PIIC PLO

Concurrent Sessions

January 12, 2016

AGENDA

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

PLEASE DO NOW

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

BEFORE

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

Coaching Question:

How will you teach students to analyze the

writing task?

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)

DECONSTRUCTING THE TASK

The task What 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.

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

Coaching Question:

What claims might your students make about

work based on this painting? What evidence?

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.

Text Claim Evidence

Potato Eaters

What is van Gogh telling us about work in this painting?

Cite evidence from the painting for each claim.

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

Coaching Questions:

What is a claim your students might make?

What evidence could they find in the poem to

support that claim?

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.

Text Claim Evidence

Digging

DIGGING 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

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.

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

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?

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

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

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?

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

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…

DURING

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)

DECONSTRUCTING THE TASK The task What 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.

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.

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.

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.

EXAMPLE

Steps Example1. 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.

YOUR TURN:

Create a claim/thesis statement for your

essay. Steps Example

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

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.

AFTER

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?

PARTNER TALK

How would a teacher benefit from this BDA

coaching process?

How might this process impact your work

with teachers?

ADMIT SLIP

I admit that when I entered the

session, I thought…

but now I think…

REFERENCES

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