1. PIIC PLO Concurrent Sessions January 12, 2016

2.  Please Do Now  Experience a BDA coaching cycle  Before: Develop coaching questions based on a writing unit using text sets  During: collect data while the presenter models instruction (or participate as a student)  After: Discuss evidence gathered during instruction with others at your table.  Reflect on your learning

3. Write – Pair – Share  What have you done or thought about doing with writing and text sets since we met in October?  3 lines  2 minutes

4. BEFORE

5. REVIEW A UNIT PLAN  Examine step 1 of the unit.  Consider coaching questions you would ask a teacher in the “Before” part of the coaching cycle.  Scaffolding  Student readiness  Resources/Tools  Instruction  Selecting text

6.  Coaching Question:  How will you teach students to analyze the writing task?

7. WHAT TASK?  How does work define an individual? After reading the provided painting, poem, and essay on work, write an essay in which you analyze the authors’ claims about work. Support your discussion with evidence from the texts. (LDC IE4)

8. DECONSTRUCTING THE TASK The taskWhat do I have to do? How does work define an individual? After reading the provided painting, poem, and essay on work. Write an essay. Analyze the authors’ claims about work. Support your discussion with evidence from the texts. Answer this question. Identify the role of work in a person’s life. Read the texts closely. Annotate the text. Make notes related to the question I must answer.

9. DECONSTRUCTING THE TASK The taskWhat do I have to do? How does work define an individual? Answer this question. Identify the role of work in a person’s life. After reading the provided painting, poem, and essay on work. Read the texts closely. Annotate the text. Make notes related to the question I must answer. Write an essay.Know what an essay is. Write multiple paragraphs including introduction, body and conclusion. Write a clear statement of claim. Analyze the authors’ claims about work. Understand what is meant by the term claim. Identify the authors’ claims in each text. Make notes about each claim and the evidence upon which it is based. Support your discussion with evidence from the texts. Develop the body of my essay by describing the evidence found within each of the three texts to support my claim.

10. REVIEW A UNIT PLAN  Examine step 2 of the unit.  Consider coaching questions you would ask a teacher in the “Before” part of the coaching cycle.  Scaffolding  Student readiness  Resources/Tools  Instruction  Selecting text

11.  Coaching Question:  What claims might your students make about work based on this painting? What evidence?

12. THE POTATO EATERS by Vincent van Gogh  Examine van Gogh’s painting on the next slide.  Generate one claim about work and support your claim with evidence from the painting.  Create a 3-column chart on a piece of chart paper.  Add your claim and evidence to your chart. TextClaimEvidence Potato Eaters

13. What is van Gogh telling us about work in this painting? Cite evidence from the painting for each claim.

14. REVIEW A UNIT PLAN  Examine step 3 of the unit.  Consider coaching questions you would ask a teacher in the “Before” part of the coaching cycle.  Scaffolding  Student readiness  Resources/Tools  Instruction  Selecting text

15.  Coaching Questions:  What is a claim your students might make?  What evidence could they find in the poem to support that claim?

16. DIGGING  Reread the poem.  Generate one claim about work and support your claim with evidence from the poem.  Add your claim and evidence to your chart. TextClaimEvidence Digging

17. DIGGINGDIGGING BY SEAMUS HENRY Between my finger and my thumb The squat pen rests; snug as a gun. Under my window, a clean rasping sound When the spade sinks into gravelly ground: My father, digging. I look down Till his straining rump among the flowerbeds Bends low, comes up twenty years away Stooping in rhythm through potato drills Where he was digging. The coarse boot nestled on the lug, the shaft Against the inside knee was levered firmly. He rooted out tall tops, buried the bright edge deep To scatter new potatoes that we picked, Loving their cool hardness in our hands. By God, the old man could handle a spade. Just like his old man. My grandfather cut more turf in a day Than any other man on Toner’s bog. Once I carried him milk in a bottle Corked sloppily with paper. He straightened up To drink it, then fell to right away Nicking and slicing neatly, heaving sods Over his shoulder, going down and down For the good turf. Digging. The cold smell of potato mould, the squelch and slap Of soggy peat, the curt cuts of an edge Through living roots awaken in my head. But I’ve no spade to follow men like them. Between my finger and my thumb The squat pen rests. I’ll dig with it.

18. REVIEW A UNIT PLAN  Examine step 4 of the unit.  Consider coaching questions you would ask a teacher in the “Before” part of the coaching cycle.  Scaffolding  Student readiness  Resources/Tools  Instruction  Selecting text

19.  Coaching Question:  This is a five-page essay. Do you want students to closely read the entire text? Is there an excerpt or two on which you want students to focus?

20.  Read the paragraphs selected by your table group:  Through discussion, determine what Rose’s claims are and the evidence he provides to support them.  Coaching Question:  Does the excerpt you selected provide the evidence to meet your learning goals and support the writing task? Diner in Pawtucket, Rhode Island (Photo by Carol Highsmith/Library of Congress) “Blue Collar Brilliance: Questioning Assumptions about Intelligence, Work and Social Class” by Mike Rose

21. REVIEW A UNIT PLAN  Examine step 5 of the unit.  Consider coaching questions you would ask a teacher in the “Before” part of the coaching cycle.  Scaffolding  Student readiness  Resources/Tools  Instruction  Selecting text

22.  Coaching Questions:  What skills would students need to be successful in completion of this writing task?  How will you scaffold this task for students? What skills?What Instruction/Scaffolds?

23. WOULD YOU ADD/CHANGE ANYTHING?  Bridging conversation to writing  Integrating information from multiple texts  Developing a statement of claim (thesis)  Writing process  Establish focus, plan, develop, revise, edit

24.  Coaching Questions:  With which of these steps do you need more support?  Is there something you would like me to model?  When I come to your classroom to model, what data would be most useful to collect? ONE MORE THING…

25. DURING

26. TIME TO WRITE  How does work define an individual? After reading the provided painting, poem, and essay on work, write an essay in which you analyze the authors’ claims about work. Support your discussion with evidence from the texts. (LDC IE4)

27. DECONSTRUCTING THE TASK The taskWhat do I have to do? How does work define an individual? Answer this question. Identify the role of work in a person’s life. After reading the provided painting, poem, and essay on work. Read the texts closely. Annotate the text. Make notes related to the question I must answer. Write an essay.Know what an essay is. Write multiple paragraphs including introduction, body and conclusion. Write a clear statement of claim. Analyze the authors’ claims about work. Understand what is meant by the term claim. Identify the authors’ claims in each text. Make notes about each claim and the evidence upon which it is based. Support your discussion with evidence from the texts. Develop the body of my essay by describing the evidence found within each of the three texts to support my claim.

28. DEVELOPING A STATEMENT OF CLAIM  What is a statement of claim (thesis)?  The thesis statement or main point that forms the basis for an argument within a text. (PDE)  Contains the focus of your essay and tells the reader what the essay is going to be about.  A one or two sentence description of the argument that is to follow.

29. GALLERY WALK  Walk around the room with your partner.  Read the claims and evidence generated by other students in the class.  What themes emerge?  Begin to generate a statement of claim (thesis) for your essay.

30. GENERATE A CLAIM/THESIS  Use the steps in the claim/thesis generator: 1. Identify the subject of your essay. 2. Turn your subject into a guiding question. 3. Answer your question with a statement. 4. Refine the statement into a working statement of your claim/thesis.

31. EXAMPLE StepsExample 1. Identify the subject of your essay 2. Turn your subject into a guiding question 3. Answer your question with a statement 4. Refine this statement into a working statement of your claim/thesis Relationships between teenagers and their parents How does the relationship between teenagers and their parents change? As teens grow more independent, they resent and resist the limitations and expectations their parents impose on them. Conflict between teenagers and their parents is a difficult but necessary stage in kids’ development.

32. YOUR TURN:  Create a claim/thesis statement for your essay. StepsExample 1. Identify the subject of your essay 2. Turn your subject into a guiding question 3. Answer your question with a statement 4. Refine this statement into a working statement of your claim/thesis

33. SHARE YOUR CLAIM/THESIS STATEMENT A good claim/thesis statement: 1. Takes a stand 2. Justifies discussion 3. Expresses one main idea 4. Uses specific language  Share your claim/thesis statement with another partner group in the room.  Use the following criteria to provide feedback to each other.

34. YOUR TURN:  Create a claim/thesis statement for your essay. StepsExample 1. Identify the subject of your essay Hard work is an important part of life. 2. Turn your subject into a guiding question What role does work play in the lives of individuals and in society? 3. Answer your question with a statement Hard work involves physical and cognitive abilities that may not be recognized by others. 4. Refine this statement into a working statement of your claim/thesis Although society may view the work done by an individual as more or less significant, all work is physically and cognitively difficult and of value to society.

35. AFTER

36.  Coaching Questions:  What does the data show us about how the lesson was scaffolded for the students?  How did the students respond to the steps in the lesson?  What do your students need next?  Are they ready to write the entire essay?

37. PARTNER TALK  How would a teacher benefit from this BDA coaching process?  How might this process impact your work with teachers?

38. ADMIT SLIP I admit that when I entered the session, I thought… but now I think…

39.  Jago, C. (2014). Writing is Taught not Caught. Educational Leadership.  Rose, M. (2009, June 1). Blue Collar Brilliance: Questioning assumptions about intelligence, work and social class. Retrieved December 11, 2015, from https://theamericanscholar.org/blue-collar- brilliance/#.VmsEBEorIdU https://theamericanscholar.org/blue-collar- brilliance/#.VmsEBEorIdU