1. Cecil County Public Schools Professional Development for English Language Arts Friday, August 17, 2012

2. SUPPORTING OUR PHILOSOPHICAL FRAMEWORK

3. GENERAL HOUSEKEEPING  Wearing the right hat for this work  Use the parking lot  Approach with an open mind  Take restroom breaks as needed

4. THE SIX THINKING HATS Edward Debono

5. THE SIX THINKING HATS Edward Debono Blue Hat Black Hat Decision-maker and process controller. Controls the move between different thinking styles. Black Hat Yellow Hat Looks at things pessimistically, cautiously and defensively. Highlights the weak points and why ideas might not work. Yellow Hat Green Hat Thinks positively - an optimistic point of view. Sees the benefits of a decision and identifies opportunities Green Hat Red Hat Creativity and creative thinking approach. Provides creative out of the box ideas and solutions. Red Hat White 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.

6. New Curriculum Structure

7. Put on Your Thinking Hats Yellow 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 Black 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

8. Think It Through Green Put on your Green Hat – What are some solutions to the problems? – Record your ideas on the R x portion of your charts.

9. KEY QUESTIONS What kinds of ideas and research have “informed” our curriculum work?

10. PARCC Framework

11. 1.How did this impact our curriculum writing? 2.How does this impact our planning? 3.How should this impact our teaching? KEY QUESTIONS

12. Traditional and Behaviorist Progressive and Constructivist Basic skill and fact centeredConcept and idea centered Focus on know and do Focus on understanding along with know and do Surface knowledgeIntellectual depth Isolated contentsConnections across disciplines Direct teaching and modeling ALONEVariety of delivery formats Scope and sequence with pacing guides Course and unit organizers with EQ’s Correctives and extensions as add-onsUDL-based 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?

13. BUILDING CONCEPTUAL UNDERSTANDINGS TWO DIMENSIONAL MODEL Topic or theme based THREE DIMENSIONAL MODEL Concept based Processes and Skills Factual Content Factual Content Processes and Skills CONCEPTS Erickson, H. Lynn, 2006

14. Conceptual Understanding SkillsProcessesContentFacts BUILDING CONCEPTUAL UNDERSTANDINGS

15. WHY CONCEPT BASED INSTRUCTION?  Increases student thinking  Increases student understanding  Creates motivation for learning

16. CONCEPTS COURSE PLANNING TEMPLATE COURSE PLANNING TEMPLATE COURSE ORGANIZER COURSE ORGANIZER UNIT PLANNING TEMPLATE UNIT PLANNING TEMPLATE UNIT ORGANIZER UNIT ORGANIZER KUDo and LESSON PLAN CURRICULUM DESIGN PROCESS

17. STEP 1: SELECTING AND UNDERSTANDING CONCEPTS Conceptual Understanding SkillsProcessesContentFacts

18. FUNCTIONS OF CONCEPTS MACRO-CONCEPTS BREADTH Provide BREADTH of understandingINTERDISCIPLINARYMICRO-CONCEPTS DEPTH Provide DEPTH of understandingDISCIPLINARY Erickson, H. Lynn, 2006

19. UNDERSTANDING MACRO-CONCEPTS

22. ELA Science Social Studies Math

23. UNDERSTANDING MACRO-CONCEPTS

24. TIME FOR PROCESSING Take five minutes and free write using the following prompt: This transition to concept based curriculum will…

25. STEP 2: THE COURSE ORGANIZER

26. Essential/Foundational Skills Teacher(s): Time: The Course Organizer Student: Course Dates: This Course: Course Questions: is about

27. Community Principles Learning Rituals Course Map This Course: includes Performance Options Student: Critical Concepts Learned in these Units MACRO 1 MACRO 2MACRO 3 MACRO 4

30. STEP 3: THE UNIT PLANNING TEMPLATE

33. PARCC Framework

38. STEP 4: THE UNIT ORGANIZER

39. NAME DATE The Unit Organizer BIGGER PICTURE LAST UNIT/Experience CURRENT UNIT NEXT UNIT/Experience UNIT SELF-TEST QUESTIONS is about... UNIT RELATIONSHIPS UNIT SCHEDULEUNIT MAP CURRENT UNIT 1 32 4 5 6 7 8 Unit Relationships – explain thinking/writing processes and how the micro-concepts are connected

40. WRITING IN OUR CURRICULUM DESCRIPTIVEANDSEQUENTIAL TWO OVERARCHING STRUCTURES All Content Areas Enhances reading comprehension & writing

41. WRITING IN OUR CURRICULUM DESCRIPTIVESEQUENTIAL MODES OF DISCOURSE  Description  Comparison  Definition  Procedure  Sequence  Cause and Effect  Problem – Solution

42. NAME DATE The Unit Organizer BIGGER PICTURE LAST UNIT/Experience CURRENT UNIT NEXT UNIT/Experience UNIT SELF-TEST QUESTIONS is about... UNIT RELATIONSHIPS UNIT SCHEDULEUNIT MAP CURRENT UNIT 1 32 4 5 6 7 8 Movement The exchange of ideas from an author to her/his readers, between readers, and members of a given social system Mode of discourse by understanding Understand that authors stimulate movement, not only within the texts they write, but within society as well by understanding the effect that the texture of a text has on a reader authorial purpose, license, and politic Mode of discourse

43. applying sequence of ideas and describing evidence applying the thought sequence of NAME DATE The Unit Organizer BIGGER PICTURE LAST UNIT/Experience CURRENT UNIT NEXT UNIT/Experience UNIT SELF-TEST QUESTIONS is about... UNIT RELATIONSHIPS UNIT SCHEDULEUNIT MAP CURRENT UNIT 1 32 4 5 6 7 8 6 th Grade Unit 1: Systems – How the Pieces Work TogetherUnit 2: Movement Determining how different parts of a system work together for a purpose inferencing to understand different texts. by identifying and analyzing by examining by analyzing and applying by using description narrative text structures: setting, conflict, and plot. word parts, relationships, and context. 1.How do word parts work together to create meaning? 2.How can readers use context to determine word meaning? 3.What system of thinking takes place to make an inference? 4.How do the elements of setting, conflict, and plot work together, and what purpose are they working toward? 5.How do words or phrases function in a sentence system? 6.What are the components of an effective argument? sentence structure. parts of an argument. by analyzing sequence Argument Writing (revisions & on-demand) “Suspense” “Jabberwocky” Mystery Analysis (TC) RL RI RL Word Study End of Unit Tasks (SC) RL P W/L W Baseline Argument Writing Instructed Argument Writing Novel Workshop (TC) Novel Research (SC) W L NF RL Inferencing Lesson Inference Practice & Story elements analysis (TC) 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. describing connections within a story system examining the sequence of

44. NAME DATE The Unit Organizer NEW UNIT SELF-TEST QUESTIONS Expanded Unit Map 9 10

45. NAME DATE The Unit Organizer NEW UNIT SELF-TEST QUESTIONS Expanded Unit Map is about... 9 10 Movement The interplay of text type, mode of discourse a writer develops by varying the complexity of sentence structure simple sentences to convey major points and sentences of greater complexity to clarify and explore which by using which is accomplished by to determine 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. and evaluate how 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. Mode of discourse 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 text has on a reader authorial purpose, license, and politic

46. NAME DATE The Unit Organizer NEW UNIT SELF-TEST QUESTIONS Expanded Unit Map Unit 1: Systems – How the Pieces Work Together is about... 9 10 Determining how different parts of a system work together for a purpose word parts and relationships by examining by identifying Inferencing by using and central ideas in a text to determine narrative text structures how particular elements (setting, conflict, and plot) of a story or drama interact to determine sentence structures by analyzing by analyzing and applying parts of an argument to understand Figurative language, word relationships (analogies), and connotative and denotative meanings which is demonstrated by Acquiring and accurately using grade-appropriate and domain-specific words and by gathering vocabulary knowledge important to comprehension or expression Greek and Latin affixes and roots, word relationships (analogies), and context by identifying and analyzing which is demonstrated by providing an appropriate summary of the text. Analyze the development of explicit and implicit ideas throughout a text which is accomplished by Gathering evidence from multiple literary and/or informational texts to support analysis using conventions of standard English and grammar usage when writing or speaking. and by Identifying functions of phrases and placing them to create specific sentence structures which is accomplished by to show Differing relationships among ideas using conventions of standard English and grammar usage when writing or speaking. by an effective argument with a clear claim that includes relevant, sufficient evidence, and that acknowledges opposing views to create which is demonstrated through clear, organized, and coherent communication using conventions of standard English and grammar usage when writing or speaking. by Reading Writing Language Speaking/ Listening

47. TIME FOR PROCESSING Take five minutes and free write using the following prompt: This transition to concept based curriculum will…

48. STEP 5: TRANSITIONING TO LESSON PLANS

52. Day 1:

55. TOUCHSTONES DISCUSSION PROJECT 6 th Grade: Volume A7 th Grade: Volume B8 th Grade: Volume C