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Cecil County Public Schools. Professional Development for English Language Arts Friday, August 17, 2012. SUPPORTING OUR PHILOSOPHICAL FRAMEWORK. General Housekeeping. Wearing the right hat for this work Use the parking lot Approach with an open mind Take restroom breaks as needed.

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cecil county public schools

Cecil County Public Schools

Professional Development for

English Language Arts

Friday, August 17, 2012

slide3

General Housekeeping

  • Wearing the right hat for this work
  • Use the parking lot
  • Approach with an open mind
  • Take restroom breaks as needed
slide5

The six thinking hats

Edward Debono

Blue Hat

Decision-maker and process controller. Controls the move between different thinking styles.Black Hat

Looks at things pessimistically, cautiously and defensively. Highlights the weak points and why ideas might not work. Yellow Hat

Thinks positively - an optimistic point of view. Sees the benefits of a decision and identifies opportunitiesGreen Hat

Creativity and creative thinking approach. Provides creative out of the box ideas and solutions.Red Hat

Emotions, feelings and intuitions. Infuses ideas "from the hart" into the thinking process. White Hat

Details, Details, Details ! Focuses on information – hard facts to soft information such as personal experience.

put on your thinking hats
Put on Your Thinking Hats
  • Put on your Yellow Hat (optimistic/sees benefits & opportunities)
    • What are the benefits/opportunities for teachers/students with this shift?
    • Fill these in the Plus column of your chart throughout the session
  • Put on your Black Hat (pessimistic/questioning)
    • What are your fears with this shift?
    • Fill these in the Concerns () column of your chart throughout the session
think it through
Think It Through
  • Put on your Green Hat – What are some solutions to the problems?
    • Record your ideas on the Rx portion of your charts.
slide9

Key Questions

What kinds of ideas and research have “informed” our curriculum work?

slide11

KEY QUESTIONs

How did this impact our curriculum writing?

How does this impact our planning?

How should this impact our teaching?

slide12

PHILOSOPHICAL SHIFT

Turn & Talk – How does this philosophical shift align with best practices, the CCPS mission and the expectations of the Common Core Standards? What connections can you identify?

slide13

BUILDING CONCEPTUAL UNDERSTANDINGS

Two Dimensional Model

Topic or theme based

Three Dimensional Model

Concept based

Processes and Skills

CONCEPTS

Factual Content

Factual

Content

Processes and Skills

Erickson, H. Lynn, 2006

slide15

Why Concept Based Instruction?

  • Increases student thinking
  • Increases student understanding
  • Creates motivation for learning
slide16

CURRICULUM DESIGN PROCESS

  • CONCEPTS
  • COURSE
  • PLANNING
  • TEMPLATE
  • COURSE
  • ORGANIZER
  • UNIT
  • PLANNING
  • TEMPLATE
  • UNIT
  • ORGANIZER
  • KUDo and LESSON PLAN
slide18

FUNCTIONS OF CONCEPTS

MACRO-CONCEPTS

Providebreadthof understanding

INTERDISCIPLINARY

MICRO-CONCEPTS

Provide depthof understanding

DISCIPLINARY

Erickson, H. Lynn, 2006

slide22

Math

Social Studies

Science

ELA

slide24

TIME FOR PROCESSING

Take five minutes and free write using the following prompt:

This transition to concept based curriculum will…

slide26

Teacher(s):

Student:

The

Course Organizer

Time:

Course Dates:

This Course:

is

about

Course Questions:

Essential/Foundational Skills

slide27

Course Map

This Course:

Student:

includes

Performance

Options

Community

Principles

Learning Rituals

Critical Concepts

Learned in these

Units

MACRO 1

MACRO 4

MACRO 2

MACRO 3

slide39

The Unit Organizer

NAME

4

BIGGER PICTURE

DATE

NEXT UNIT

/Experience

LAST UNIT

/Experience

2

3

CURRENT UNIT

CURRENT UNIT

1

8

UNIT SCHEDULE

UNIT MAP

5

is about...

6

UNIT SELF-TEST QUESTIONS

RELATIONSHIPS

UNIT

7

Unit Relationships – explain thinking/writing processes and howthe micro-concepts are connected

slide40

WRITING IN OUR CURRICULUM

Enhances reading comprehension & writing

All Content Areas

Descriptive

AND

SEQUENTIAL

Two overarching structures

slide41

WRITING IN OUR CURRICULUM

MODES OF DISCOURSE

  • Description
  • Comparison
  • Definition
  • Procedure
  • Sequence
  • Cause and Effect
  • Problem – Solution

Descriptive

SEQUENTIAL

slide42

NAME

The Unit Organizer

4

BIGGER PICTURE

DATE

NEXT UNIT

/Experience

LAST UNIT

/Experience

2

3

CURRENT UNIT

CURRENT UNIT

1

8

UNIT SCHEDULE

UNIT MAP

is about...

5

6

UNIT SELF-TEST QUESTIONS

RELATIONSHIPS

UNIT

7

Understand that authors stimulate movement, not only within the texts they write, but within society as well

Movement

The exchange of ideas from

an author to her/his readers, between readers, and members of a given social system

by understanding

the effect that

the texture of a texthas on a reader

by understanding

Mode of discourse

authorial purpose,

license, and politic

Mode of discourse

slide43

NAME

The Unit Organizer

4

BIGGER PICTURE

DATE

NEXT UNIT

/Experience

LAST UNIT

/Experience

2

3

CURRENT UNIT

CURRENT UNIT

1

8

UNIT SCHEDULE

UNIT MAP

is about...

5

6

UNIT SELF-TEST QUESTIONS

RELATIONSHIPS

UNIT

7

All systems of reading, writing, listening, and speaking have essential elements that are used to express and to alter ideas, beliefs, and events for individuals and for societies.

6th Grade

Unit 1: Systems – How the Pieces Work Together

Unit 2: Movement

word parts, relationships, and context.

by analyzing and applying

Baseline Argument Writing

Determining how different parts of a system work together for a purpose

parts of an argument.

by examining

L

Word Study

RL

Inferencing Lesson

by analyzing

by using

applying sequence of ideas and

describing evidence

applying the thought sequence of

by identifying and analyzing

RI

Inference Practice & Story elements analysis (TC)

sentence

structure.

inferencing to understand different texts.

“Suspense”

narrative text structures: setting, conflict, and plot.

RL

Mystery Analysis (TC)

RL

W

Instructed Argument Writing

examining the sequence of

RL

Novel Workshop (TC)

describing connections within a story system

NF

Novel Research (SC)

P

“Jabberwocky”

Argument Writing (revisions & on-demand)

W/L

W

End of Unit Tasks (SC)

description

  • How do word parts work together to create meaning?
  • How can readers use context to determine word meaning?
  • What system of thinking takes place to make an inference?
  • How do the elements of setting, conflict, and plot work together, and what purpose are they working toward?
  • How do words or phrases function in a sentence system?
  • What are the components of an effective argument?

sequence

slide44

NAME

The Unit Organizer

DATE

Expanded Unit Map

9

10

NEW

UNIT

SELF-TEST

QUESTIONS

slide45

NAME

The Unit Organizer

DATE

Expanded Unit Map

9

is about...

10

NEW

UNIT

SELF-TEST

QUESTIONS

Movement

The exchange of ideas from

an author to her/his readers, between readers, and members of a given social system

by understanding

the effect that

the texture of a texthas on a reader

by understanding

Mode of discourse

which

authorial purpose,

license, and politic

a writer develops by varying the complexity of sentence structure

to determine

by using

The interplay of text type, mode of discourse

simple

sentences to

convey major points

and sentences of greater

complexity to clarify and explore

and evaluate how

which is accomplished by

an

author uses

and manipulates

language within that

framework to develop a

strong theme and message that is

shaped by point of view and purpose.

mastering the

conventions of standard English, specifically the choices of simple, compound, complex, and compound- complex sentences, the placement of phrases and clauses, and the use of accurate punctuation.

slide46

NAME

The Unit Organizer

Unit 1: Systems – How the Pieces Work Together

DATE

Expanded Unit Map

9

is about...

Determining how different parts of a system work together for a purpose

10

NEW UNIT

SELF-TEST

QUESTIONS

parts of an argument

by analyzing and applying

word parts and relationships

by examining

Inferencing

by identifying

by using

to create

by analyzing

by identifying and analyzing

an effective argument with a clear claim that includes relevant, sufficient evidence, and that acknowledges opposing views

Greek and Latin affixes and roots, word relationships (analogies), and context

sentence structures

to determine

narrative text structures

central ideas in a text

which is accomplished by

to determine

which is demonstrated through

to understand

and

Identifying functions of phrases and placing them to create specific sentence structures

how particular elements (setting, conflict, and plot) of a story or drama interact

Analyze the development of explicit and implicit ideas throughout a text

clear, organized,

and

coherent communication

Figurative language, word relationships (analogies), and connotative and denotative meanings

to show

which is accomplished by

by

Differing relationships among ideas

which is demonstrated by

Gathering evidence from multiple literary and/or informational texts to support analysis

which is demonstrated by

using conventions of standard English and grammar usage when writing or speaking.

providing an appropriate summary of the text.

Acquiring and accurately using grade-appropriate and domain-specific words and by gathering vocabulary knowledge important to comprehension or expression

by

and by

using conventions of standard English and grammar usage when writing or speaking.

using conventions of standard English and grammar usage when writing or speaking.

Reading

Writing

Language

Speaking/Listening

slide47

TIME FOR PROCESSING

Take five minutes and free write using the following prompt:

This transition to concept based curriculum will…

slide55

Touchstones Discussion Project

6th Grade: Volume A

7th Grade: Volume B

8th Grade: Volume C