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Experiencing EBC about Literary Technique

Implementing the CCSS with Fidelity

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Purpose of this Session

• Participants will be able to: Explain how the EBC unit provides scaffolding

for students to make evidence-based claims. Explain what effective instruction of the EBC unit

for literary technique looks like. Describe specific coaching feedback or

suggestions to provide teachers to support the implementation of the EBC unit.

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Lenses for this Session

• Teachers: What is the process for teaching students to

make and organize evidence-based claims about literature?

What do I need to do to implement this process in my classroom?

• Principals: What structures do I need to put in place to help

teachers learn to do this effectively (collaboration, planning, observation)?

What resources and professional development will my teachers need?

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Lenses for this Session

• NT Members/Coaches What kinds of professional development and

coaching support will teachers in my district or BOCES need to learn this process?

How can I coach teachers to learn and teach the inductive approach to helping students form EBC?

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Student Hat: Making EBC

Make a claim

Organize a claim

Express a claim

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“The Short Happy Life of Francis Macomber”

Ernest Hemingway

• Read pp 5-10 of the text (to “Any one could be upset by his first lion. That’s all over.”) As you read

notice and annotate when the Point of View (perspective/reported thoughts and feelings) shifts and

details in description, action, dialogue, thoughts, feelings that provide exposition of the characters.

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Scaffold 1: Group Discussion

• Why does Margaret begin to cry? What specific details provide clues? How do these details develop the characterization of Francis and Margaret Macomber?

• Why does Wilson think it is "bad form" for Macomber to ask if anyone will hear about "the lion business?" What specific details provide clues? How do these details develop the characterization of Macomber and Wilson? How does the use of point of view in this section affect the characterization of Wilson and Macomber?

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Scaffold 2: Finding Support for Model Claims• In pairs, look for support for the two model

claims on the Making Evidence-Based Claims tool in your packet.

Robert Wilson lives by his own "code" or set of principles.

Hemingway's use of Margaret's dialogue with the two men shows her attitude towards them.

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Talk about this!

• Discuss what you found at your tables. Talk about how each piece of evidence supports the claim. Talk about which pieces are the most relevant to supporting each claim.

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Scaffold 3: Modeling an EBC

• Select details that demonstrate the use of characterization, point of view, or another literary technique.

• Explain your thinking about how they are connected—within the text, not to something external like your life.

• Write a claim about Hemingway's use of literary techniques based on those connections.

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Scaffold 4: Pair Up to Form a Claim

• Using the prior discussion and the models, work in pairs to form a claim about literary technique on the blank Forming Evidence-Based Claims tool.

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Discussion• How did you select details that seemed to be

connected? What was your thought process? • What kinds of things did you think about as

you tried to explain the connections between the details?

• For vets: In what ways is this process unique for literature? How is the thinking different than for non-fiction?

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Recommendations for Successful

Implementation• Practice the inductive approach We’re teaching kids to see what ELA teachers

see. This is scaffolded skill development.

• Use the claim you created Part 1, Activity 4

• Develop additional text-dependent questions Ensure both you and the students have a deep

understanding of the text

Recommendations for Observation/Coaching

• Put structures in place so that teachers can practice doing this together

• In classrooms, look for Explicit modeling of the inductive approach Extensive use of rigorous, high quality text-

dependent questions beyond what is written in the materials.

Multiple opportunities for students to practice this skill with support.

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Break!

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Review: Lenses for this Session

• Teachers: What is the process for teaching students to make

and organize evidence-based claims about literary technique?

What do I need to do to implement this process in my classroom?

• Principals: What do I need to put in place to help teachers learn

to do this effectively? What kinds of conversations do teachers need to be

able to have? What type of professional development will my

teachers need?

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Student Hat: Organizing EBC

Make a claim

Organize a claim

Express a claim

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Student Hat

• Read pp. 10-17 (to. “No one had said anything more until they were back at camp.”)

• Independently, using the Forming EBC tool form a claim about point of view, characterization, or some other literary technique you identify.

Remember to practice the inductive approach.

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Organizing Claims

• Read p. 23 of the Making EBC Unit. As you read, think about the following question:

What is the difference between the kinds of thinking students need to do when making an evidence-based claim (Parts 1 and 2) and organizing an evidence-based claim (Part 3)?

Discuss in your table groups

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Modeling Organizing EBC

• Develop the claim.• Delineate the parts of the claim.• Explain the claim.• Identify the best evidence to support the claim.• Determine the best order of evidence to

support the claim.

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Discussion• Ask the author to explain the following:

What do you mean when you state this claim? What are you trying to communicate?

What is the story of how you moved as a reader from the literal details of the text to this supported claim?

• As a group, think about this claim together: How many parts does the claim have? Articulate

each of the parts. What additional evidence could be used to

illustrate this claim? In what order should the evidence appear? Why?

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Organizing EBC

• Organize your claim using the Organizing EBC tool or the Modeling EBC Thinking graphic organizer to capture the results of your discussion.

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Discussion

• How does this process help scaffold all learners to be able to develop and organize EBC?

• How will you articulate the difference between forming and organizing an evidence-based claim to students? To teachers?

• How will you know if a teacher is doing this correctly? What mistakes do you envision they might make? What feedback can you provide to help them?

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Tomorrow

• Be sure to bring back Macomber.

Online Parking LotPlease go to

http://www.engageny.org/resource/network-team-institute-materials-july-8-12-2013 and select “Online Parking Lot” for any NYSED

related questions.

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Pulse CheckPlease go to

http://www.engageny.org/resource/network-team-institute-materials-july-8-12-2013

and fill out the online plus-delta .

Thank You!

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