1. A Model of Content-Rich Curriculum LT 2a. I can describe the impact of content-rich curriculum on students’ college and career success.

2. Grade-Level Groups  Your grade-level EL team: Amaris Obregon and Cyndi Gueswel  During this session, you will be:  Examining the modules: through the lens of a teacher  Analyze the curricular structures (module, unit, and lesson level)  Analyze the instructional practices, pedagogical moves, etc.  Experiencing the modules: through the lens of a learner  Consider one’s own experience as a “Common Core era” learner  Based on one’s own experience, reflect on the implications for students

3. Grade Level Groups: Introductions  Each person at your table chooses one quote from the envelope.  Name  Position/role  Your district, region, or school  Read your quote aloud to the group

4. Quote Strips As a group, select one quote as a lens through which to view your work in this session while you are a learner experiencing the module. Consider where you see the ideas in this quote come to life in the curriculum.  After you experience learning from the module, we will return to this quote to discuss what you noticed.

5. Grade-Level Specifics: Experiencing the Module – “Learner Hat” Learning Targets I can follow our class norms when I participate in a discussion. I can use text and visual images to help me understand human rights. I can explain some of the main events that relate to the history of the Universal Declaration of Human Rights (UDHR)

6. Frayer Model Concept: ____________ DefinitionCharacteristics ExamplesNon-examples

7. Questions about the UDHR

8. Close Readers Do These… 1. Read the text aloud 2. Reread the text on my own 3. Talk about what the text means 4. Focus on important words in the text. (Pay attention to any words that are about time and when things happened.)

9. Debrief As a table group, discuss: How was the quote you chose illustrated through your experience? What did you notice about your motivation to read/learn during this experience? If you were designing this module, what would you have students do next? Why?

10. Transition  Thank you!  We will meet in grade-level groups again each day.  Now, please return to the whole group space.  In the whole group space, we will provide an overview of the modules and give people time to examine them and to ask questions.