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Research Lessons from Module 4: Secondary

Session 3A, May 2014 NTI

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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.

Written Conversation

• Find an elbow partner.

• In writing, silently respond to the first prompt on the Written Conversation notecatcher (p. 64 in your notebook) for 2 minutes.

• Exchange notecatcher with partner and build upon/ react to her/his response for 2 minutes.

• Return notecatcher and reflect on what partner wrote for 1 minute.

• Repeat process.

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Prompts1. How do you currently scaffold module lessons to

support students who are English Language Learners?

OR How do you currently provide accommodations

for students with disabilities?

1. What do you know about the differences between scaffolds, accommodations and modifications?

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Introductions

• In split table groups, share your name, role, location and an item from your Written Conversation Notecatcher.

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Mix and Mingle

• Select one quote from the envelope and read silently.

• Stand and seek out a participant from another table to (a) share your quote (b) share a reaction to the quote.  

• Find a new partner and repeat this process for a total of 2 rounds.

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Blueprint for ELL Success

• Locate the Blueprint for English Language Learners Success document in your participant notebook (p. 67).

• Read the principles (in bold) that guide the blueprint (#1 – #8).

• Text code using the following: N=new information to me, A= affirms what I already know

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Turn and Talk

• Share text codes with a partner at your table

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Keep in Mind• Classrooms in many of New York's schools are

extremely diverse.

• 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.  

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Keep in Mind• 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)

modifications: changes made to the outcomes/content of curriculum made by way of IEP

scaffolds :temporary specific supports provided to meet the needs of individual English Language Learners (and other learners who may benefit). 

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A Special Note

• 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.

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Model Lesson Part 1

1. I can use close reading strategies to determine the details of the AAP recommendation for children’s screen time.

1. I can evaluate the credibility and accuracy of the AAP recommendation.

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Read and Discuss

• Look at “Speaking and Listening Anchor Chart” in your materials.

• Quickly read this document before moving into triads to prepare for discussion.

• In triads discuss, “Predict what the AAP will recommend about screen time and children’s use of screen time.”

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AAP Policy Statement

• 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.”

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Jigsaw

• Locate the AAP Policy Statement notecatchers.

• In triads, 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”

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Read

• 6 minutes to read and take notes in AAP Policy Statement notecatchers.

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New Triad

• Create a triad with those who read the same text as you.

• Spend 5 minutes comparing and revising your notes on the AAP Policy Statement notecatcher based on triad conversation.

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Original Triads

• Return to your original triads and share your notes from your section of text while the other members of the triad take notes.

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Mini-lesson

• Mini lesson about credible sources

• Locate the Assessing Sources document in your notebook on page 171.

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Learning Targets Check-In

• “Not there yet.”

• “Feeling pretty good.”

• “I could teach this target!”

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Turn and Talk

• What instructional decisions did you notice and are there any that you wonder about?

In particular, think about making accommodations and scaffolds that would support all students to engage in this lesson.

• Copies of the lesson plans are in your notebook. You will be looking at these documents again in Session 4.

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Synthesis: Design of the Modules

• Please complete the first 3 columns on the Synthesis Design of the Modules notecatcher on page 142 in your notebook.

• When finished, share your comments with your split table group.

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Break

• Enjoy a 15 minute break.

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Model Lesson Part 2

• Locate Entry Task: Getting an After-School Job and take 2 minutes to complete this document.

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Learning Targets

1. I can identify stakeholders in the AAP recommendation on entertainment screen time.

1. I can create a Cascading Consequences chart based on effects of screen time on adolescents using evidence from text(s).

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A visual for our work

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Locate and Discuss

• Locate (page 250): Sample Cascading Consequences Chart: Getting an After-School Job.

• Discuss with a partner: “What do you notice about this Cascading

Consequences chart?” “What do you wonder?” “How is it similar to or different from the entry

task you just completed?”

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Sample Cascading Consequences Chart

• Where are the consequences on this chart?

• How do they relate to one another?

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A Reminder from Lesson 1

• Position Paper Prompt anchor chart document from Lesson 1 (the model lesson you just completed in model lesson Part 1):

“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?”

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Think About

• Stakeholders….

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Locate Text and Notecatcher

• 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?”

• Look at the consequences on the chart.

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Create

• Creating a Cascading Consequences Chart for Teens on Screens.

TABLE 1: Use Task Card #1

TABLE 2: Use Task Card #2

TABLE 3: Use Task Card #3

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Learning Target Check-in

• I can create a Cascading Consequences chart based on effects of screen time on adolescents using evidence from text(s).

First = 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

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What Did You Notice?

• Look at all three task cards and reflect on the way students were supported in this lesson with the differentiated task cards.

• Questions or thoughts?

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A Middle School Classroom

• Watch video of an inclusive middle school classroom in action.

• While watching the video, think about how students have become increasingly independent with systems and structures in this classroom.

• Once the video is complete, talk at split table groups about the video and the independence level of the students.

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Locate

• Locate the Odell Research documents starting on page 256.

• Locate the HS Module documents on starting on page 263.

• Locate your Notice, Wonder, Connect notecatcher on page 270.

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Notice, Wonder, Connect

• NOTICE AND WONDER: What do you notice and wonder about these documents?

• CONNECT: Annotate these texts making connections between the EL Modules and these other materials.

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Concentric Circles• How were students set up for success in research and

writing in this session?  

• What are possible accommodations that were or could be made for students with disabilities when doing research and writing?  

• What are possible scaffolds that were or could be made for ELL students when doing research and writing?

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3-2-1!

• 3 new learnings about accommodations and/or scaffolds.

• 2 ideas about appropriate accommodations and/or scaffolds.

• 1 action you will commit to doing.

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