Formal Lesson Planning with Edtpa and TEAM integration Dr. Leslie suters

Rationale for Formal Lesson plans As a beginning teacher you are juggling many things including: Pacing Levels of questions Assessment Differentiation Student engagement And much, much more!

Why should you plan? Accountability to standards Self-confidence (planning = power) Anticipate possible misconceptions and other student difficulties Prepare to use research-based best practices that have been shown to improve student achievement

Things to consider Student abilities, experiences, interests Current student knowledge about the content How will you provide opportunities to allow students to develop conceptual understanding of the content and use academic language? How will you collect evidence to show that students have mastered the content?

How can I manage this everyday? Don’t worry! You don’t have to write FORMAL lesson plans everyday. You will need to consider many of these aspects on a daily basis but as you gain more experience these become part of your pedagogical content knowledge (PCK) that you can draw upon at will.

TTU Lesson Planning Template Common Core State Standards or State Standards Central Focus of Unit/Learning Segment Lesson Objectives Language Demands Materials/Resources Assessment/Evaluation Criteria Instruction Adaptations to Meet Individual Needs Management/Safety Issues Rationale/Theoretical Reasoning References Reflections/Future Modifications

Common Core State Standards or State Standards Common Core State Standards for Math http://www.corestandards.org/Math/ Locate, copy, and paste the most relevant standards for the content area of your lesson. Include the number and the entire standard. Highlight relevant portion emphasized in this lesson. Use the K-8 Common Core Math Flipbooks to “Unpack” the selected Standard(s) http://www.katm.org/baker/pages/common-core-resources.php Locate your selected standard and the cluster in which it is embedded Review the content as described, suggested instructional strategies, and potential student misconceptions. Also refer to your selected content in Elementary and Middle School Mathematics: Teaching Developmentally, Eighth Edition by John A. Van de Walle (2013) Use this information to plan for academic language, instruction, and assessment.

Science Standards State Science Standards A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012) http://www.nap.edu/catalog/13165/a-framework-for- k-12-science-education-practices-crosscutting- concepts

Central Focus of Unit/Learning Segment The single instructional theme or essential question across the planned learning segment that is aligned with content standards and relevant learning objectives. Math Examples: Primary Grade - Fraction Benchmarks Upper Elementary - Multiplication of Fractions

Instructional Objectives Describe skills, knowledge, abilities, or attitudes students should possess or demonstrate after a lesson. Are specific, outcome based, measurable, and describe student behaviors. Are the KEY to effective instruction. Are not the same thing as “activities” or “assignments” in your lesson.

Three Domains Cognitive (We will focus on cognitive.) Related to information or knowledge – the “content” Receives the most attention Bloom’s Taxonomy (Flipchart) Sometimes labeled as declarative or procedural. Psychomotor Basic motor skills and physical movement Construct, set-up, pour, etc. Affective Attitudes, appreciations, emotions, values

Lesson Objectives Observable statements that specify what students will be able to do at the conclusion of a lesson. Such objectives should be aligned with relevant content standards and should include ACTION verbs that allow for measurement of students’ achievement of the desired outcome Examples: Students will identify and model a shaded region of a fraction. The learner will recognize and name polygons, put shapes together to make new shapes, and identify the number of sides and vertices in each shape. Students will be able to measure lengths with nonstandard units to the nearest inch.

Writing Objectives Start with your standards. (We will use TN standards and the K-12 Framework.) Determine the expected performance (outcome). What will students be expected to do? Avoid ambiguous words. Identify the conditions. Identify and describe the criterion. EXAMPLE: The learner will tell the time on an analog clock to the nearest minute.

Writing Objectives Start with your standards. (We will use TN standards and the K-12 Framework for Science.) Determine the expected performance (outcome). What will students be expected to do? Avoid ambiguous words. Identify the conditions. Identify and describe the criterion. Consider your assessment – for lesson planning. EXAMPLE: The learner will tell the time on an analog clock to the nearest minute.

Selecting Wording Better Words Solve Identify List Align Ambiguous Words Know Understand Become familiar with Appreciate Learn Grasp the significance of Better Words Solve Identify List Align Compare and contrast

Examples Poor examples: The student will understand chemical reactions. The learner will demonstrate scientific thinking. The learner will be able to balance chemical equations. The student will analyze a physical change. The learner will complete a worksheet on physical changes. Better examples: Given a metric ruler, the student will measure the length of common linear objects to the nearest millimeter. Given simple chemical equations, the student will correctly balance 8 out of 10. By watching a demonstration, students will use the “evidences of chemical reactions” to identify whether a change is chemical or physical.

About Learning Targets Current trend: use “learning targets” or “I can…” in instruction. Learning Targets are written in “student friendly” language and are communicated to students at the beginning (and usually reviewed at the end) of the lesson. (Don’t just write them and hope students notice!) Learning Objectives can be simplified down – usually to 1-2 learning targets each. Learning targets will look different depending on your grade level!

Examples Learning targets: Given a metric ruler, the student will measure the length of common linear objects to the nearest millimeter. I can measure items to the nearest millimeter using a ruler. Given simple chemical equations, the student will correctly balance 8 out of 10. I can count the number of different kinds of atoms in a formula with subscripts and coefficients. I can balance chemical equations. By watching a demonstration, students will use the “evidences of chemical reactions” to identify whether a change is chemical or physical. I can list the evidences of a chemical reaction. I can observe a process and determine whether it is physical or chemical.

Rationale Describe suggestions and research-based best practices for teaching the specific content in your lesson. This should not be generic information that could be applied to any lesson. Sources for research-based practices for Math. K-8 Common Core Flipbook VandeWalle Math Textbook Possibly use a basic online search but be alert to the source. For Science Science Formative Assessment Probes NSTA Learning Center

Common Misconceptions or Difficulties What are some common areas in which students are likely to have misconceptions or difficulties pertaining to the specific content that you are teaching? Sources for common misconceptions in math. K-8Common Core Flipbook VandeWalle Math Textbook Possibly use a basic online search but be alert to the source. For Science Science Formative Assessment Probes NSTA Learning Center