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Curriculum Development Workshop Lesson Planning

3 Session Objectives Participants will be able to: sketch out questions and activities for a lesson using a self-selected text.

Activity: Examine a Lesson Plan Individually, read the annotated lesson plan. Note the following: Which aspects of this lesson are most critical to CCSS-aligned instruction? Why? Which aspects of the lesson are important parts of THIS CURRICULUM, but not necessarily a critical component of a lesson? 4

Talk About It What are the 5 most important components of this lesson? Why? Where does the “work” of lesson development reside? 5

Some Characteristics of Strong Questions Scaffold to the prompt Tackle difficult sections head on Incorporate important vocabulary instruction Do not give away the answer Involve higher order thinking Cannot be answered without the text. The best questions are ones that require students to say, “It says right here that….” 6

Lesson-Level Assessment Mapping: Guiding Principles Texts lend themselves to specific standards Chunk and excerpt texts for depth, not coverage Scaffold and backwards map towards the end-goal, making sure students are supported throughout Draft standards-aligned lesson assessment prompts that aim to teach whole standards Integrate opportunities for Reading, Writing, Speaking and Listening, and Language throughout * You may need to reconsider text chunking as necessary, and in some cases, text selection and juxtaposition. 7

Review: Non-Examples from Of Mice and Men Why is the Great Depression such an important era in American history? Have you ever had do something that was morally difficult? Of Mice and Men explores the idea of human dignity and kindness. Why are these ideas important values to promote? 8

Reviewing Tips and Fixes Independently, read the TDQ Tips and Fixes for Common Errors handout. Circle a tip and one of the before/after fixes that resonates with you. Turn and talk with a partner about what you selected and why, making sure you could articulate to a colleague how the before/after addresses the error described. 9

Activity: Lesson Design Using a template of your choice, work with a partner to design a lesson that scaffolds toward a lesson assessment.  Use the materials from Day 1 as you plan.  If you finish, share your work with another pair, and begin the next lesson in the sequence. 10

Activity: Assessing Question Quality Form groups of 4. Review each pair’s questions using the Checklist for Assessing Question Quality. Focus all your energy on making each question excellent. 11

Reflect and Process At your tables, reflect on the curriculum planning process.  What went well?  What was easier than you had imagined? Harder?  What three things can you do before the end of the school year to help your colleagues learn this process? 12

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