Curriculum

“LESSON PLANNING” Do NOW: Turn & Talk When you think of the term what is the first word that comes to mind?

AGENDA Curriculum Overview Lesson Preparation Teaching Practice Closing Reflection By the end of this workshop, DCs will have… Reviewed the curriculum framework and identified how individual lessons contribute to the construction of advocacy projects Generated a list of best teaching practices grounded in the Six Core Principles of Learner-Centered Environments Practiced adapting and leading components of lesson plans Identified strengths and areas for growth in their facilitation abilities, drawing from peer/staff feedback and Best Practices tools

Objectives By the end of this workshop, you will have: Reviewed the curriculum framework and identified how individual lessons contribute to the construction of advocacy projects Generated a list of best teaching practices. Practiced adapting and leading components of lesson plans Identified strengths and areas for growth in your facilitation abilities, drawing from peer/staff feedback and Best Practices tools

YOUR NEW BEST FRIEND

YOUR CURRICULUM!

End EXPLORE THE CURRICULUM Read the Overview, Objectives, and Preparation sections of each lesson, and use these to fill in the blanks in the “Curriculu-Mad Libs” on pages 15-17 of your DC Handbook When you’re done, answer the “Mad Reflection” questions that follow. End

MAD REFLECTION 4 minutes Think, Pair, Share: Page 18 in your DC Handbook 4 minutes Think, Pair, Share: A. What’s one lesson you’re really excited about? Why? B. What’s one lesson you have questions about? What are they? C. In which lesson(s) is each step of the Advocacy Hourglass introduced? D. How long is each lesson timed for? E. What types of information is included in the sidebar? F. What types of materials can you find immediately following each lesson plan?

SEMESTER TIMELINE Page 19 in your DC Handbook SEPT & OCT

NOVEMBER & DECEMBER LOBBY YOUR DECISION MAKER RALLY SUPPORT DEVELOP YOUR ARGUMENT RALLY SUPPORT FROM INFLUENCERS LOBBY YOUR DECISION MAKER Compile Research Collect Testimonials or Interviews Conduct a Survey and Compile Results Make a Video Create a Presentation Write a Report, Memo, or Executive Summary Create a Data Visual or Infographic   Host an Assembly, Workshop or Panel Hold a Meeting with Influencers Organize a Lobby Day Use a Social Media Strategy Canvass with a Petition Participate in an Outside Event Launch a Letter-Writing or Email Campaign Organize Phone-Banking Write an Editorial for a Newspaper Attract Press Attention Hold a Meeting Make a Call Send an Email Write a Letter Testify at a Hearing

PLAN YOUR CALENDAR Pages 20-21 in your DC Handbook Look at the semester lesson calendar and copy any relevant dates into your own planner/calendar. Plot out: Deadline to determine a focus issue Deadline to choose a policy goal Class in action date Preparing for Civics Day Civics Day You might also consider your own: Chapter meetings (if known) Known travel/school holiday dates Finals schedule END

LESSON PREPARATION Relevant quote here?

7 STEPS OF LESSON PREPARATION

7 STEPS OF LESSON PREPARATION Pg. 22 in your DC Handbook Personalize lesson plan timings Research examples and work out correct answers Explain language and directions for students Plan co-facilitation Adjust activity format (change groupings, movement, collaboration) Run off copies and create visual aids / PPTs Engage others (CDs, staff, teacher, co-DC, guest speaker), when needed P R E A

ONLINE RESOURCES www.generationcitizenCA.weebly.com

TEACHING PRACTICE Know that you’ve review GC, ask DCs which option they think is the most successful classroom. ANSWER: B: These other projects are great for students to do outside of GC. But GC is about students interacting with their government! Note that it also includes a piece of “organizing” – not just students interacting with government but getting other groups to also get involved and interact with government.

TEACHING PRACTICE Grab curriculum book at find a partner! Practice facilitating your assigned activities from either Lesson 1, 2 or 3, which starts on pg 13 in the curriculum: “Four Corners” (pgs. 15-16) “Article Analysis” + “Advocacy Hourglass” (pgs. 21-22) “Do Now: My Community Wheel” (pg 37) Volunteer partner pairs will facilitate for 10 minutes (even if they don’t get to finish the full activity)! We’ll reflect and offer feedback

FEEDBACK 5 minutes of feedback: Presenters share reflections on what they did well Audience shares thoughts on what presenters did well Presenters suggest what they would do differently next time Audience shares ideas about what presenters could change (“How about you…?”)

EXIT TICKET Page 22 in your DC Handbook One piece of knowledge you’re taking away from this workshop One feeling you had during this workshop, or have upon leaving it One new skill you developed or resource you discovered during this workshop

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