London City Schools urces CCSS/Mapping Day Two

Middle School ELA Exit Qualities

What is understanding? If you really understand you can… If you know a lot, but don’t really understand you can only… TransferMake MeaningAcquire

Multiple starting points… Knowledge and skills Unit Work Goal: Create Effective & Engaging Units

We have knowledge and skills…what happens next typically? Table discussion Typical Teaching VS Designing for Understanding

Acquisition Content/Skills

Make Meaning or Understanding

Complex Uses in Real World

Desired Results Transfer: What do you want them to be able to do with knowledge & skills on their own? Meaning making: What conclusions, connections, understandings do you want them to make on their own? Acquisition: What knowledge and skills do they need to have to make meaning and transfer ideas? Module E

Think Like Designers VIDEO TMA- Comic book templates – Sticky Notes – TMA hing-nonfiction-entry-points# hing-nonfiction-entry-points#

Standards are building code and curriculum is the blueprint- Grant Wiggins Embed standards in engaging and effective curriculum

Curriculum is… The optimal path for achieving your long-term goals (via initial designs, and adjustments based on feedback) Curriculum is not….. Marching through discrete topics, one by one

Lack of alignment between goals and curriculum

Break

Essential Questions… Reading Complex Jigsaw Text Exercise Article by Grant Wiggins Exercise: JIGSAW 1. Each student receives a portion of the materials to be introduced; 2. Students leave their "home" groups and meet in "expert" groups; 3. Expert groups Read article and discuss the material and brainstorm ways in which to present their understandings to the other members of their “home” group; 4. The experts return to their “home” groups to teach their portion of the materials and to learn from the other members of their “home” group WHAT IS AN EQ? WHAT IS AN EQ NOT? WHY AND WHEN WOULD WE USE AN EQ?

Popularity and greatness in literature is there a relationship? When was the Magna Carta signed? Crustaceans—what’s up with that? Which U.S. president has the most disappointing legacy? To what extent are common sense and science related? What’s the pattern? Essential or Not?? It’s your turn…

We Try… Key Ideas and Details: RL.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Two Possible Essential Questions: Why should we evaluate what we read? Why do characters do what they do and feel how they feel?

You Try Craft and Structure: RL.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. Possible Essential Questions:

You Try… RL.8.5: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

You Try… RL.8.6 : Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

Point A to Point B Point A Point B (Revise as needed)

Vertical Articulation _6_12.pdf _6_12.pdf

Lunch Exit slip

esources

Horizontal Standards Analysis By Grade Level Gap Analysis PLUS Essential Questions – Coding Green- priority (data based) Blue- Supporting Yellow- building stamina through grade level Red- assess * SLO – data based (may come later)

CCSS resources Ohio Model Curriculum Continuums and progressions (on wiki) Anchor Standards

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Work Between Meetings Work on Gap Analysis –Reading for Informational Text Be thinking of coaching focus - (implementing and using formative assessment, differentiating, flipping (not in flipped classroom sense) a lesson) January 25 th Team Time January 28 th Individual meetings