Introduction to the Curriculum Materials Digging Into the

Introduction to the Curriculum Materials Digging Into the Modules Engage. NY. org

Purpose of this Session • Participants will be able to ¦ ¦ Understand the structure and content of the NY ELA Curriculum Module 9. 1 Identify key design considerations Examine the supports embedded in the materials for instructors Recognize the module as a tool for implementation and alignment Engage. NY. org 2

Welcome • Introduce yourselves: name, school, role • Discuss: Thinking about your role at your school, what level of understanding will be necessary to ensure a successful implementation of the ELA Curriculum modules? ¦ ¦ Teachers NTI Members/Coaches Principals Others Engage. NY. org 3

How Does the Module Support a CCSS-Aligned Curriculum? • The module is a tool that provides CCSSaligned practices for unit and lesson design, instructional strategies, and assessments. • Teachers have opportunities to implement or modify the units according to their students’ needs. • The module is not intended as “one size fits all. ” Engage. NY. org 4

Structure of Module 9. 1 Reading Closely and Writing to Analyze: How Do Authors Develop Complex Characters? Unit 1: “St. Lucy’s Home for Girls Raised by Wolves, ” Karen Russell (17 lessons) Unit 2: Excerpts from Black Swan Green, David Mitchell, and excerpts from Letters to a Young Poet, Rainer Maria Rilke (11 lessons) Engage. NY. org Unit 3: Excerpts from Romeo and Juliet, William Shakespeare (20 lessons) 5

Lesson Structure Overview Lesson Structure Introduction Standards Assessments Vocabulary Lesson Agenda/Overview Materials Engage. NY. org 6

Talk about it! • In Your Table Groups Discuss: ¦ What questions do you have about the module design? Module Online Location: http: //www. engageny. org/resource/grade-9 -elamodule-1 Engage. NY. org 7

Conceptual Framework: Taking A Deeper Dive • Individually, read the Introduction and Part 1 of Prefatory Information on pages 1– 4, annotating key design considerations. • Annotate with focus on: ¦ ¦ ¦ Text Pacing Opportunities for Close Reading Depth, not Breadth of Material Writing from Sources and Research Standards Assessed vs. Standards Addressed Engage. NY. org 8

Module and Unit Overviews • In pairs, skim the Module 9. 1 Overview and Unit 2 Overview, annotating for the following key design considerations: ¦ ¦ ¦ Attending to the Standards Text Pacing Close Reading Depth, not Breadth of Material Writing Engage. NY. org 9

Talk About It! • In Your Table Group Discuss: o What evidence from your current planning and instruction feels aligned to this type of instruction? o What feels like a shift in instructional practice? o What feels like a shift in student expectations? Engage. NY. org 10

Going Deeper… Introducing a Sample Lesson • Dig into Unit 2, Lesson 8 • Conduct a close reading of the Lesson and annotate with a focus on: ¦ ¦ ¦ Teacher And Student Actions Vocabulary Instructional Notes Standards Addressed vs. Standards Assessed Close Reading Activities Engage. NY. org 11

Going Even Deeper… • Reread the lesson for a second time • Think about the students in your classes/school as you revisit the lesson • With a focus on your students, annotate the lesson areas that may need scaffolding, modification, or adaptations to meet your current students’ needs Engage. NY. org 12

Discussion and Reflection • What types of instructional strategy shifts may be needed initially as you teach this module? • In what areas will you need to provide the most scaffolding to support your students’ learning? • How might you need to adjust the pacing? • How can the embedded supports within the module framework assist in meeting your students’ needs? Engage. NY. org 13

Q&A Engage. NY. org 14

Online Parking Lot Please go to engageny. org/novnti and select “Online Parking Lot” for any NYSED related questions. Thank You! CONFIDENTIAL – DO NOT CIRCULATE Engage. NY. org