fg session 2_cd - welcome to engageny | engageny · web viewpresent the module performance...

Argument Writing Introduction

Goals and OutcomesOverarching Objectives of the May 2014 Network Team Institute

Participants will be able to:

Teachers: Use NY 9-12 ELA modules to help students learn to write effective arguments.

Deepen their instructional practice by learning to identify and address specific learning needs.

Principals: Identify effective implementation and adaptation of curriculum modules.

Identify ways to provide teachers with constructive feedback to improve their practice around the NY 9-12 ELA modules.

Coaches: Support teachers to implement and adapt the curriculum modules.

Deepen their instructional practice by learning to identify and work with teachers to address specific learning needs.

High-Level Purpose of this Session

In this session, participants will experience the cognitive demands of the writing in a study of Module 9.4 and learn a CCSS approach to writing instruction through participating in and analyzing student lesson experiences from the curriculum.

May 2014—

©2014 Public Consulting Group. All rights reserved.

New York State Common Core

Session Outcomes

What do we want participants to be able to do as a result of this session?How will we know that they are able to do this?

Describe the cognitive demands of and recursive relationship between close reading and argumentative writing.

Explain how Module 9.4 supports adolescent development of argumentative writing.

Adapt lessons based on the analysis of sample student writing in Module 9.4.

Aligned survey question



Related Learning Experiences Argument Writing: Going Deeper with Teachers Argument Writing: Going Deeper with Coaches

Key Points Students closely read the supplementary texts as examples of argument writing, learning the skills and components necessary for strong

argument writing. Lessons build towards written performance tasks, providing students with the tools to evaluate and synthesize arguments, culminating in a

student’s own argument. Instruction should respond to the immediate writing needs of students.

May 2014—



Session Overview Section Time Overview Prepared Resources Facilitator Preparation

Introduction 10 minIntroduce session, objectives, and key writing assessments in Module 9.4.

Session PowerPoint 9.4.1 Mid-Unit Assessment

Handout 9.4 Module Overview

Read and download all session materials.

Experiencing the Cognitive Demands of Argumentative Writing

30 min

Participants closely read p. 70 from Sugar Changed the World and “How Your Addiction to Fast Fashion Kills” in order to complete the Argument Outline Tool and the Mid-Unit Assessment.

Session PowerPoint Argument Outline Tool

Position mic runners at various spots around the room for report out.

Deconstructing Literate Thinking in Module 9.4

15 min

Participants will deconstruct their own thinking and cognitive “bottlenecks” while constructing their Argument Outline Tool.

Session PowerPoint Argument Outline Tool CCSS Reference Page


Examination of Module 9.4 Argumentative Writing Scaffolds

15 min Participants will annotate and explore relationships between Module 9.4 text excerpts, learning standards, tools, and the Mid-Unit

Session PowerPoint 9.4 Module Overview


May 2014—



Section Time Overview Prepared Resources Facilitator Preparation

Assessment.

Analyzing Spotlight Student Writing Samples

30 min

Participants will analyze the writing samples of spotlight students in order to determine student writing competencies and needs.

Session PowerPoint 9.4 Module Overview


Adaptation of Module 9.4 Lesson

15 minParticipants will unpack and modify a lesson based on the identified writing needs of spotlight students.

Session PowerPoint Module 9.4.1 Lesson 16


Reflection and Closing

5 minParticipants reflect on learning and consider implications for practice.

Session PowerPointPosition mic runners at various spots around the room for report out.

120 min Total for this session

May 2014—



Session RoadmapSection: Introduction

In this section, participants will review the objectives for this session and overview Module 9.4 assessments.

Materials used include: Session PowerPoint, 9.4.1 Mid-Unit Assessment Handout, 9.4 Module Overview

Slide Time Picture Script/Activity Directions

1 0 min Welcome participants to the session.

May 2014—




2 1 min Read the objectives on the slide and ask participants to follow along. Explain the goal of this session is to experience the cognitive demands of writing in Module 9.4 and to analyze how lessons support this required thinking.

3 1 min Briefly review the required materials in this session.

May 2014—




4 1 min Review the design considerations of Module 9.4 as participants follow along.

5 1 min Read the overview of Module 9.4, explaining the focus on argumentative writing.

May 2014—




6 1 min Present a summary of the central text and supplementary texts in Module 9.4.

7 1 min Present the Mid-Unit Assessment for Module 9.4, explaining the criteria used to assess student mastery.

May 2014—




8 2 min Present the Ongoing and End-of-Unit Assessment explaining how this assessment aligns with the Mid-Unit Assessment.

9 2 min Present the Module Performance Assessment, explaining how this prompt and process represent the culmination of student argumentative writing skills in Module 9.4.

May 2014—




Total time:

10 min

Section: Experiencing the Cognitive Demands of Argumentative Writing

In this section, you will experience the thinking required in the Module 9.4 Mid-Unit Assessment.

Materials used include: Argument Outline Tool

May 2014—



Slide

Time Picture Script/Activity Directions

10 0 min Explain the transition into the first major section of the session.

May 2014—



Slide


11 15 min

Explain Task #1 to participants and the importance of experiencing the cognitive demands of argumentative writing placed on our students in Module 9.4. Explain how experiencing the cognitive demands provides us with a greater understanding of how students may struggle with the expected learning.

May 2014—



Slide


12 5 min When finished with Task #1, ask participants to complete a quick write reflecting on efforts to complete the Mid-Unit Assessment using the Argument Outline Tool. Participants will reflect using the following three questions:

What reading skills did you find yourself using? What did you find most challenging about the thinking involved in

the reading of these excerpts? What does your experience suggest about the relationship between

reading and writing?

May 2014—



Slide


13 10 min

When finished with the quick write, explain Task #2 and ask participants to pair up and share completed Argument Outline Tools. Participants should use the following questions to guide the conversation:

What arguments does the author make about who bears the most responsibility for ensuring clothes are ethically manufactured?

What claims does the author use to support the argument? What possible counter-claims could challenge the author’s point of

view?

Total time:

30 min

May 2014—



Section: Deconstructing Literate Thinking in Module 9.4

In this section, you will deconstruct your own thinking and cognitive “bottlenecks” while constructing their Argument Outline Tool.

Materials used include: Session PowerPoint, Argument Outline Tool, CCSS Reference Page

Slide


14 2 min Briefly introduce the concept of a “bottleneck” as it relates to student learning in Module 9.4. Emphasize the generalizable nature of bottlenecks as common places where students may experience greater complexity and struggle during learning.

May 2014—



Slide


15 13 min Using the concept of a bottleneck, ask participants to complete Task #3 at their table. Emphasize the importance of using our own thinking in this activity as a means of identifying potential student bottlenecks in the Mid-Unit Assessment. Participants should identify how their thinking aligned with identified CCSS standards. The following questions should guide the conversation:

How did your thinking with the text align with the Grade 9 writing standards?

What skills did you employ to closely read the text excerpts? What questions about the topic did the text evoke? What “bottlenecks” did you encounter with the text and how might

these be similar or different than those “bottlenecks” experienced by your students?

Total time:

15 min

May 2014—



Section: Examination of Module 9.4 Argumentative Writing Scaffolds

In this section, you will analyze how Module 9.4 text excerpts, scaffolds, and use of tools build student thinking towards the Mid-Unit Assessment.

Materials used include: Session PowerPoint, 9.4 Module Overview


17-18 0 min Revisit the session objectives pointing out progression into the second stage of the session.

May 2014—




19 10 min

Before analyzing spotlight student writing samples, participants will use the Module/Unit-at-a-Glance Calendar to annotate the scaffolding, text excerpts, and use of tools in lessons 1-13 prior to the Mid-Unit Assessment (Lesson 14). Task #4 will help participants understand the relationships between specific instructional scaffolds, text excerpts, use of tools, and how these all move students towards the Mid-Unit Assessment. Participants should use the following questions to guide their annotations:

What text excerpts are used and how are they sequenced? What writing and reading standards are addressed in Lessons 1-13? What tools are introduced and scaffolded for students in Lessons 1-

May 2014—




13? How do the lessons prepare students for the Mid-Unit Assessment?

Total time:

10 min

Section: Analyzing Spotlight Student Writing Samples

In this section, you will analyze the writing samples of several spotlight students in order to identify student “bottlenecks” in Module 9.4.

Materials used include: Session PowerPoint, 9.4 Module Overview

May 2014—



Slide


20 2 min Introduce the classroom context for the spotlight student writing samples. Share the information about the classroom teacher, the courses, and the previous work with NYSED Modules.

May 2014—



Slide


21 15 min Provide each pair of participants with the writing samples of two different spotlight students. Explain the writing assignment of each sample and emphasize how the sequenced writing assignments scaffold student thinking prior to the Mid-Unit Assessment. Ask each pair of participants to annotate the writing samples using the following standards:

CCRA.R.9 RI.9-10.2 RI.9-10.3 RI.9-10-8 W.9-10.1.a-e

May 2014—



Slide


22 10 min Ask participants to pair up with another pair of participants who analyzed the writing samples of two different spotlight students. Participants should share evidence of student mastery of identified CCSS standards and discuss evidence not seen in the student writing samples. Emphasize evidence of student mastery and not just a deficit view of what is lacking in the student writing samples. The group of participants should identify the top 2-3 writing needs of each student.

Share the classroom teacher’s analysis of the spotlight student writing samples. Discuss the entire group’s conclusions about the most pressing writing needs of the spotlight students.

May 2014—



Slide


23 3 min Draw the participants’ attention to the End-of-Unit Assessment by presenting the description of the assessment. Emphasize the skills necessary for students to be successful at this culminating task in light of the identified writing skills of the spotlight students.

Total time:

30 min

May 2014—



Section: Adaptation of Module 9.4 Lesson

In this section, participants will examine a lesson that occurs after the Mid-Unit Assessment in order to modify the lesson according to the writing needs of spotlight students.

Materials used include: Session PowerPoint, Module 9.4.1 Lesson 16

Slide


24 2 min While participants follow along, overview the Backwards Design process associated with the Understanding by Design framework. Emphasize the importance of practitioner thinking in each stage.

May 2014—



Slide


25 1 min Overview Stage 1 (Learning Outcomes) by emphasizing the big ideas in a discipline, the CCSS, and the importance of framing learning outcomes in inquiry.

May 2014—



Slide


26 1 min Overview Stage 2 (Evidence of Learning) by emphasizing assessment as a process of collecting evidence of student learning. Explain the types of assessments (formative assessment and performance tasks).

May 2014—



Slide


27 1 min Overview Stage 3 (Instructional Activities) by emphasizing instructional activities as opportunities for students to investigate meaningful questions and to develop and demonstrate mastery of skills.

May 2014—



Slide


28 10 min

Participants will annotate 9.4.1 Lesson 16. After annotating the lesson for evidence of each stage of Backwards Design, participants will then identify ways to modify the lesson according to the identified writing needs of the spotlight students. Emphasize instruction as data-driven with the analysis of the writing samples as the impetus for designing additional instructional scaffolds in the selected lesson.

Total time:

15 min

Section: Reflection and Closing

In this section, participants will reflect on their learning in this session.

Materials used include: Session PowerPoint

May 2014—



Slide


29 5 min Use the closing discussion questions to provide participants with an opportunity to synthesize learning in this session. Emphasize the importance of experiencing the cognitive demands placed on students in this module and on using the writing samples of students to adapt Module 9.4 lessons.

Total time:

5 min

Turnkey Materials ProvidedHere, list all the associated handouts or resources needed to this session, including text sets, PowerPoint, etc.

Session PowerPoint

May 2014—



9.4 Module Overview 9.4.1 Mid-Unit Assessment Handout and Argument Outline Tool 9.4.1 Performance Assessment CCSS Reference Page 9.4.1 Lesson 16 Experiencing the Cognitive Demands of Argumentative Writing

May 2014—


fg session 2_cd - welcome to engageny | engageny · web viewpresent the module performance...

Documents