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Traditional vs. CCSS Approaches to Canonical

Texts

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Purpose of this SessionParticipants will be able to:

Distinguish between traditional approaches to canonical texts and a CCSS treatment of those texts

Use NY ELA curriculum materials to approach canonical texts differently

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Session Overview• Surface traditional approaches to teaching

canonical texts • Understand the NY curriculum module’s

approach to teaching canonical texts by: Reading and experience an excerpt from

Shakespeare’s Romeo and Juliet Experiencing a 9.1 Unit 3 lesson

• Discuss instructional implications for this approach

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Surfacing Approaches to Canonical Texts

• In pairs, surface traditional approaches to teaching canonical texts:

What are some of the ways you have taught or seen canonical texts taught traditionally?

• In your table groups, discuss the following questions:

What are the opportunities and potential pitfalls of teaching canonical texts?

How can teachers’ preconceived schema impede students’ ability to experience texts?

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How the NY Curriculum Modules Approach Canonical

Texts• Read Module 9.1 Unit 3 Overview, focusing on

the following: Introduction Assessed Standards (indicated in bold) Unit Assessments (mid-unit and end of unit) Lesson Summaries

• In your table groups, discuss the following: What do you notice about NY’s approach to

teaching Romeo and Juliet? How does this approach differ from traditional

approaches to teaching canonical texts?

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Sampling the Curriculum• Read the prologue from Shakespeare’s Romeo

and Juliet (in Lesson 1).• As you read, annotate the text for questions,

key understandings, and important lines. • In your table groups, discuss the text focusing

on the following questions: What are core understandings in these 14 lines? What might be particularly challenging for your

students?

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Sampling the Curriculum1. Skim the lesson in its entirety to get familiar

with the content and structure.2. Closely read page 1 and pages 5–10, paying

attention to the Introduction, Vocabulary, Text Dependent Questions, Quick Write, and Homework.

3. Discuss questions 1–5 and 9–14 in pairs.

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Reflecting on Lesson 1• What do you notice about the TDQs,

Homework, or Quick Writes? • How does the lesson address vocabulary? • What skills does the lesson attempt to

build?• What other lesson features stand out to

you?

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Sampling the Curriculum• Romeo and Juliet Act 3, Scene 2, Lines 1–34• Excerpt from Lesson 13

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Additional Questionsfor Discussion

• What does the audience know that Juliet does not yet know?

• What effect does Shakespeare create by ordering the events this way? Consider how your knowledge of what has just happened influences the way you understand this passage.

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Comparing Two Mediums• http://www.masterworksfineart.com/inventory/

chagall/original/chagall2039.jpg

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Review of the Curriculum• Read the Unit Overview. As you read, notice:

How does this treatment of Romeo and Juliet support the CCSS and the instructional shifts?

What is comforting because you already do this? What is different in this approach?

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Q & A

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Discussion and Reflection

• In your table groups, discuss the NY curriculum module’s treatment of Romeo and Juliet:

What are the implications for teaching other canonical texts?

What are the potential opportunities and challenges of teaching canonical texts this way?

What suggestions do you have for overcoming these challenges?

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CONFIDENTIAL – DO NOT CIRCULATE

Online Parking LotPlease go to engageny.org/novnti and select “Online Parking Lot” for any NYSED related

questions.

Thank You!

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