section, you will guide participants through living a lesson. They will experience
close reading, text dependent questions, writing with evidence, and participating in
collaborative discussions with peers. They will analyze the impact of these instructional
practices on themselves as learners. Participants will connect their experiences to the
instructional shifts required by the Common Core Standards.
Materials used include:
1.On Womens Right to the Suffrage speech
excerpt_NTI 0713
2.Background on Womens Right to the
Suffrage_ NTI 0713
3.NY Times Article 1873_NTI 0713.pdf
4.Close Reading Form for Susan B. Anthony
article_NTI 0713
5.Compare Speech and NY Times Article_NTI
0713.pdf
3 min
Hold up your hand as a signal for everyone to turn his/her attention to you.
Explain that this is the signal we will use to communicate to one another when
it is time to pay attention to the facilitator.
When someone sees me put my hand up, quickly finish your thought, then raise
your hand and get ready for the next step. Eventually everyone should have their
hand raised with their eyes on me.
Explain that we are going to begin working on these two learning targets:
 I can analyze a module lesson for its impact on students and
implications for my practice as a teacher or school leader.
 I can analyze a module lesson for the Common Core shifts in
instruction.
Whole
group
Explain that we are going to do this by having them experience a model lesson
from the modules, then debrief the lesson through the lens of the common core
shifts for ELA.
I am going to ask you to switch to student hat. That means that for the next hour I
would like you to experience the lesson from the perspective of a student in class,
rather than as a teacher. You will have an opportunity to analyze the lesson later
from the perspective of a teacher, but for now, please keep those teacher
questions in the back of your mind or jot them down if they are preventing you
from staying in student mode.
Invite participants to turn to their journals and craft their own definition of
close reading.
10 min
Invite participants to do this next activity in “split tables” (groups of 5 at 10 top
tables.) Ask one person in each group to raise their hand if they would agree to
be the timekeeper/facilitator for this activity. Present the questions on the ppt.
slide. Each participant should read all of the questions and select one that they
are comfortable answering. Allow participants 1 minute to formulate and write
answers independently on a sticky note. Tell participants that the
timekeeper/facilitator will ensure that each participant voice is heard and that
each member of the group has 1 minute to share – all 5 members of the group
should state the question that they have selected and share their answer to the
question.



3 min
Split tables
What characteristics or qualities does a person have “who takes a stand?”
Is it ever okay to break the law? Why or why not?
How can taking a stand be both positive and a negative?
Say: Today you will both listen to and read a speech that was given a long time
ago (1873). It is a primary source. A primary source is any piece of information
that was created by someone who witnessed firsthand or was part of the
historical events that are being described.
Introduce the first learning target to participants:
1. I can infer the meaning of words and phrases using context clues to
better understand a primary source.
Whole
group
Say: Context clues are details in the text that help readers to understand a word
or phrase. Primary sources often use unfamiliar language; this can make them
difficult to understand without a close read. Close readers do these things
(display ppt slide): Read aloud the slide for the group.
o
o
o
o
Read small chunks of text slowly and think about the gist.
Reread each passage one sentence at a time.
Underline things that you understand or know something about.
Circle words that you do not know.
o
o
o
o
o
Talk with your partners about all of your good ideas.
State the gist or message of the paragraph in the margin.
Listen to the questions.
Go back to the text to find answers to questions.
Talk with your partners about the answers you find.
Say: Today, as I read the speech, you will first listen for the gist and do not need to
understand everything you hear in the text. Reading for the gist of the text will
help you to discover the topic of study. Getting the gist is What you think the
article is mostly about after the first time you read it.
8 min
Tell participants that you will read the text aloud while they read along silently. Whole
Ask them to locate the speech “On Women’s Right to the Suffrage” by Susan B. group;
partners
Anthony. Remind them that they do not have to understand all of the text but
should be listening for what you think the article is mostly about after your first
stab at it.) Ask them to think about the following as you read: What do you think
this speech is mostly about?
Gist
The feeling you get about what the article is
mostly about after your first stab at it.
What is this speech mostly about?
EngageNY.org
10
Read the text slowly and fluently without stopping for questions or explanation.
Afterward, ask participants to think then turn to their partner and explain:
What is this speech about?
Ask a few participants to share out their thinking with the whole group.
Possible responses may be (It sounds like she is upset about being accused of a
crime; she voted and it was a crime; I think we will be studying how women
fought to get the right to vote.)
Ask participants to locate the Background: “On Women’s Right to the Suffrage”
by Susan B. Anthony Next, display the ppt. slide and tell participants that the
purpose for reading this excerpt is to answer the following two questions:
 Using context clues, what can you infer about the meaning of the
word suffrage?
 Why was Susan B. Anthony arrested?
8 min
8 min
EngageNY.org
13
Tell participants that with their partner you would like them to take 1 minute
to read this background information text about the speech. Give participants 2
more minutes to discuss the above questions with a partner.
Refocus the whole group. Invite a response or two from the participants.
(Possible: responses: “Suffrage has something to do with voting,” and “Susan B.
Anthony was arrested for voting when it was against the law for women to
vote.”). Prompt participants to provide the context clues they used to
determine the meaning of the word suffrage. (This movement held protests,
marches, and rallies to try to change the constitution so women could vote.)
Say: Please locate the glossary at the bottom of this background information
sheet. Add the definition of suffrage in the blank box. Now, independently re-read
the entire speech, “On Women’s Rights to the Suffrage” and circle the words that
are listed in the glossary. The glossary will help you better understand the speech
by providing the definitions of several words. When you have re-read and circled
the words from the glossary, reread for a third time with a partner. This time you
will substitute a synonym or definition from the glossary in place of the circled
word. For example: “I not only committed no crime, but, instead, simply exercised
my citizen’s rights, guaranteed to me and all United States citizens by the
National Constitution, beyond the power of any state to not allow me. (Note: you
have replaced the word deny with the synonymous phrase not allow me.)
Instruct participants to fill in the missing boxes in the glossary with definitions
using context clues. Tell them that they will have to infer the meanings of the
remaining blank words (alleged and right) from the first paragraph of the
Partners;
whole
group
Individual
speech. Remind them that some words—like right—can have multiple
meanings and that it is important to think about the meaning of the word in
context.
15 min
EngageNY.org
14
Direct participants to turn to the backside “On Women’s Rights to the Suffrage.”
Review the directions above the first paragraph of the speech.
Directions:
1) Follow along as the first paragraph of the speech is reread to you. Circle the
words listed in the glossary and any other words you do not know the
meanings of.
2) Reread the speech with your partner using the glossary and context clues to
write synonyms or explanations above difficult words.
3) Reread the text and answer the questions in the right hand column.
Say, independently reread this excerpt from the speech and answer the questions
in the right-hand column. (5 min).
Call the attention of the whole group to review the answers to the textdependent questions in the right-hand column. Circulate around the training
and space and cold call pairs to answer the questions and clarify as needed. Be
sure to ask: What did you read in the text that helped you come to your answer?
Encourage participants to amend their notes as needed.
Answers for facilitator:
1. What does Susan B. Anthony mean by “alleged crime”?
She didn’t agree with the law against women voting. The text says, “… prove to
you that in thus voting, I not only committed no crime …”
2. What does the word “right” mean as it is used in this text?
Something people can’t stop you from doing, or something everyone should be
able to do.
3. In 1873 it was against the law for women to vote in the state of New
York as
well as in other states. This speech says that voting is a right that is
“beyond the power of the state to deny.” What do you think this means?
The states can’t make laws against voting, or New York isn’t allowed to keep
women
Individual;
whole
group
from voting.
After discussing the answers to the questions. Point out the “Gist Statement”
portion on the back of the Close Reading recording form. Allow participants 3
minutes to record their gist statements in the box. Tell participants that they
should be prepared to share with their table group. Allot 3 minutes for sharing
gist statements.
1 min
Reflection: Learning Target #1
I can infer the meaning of words and phrases
using context clues to better understand a
primary source.
1 min
EngageNY.org
15
Learning Target #2
I can answer questions using evidence from the
text.
EngageNY.org
Review learning target #1: I can infer the meaning of words and phrases
using context clues to better understand a primary source. Have
participants use “Fist-to-Five” to assess their learning; 5 meaning I can teach
this to someone else; fist meaning I am still struggling.
Whole
group
Introduce Learning Target #2: I can answer questions using evidence from
the text. Say: An article is an informational text usually found in a newspaper or
magazine. Its purpose is to give the reader information about a particular topic.
Ask participants to turn to a partner and explain what this learning target
means in their own words.
Whole
group;
partners
Say: Now we will read an actual newspaper article that was published in 1873.
This article is an account of what happened during Susan B. Anthony’s trial. This
article is written from a reporter’s viewpoint. The article is another example of a
primary source [Project primary article on ppt slide].
Whole
group;
partners
16
5 min
19
Remember….
Have participants locate the New York Times article, “Miss Susan B. Anthony
Fined $100 and Costs for Illegal Voting.” Give participants a moment to skim
the text in order to just notice the format of this primary source document. Tell
participants that you will read the text aloud while they read along silently.
Remind them that they should be listening for the gist (the feeling you get
about what the article is mostly about after your first stab at it.)
The gist is the feeling you get about what the
article is mostly about after your first stab at it.
How is this informational text different from
others you have read about Susan B. Anthony?
Do you notice anything about the style of the
writing? Is it similar to what you might read in a
newspaper or online today?
EngageNY.org
17
Read the text slowly and fluently without stopping for questions or explanation.
Afterward, ask participants to think then turn to their partner and discuss these
question:
 How is this informational text different from others you have read

about Susan B. Anthony?
Now that we’ve read the entire text instead of just skimming it, do
you notice anything about the style of the writing? Is it similar to
what you might read in a newspaper or online today?
Ask participants to locate the Close Reading Form “Miss Susan B. Anthony
Fined $100 and Costs for Illegal Voting”. Explain that excerpts from the
article are on the recording form. Invite participants to re-read the excerpts
from the article and answer the questions on the recording form with a
partner.
10 min
EngageNY.org
20
Call the attention of the whole group, then review the answers to the textdependent questions in the right-hand column. Ask volunteers to share
answers with the whole group. Possible answers include:
1.What did the author mean when he wrote “upon the ground of a
misdirection…?”
Misdirection means the judge made a mistake. ‘Mis’ means wrong. The text
said the judge ordered a new trial because everyone deserved a fair trail and
the court should not deprive her [Susan B. Anthony] of that trial.
1_.
2. 2. What argument did Judge Selden have with how Susan B. Anthony was
treated in court?
Judge Seldon said that Susan did not have a fair trial because the case was not
submitted to a jury.
1. 3. Why was Susan B. Anthony so upset by the way she was treated during
her trial?
Susan said that she had a trial by her superiors and not by her peers. She felt
that her rights had been denied.
2. 4. What did the author mean when he reported that Susan B. Anthony
said she “…announced her determination to continue her labors until
equality was obtained...?
Susan was going to continue to fight until women earned the right to vote.
Partners
5. What did Susan B. Anthony want from the court?
Susan wanted no forgiveness from the court. She wanted the court to be strict
with the law.
6. Why do you think Judge Selden did not give the order to send Susan B.
Anthony to jail until she paid her fine?
Susan was not taken to jail because Judge Hunt did not believe that Susan had a
fair trial to begin with
After discussing the answers to the questions, point out the Gist Statement
portion of the Close Reading recording form. Have participants once again
reread with a partner and then write a main idea statement after each chunk of
text. Participants should then share their main idea statements around the split
table. (3 min)
Review Learning Target #2:
I can answer questions using evidence from the text.
Reflection: Learning Target #2
I can answer questions using evidence from the
text.
EngageNY.org
6 min
20
Learning Target #3
I can compare information from two informational
texts about the same topic.
EngageNY.org
21
Ask participants to write a number within the range 0-5 at the bottom of their
paper to indicate how close they were to meeting this target. “5” means I can
answer all of the questions correctly with evidence; “0” means I was unable to
meet this target.
Introduce Learning Target #3:
I can compare information from two informational texts about the same
topic.
Say: How does the NY Times article connect to the speech you read earlier in this
session? Did you learn anything new from this primary source document? Allow
participants 2 minutes to turn to a partner and discuss. Then say: Please locate
the note-catcher in your materials titled, “Comparing the Speech and the New
York Times Article.” With your partner, read the directions at the top of the notecatcher. Complete the chart with either the letter A, B or C according to
directions. An example has been done for you. When you are finished with the
note-catcher, I will collect them to see how well you met the target. [Facilitators
will not actually collect papers; remember you are in a “Teacher” role.]
Partners
2 min
Closing of Lesson: Say: At the beginning of the lesson, I posed these 3 questions
to you (show ppt. slide):
 What characteristics or qualities does a person have “who takes a stand?”
 Is it ever okay to break the law? Why or why not?
 How can taking a stand be both positive and a negative?
Individual;
split tables
Please revisit your initial answer that you wrote on the sticky note. Revise, add to
or re-write your answer based on the information you learned in today’s lesson.
[2min]. Share your revisions with your split table group.
Section: Debrief
Time: 25 minutes
In this section, participants will debrief the living a lesson portion of this session in order Materials used include:
to analyze the shifts in action.
6.Experiencing the Shifts Recording Form_NTI
0713
8. Participant Reflection Form 2A_NTI 0713
1 min
10 min
10 min
This is the end of the student hat portion of the living a lesson. We
will now move into a debrief. Remind participants of the learning
targets for this session before moving into the debrief
 I can analyze a module lesson for its impact on students
and implications for my practice as a teacher or school
leader.
 I can analyze a module lesson for the Common Core shifts
in instruction.
Participants will need to locate a copy of their “Experiencing the
Shifts Recording Form”. Participants will work for 10 minutes
independently to analyze the lesson using the backside of the
recording form, and prepare for a larger discussion. Additionally,
direct attention to the Participant’s Notebook where the Module
Lesson from which the “Living the Lesson” was based, can be
found.
Participants will now share in pairs. Each participant will share
out his or her thoughts on the instructional moves of the teacher
that brought the shifts to life and the impact on the
student/learner. Share out whole group.
Whole
group
Individual
Pairs; then
split table
groups
Participants journal on the Reflection Form
5 min
Individual
Please use your Reflection Form to capture your
new learning and thinking on the session.
THANK YOU!
EngageNY.org
26
Use the following icons in the script to indicate different learning modes.
Video
Reflect on a prompt
Turnkey Materials Provided
Fac Guide 2A Highlighting a Module 4 Lesson Elementary_NTI 0713
PPT Highlighting a Module 4 Lesson Elementary_2A_NTI 0713
1.On Womens Right to the Suffrage speech excerpt_NTI 0713
2.Background on Womens Right to the Suffrage_ NTI 0713
3.NY Times Article 1873_NTI 0713.pdf
4.Close Reading Form for Susan B. Anthony article_NTI 0713
5.Compare Speech and NY Times Article_NTI 0713.pdf
6.Experiencing the Shifts Recording Form_NTI 0713
7.4M4.1L2_NTI 0713.pdf
8. Participant Reflection Form 2A_NTI 0713
Additional Suggested Resources
Active learning
Turn and talk