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Traditional vs. CCSS Approaches to Canonical

Texts

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Identifying CCSS-Aligned Instruction

Recognizing Effective Instructional Practices

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Purpose of this Session

Participants 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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Purpose of this Session• Participants will be able to

Identify instructional decisions that are consistent with effective implementation of the NY ELA Modules.

Support the use of Evidence Guides as a tool to identify CCSS-aligned practices in the ELA classroom.

Recognize closely aligned instructional practices within ELA 9.1 lessons.

Detect “red flags” in teacher and student practices that do not align with the Common Core.

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• Discussion: Read the quote below. Do you agree or disagree? Discuss at your table.

“Learning new ways of teaching and leading will be critical. However, unlearning old habits will pose the greatest challenge to school leaders.”

Dr. Mel Riddile, NASSP

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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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Developing Expectations for Instructional Practice

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Importance of Shared Vision for Classroom

Lessons• Common language and understanding of the instructional shifts inherent in the CCSS is critical:

Creating a common language to ensure clear communication

Establishing a clear and well defined, shared vision of the expectations for CCSS-aligned instruction

Understanding the instructional shifts inherent in the CCSS

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Key Components of CCSS-Aligned Lesson –

Teacher

Text at Center of Lesson

Time spent

engaged with text

Questions & tasks

text-dependent

Evidence and

precision expected

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Key Components of CCSS-Aligned Lesson –

StudentPersist in efforts when engaged with complex texts

Construct meaning collaboratively

Support answers with textual evidence

Transfer learning to new experiences - deeper understanding

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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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Exploring Romeo and Juliet

• In pairs, review Lesson 7 of Romeo and Juliet.• Using the Evidence Guide, highlight CCSS-

aligned practices found within the lesson.• Identify CCSS-aligned instructional practices

that can be observed during a walkthrough, which will ensure effective implementation of the lesson.

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Red Flags: Signs of Non-Alignment

• Romeo and Juliet has been taught in high school for decades in a traditional, non-CCSS aligned format.

• Changing long standing instructional practices are inherently difficult as instructional decisions may be based on practices of habit rather than instructional intent.

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Talk About It!

Discuss in table groups:

What types of instructional practices could be present in Lesson 7 that would be red flags indicating the lesson is not well aligned to the module? (Old instructional habits)

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From the Student Lens• Revisit Lesson 7. Using the Evidence Guide,

highlight Core Area 3 focusing on student practices that should be observed during the lesson.

• What student actions should be observed during the lesson to ensure all students are actively engaged in an aligned lesson?

• What “red flags” would be present in the classroom if the lesson was not aligned?

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Talk About It!

• After diving into the module to assess CCSS- aligned practices, reflect on the following:

How did digging into the lesson affirm your understanding of the strong connection between the ELA Module 9.1 and the Evidence Guide indicators?

Why would this activity be important as you assess “traditional” ELA lessons?

How can you message to staff the importance of effectively implementing the unit?

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Implications for School Leaders

• Key Components for School Wide Implementation:

Common Understanding of Expectations Alignment of Curriculum, Instruction, and

Assessments Strong Leadership Resources and Structures

Supporting Implementation

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Discussion and Reflection

• What opportunities exist for the use of the ELA Evidence Guide in assessing level of implementation of Module 9.1?

• What are the major challenges and opportunities?

• What additional supports will you or your staff need in order to feel successful with this work?

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Other things to consider…

• Variety of modes to deliver content…• Common Core Standard 7

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Comparing Two Mediums• http://www.masterworksfineart.com/inventory/chagall/original/chagall2039.jpg

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Q & A

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