1. Curricular Expectations
Leader Institute 2014

2. Objectives: Identify components of a quality lesson plan
Leaders will be able to:
Identify the methods of accountability for lesson planning
Utilize Atlas and understand the core curriculum for your building
Identify components of a quality lesson plan
Evaluate a sample lesson plan
Plan first PD on Unpacking a Unit

3. Proper Planning Prevents Poor Performance
Big Picture
ks_educatio
Proper Planning Prevents Poor Performance
“By failing to prepare, you are preparing to fail.” Benjamin Franklin
See document
K-4 and 5

4. Core Curriculum Overview
In your school groups answer the following questions using the Core Curriculum document:
What surprises you about the curriculum in your building?
What are three aspects of your curriculum that clearly prepare scholars for the next level of education? (elementary to middle, middle to high, and high to college)

5. Understanding by Design (UBD)
Stage 1: Identify Desired Results
Standards
Essential Questions and Understandings
Key Knowledge and Skills
Stage 2: Determine Acceptable Evidence (Assessment)
Rigorous, standard-aligned assessments
Stage 3: Plan Learning Experiences and Instruction
Daily rigorous, objective-driven lesson plans

6. UbD Stage 1 Standards Essential Questions
Aligned to appropriate grade level and content
Can feasibly be taught in the identified time frame
Essential Questions
Key inquiries about important and transferable ideas within the discipline
Open-ended, provocative, require higher-order thinking and support
Overarching, Topical, Metacognitive

7. UbD Stage 1 Understandings Key Knowledge Key Skills
(Core generalizations based on big ideas of the content and/or discipline)
General answer to an essential question (not always)
Key Knowledge
Facts, concepts, generalizations and principles important for students to know
Key Skills
Skills and processes students will practice as they work with the content
Daily objectives (SWBATs); always begin with an action verb
Align with identified standards and can feasibly be taught within the identified time frame

8. UbD Stage 2
Assessments
Presentations, projects, tests, quizzes, etc. that measure student mastery of the content
Rigorous, aligned to standards, and created/revised at the beginning of the unit (used to drive instruction)

9. Lesson Plan Framework Objective(s) Do Now Begins with SWBAT
Aligned with unit and standards
Is Measureable
Rigorous and feasible
Provides a method for scholars to demonstrate mastery
Do Now
Does not take longer than 5 minutes
Must do one of the following:
Activate prior knowledge
Reinforce knowledge/skills
Activate critical thinking

10. Lesson Plan Framework I Do (Teacher centered)
Takes less than 10 minutes total
Identifies the skill/strategy/understanding being taught
Gets scholars ready for “We Do” and “You Do”
Teacher explains his/her own thinking as he/she goes through the process of completing the activity

11. Lesson Plan Framework We Do (Guided Practice)
Connects to the objective
Prepares specific questions to ask scholars – (Text Dependent Questions (TDQ), questions that activate prior knowledge,
Anticipates student confusions by having anchor charts or handouts prepared
Builds in checks for understanding

12. Lesson Plan Framework Connects directly to the “I Do” and “We Do”
You Do (Independent Practice)
Connects directly to the “I Do” and “We Do”
Ensures the chosen material is more rigorous than the “I Do” and “We Do”
Includes examples of differentiation to target struggling scholars
Includes an exit ticket or a another type of (CFU)
Note:
I Do, We Do and You Do, can sometimes vary in order and absolutely vary in complexity by student grade level and content area.

13. Lesson Plan Framework Homework Connects to the objective
Can be completed in a timely manner
Is assessable
Does not introduce a new concept

14. Critiquing Lesson Plans

15. Navigating Atlas
ion/View/Login
Log-in
Browse unit calendars
Filter (left side of screen)
Identify assessments for the master units identified in the scope and sequence for the grades and subjects taught in your school
Note those assessments in the curriculum overview chart

16. Assessments other than tests and quizzes
Labs
Projects
Living Museum
Writing Assessment
Research
Response to literature
Essays
Performance Tasks
Socratic Seminar
Recitations
Readers’ Theater
Note: Should have a rubric attached to the unit map

17. Unpacking a Unit: Protocols
Unit Unpacking Protocol - Leaders must guide teachers through this process for Unit 1, and it is highly recommended for all pre-unit delivery and pre-writing of daily plans (or mark ups).
Purpose: to develop deep content knowledge and strong instructional planning. By engaging with the units understandings, essential questions and exemplary outcomes, teachers will be able to plan instruction more effectively to meet the needs of their scholars and to make adjustments throughout the unit with an understanding of key outcomes.
This protocol is borrowed from the work of the Achievement First network – with permission.

18. Prior to Unpacking
Key pre-work must be determined and assigned and sent to teachers approximately two weeks before meeting.
This work includes: annotation of key texts or content knowledge resources, robust exemplars of key end of unit assessments.

19. Step 1 of Unpacking PD (30 -40 minutes)
Unit Big Picture and Outcomes – (Discuss Pre-work)
If you could distill this unit into the 3-4 most important ideas, what would they be and why?
How do these ideas connect to the unit goals, understandings, essential questions and vital unit content
How are the key goals assessed in the presented assessments and/or assessments with exemplars that you have created? What additional assessment outcomes and/or approaches would be acceptable here? (Ex. – essay, Socratic Seminar, revised assessment)
Based on the complexity of the text/task and process associated with the unit assessments, what key challenges should be prioritized to further break down or close read with the scholars?

20. Step 2 of Unpacking PD (20 – 30 minutes)
The Arc of the Unit –
What are the key learning goals and how do they progress over the course of the unit?
How are these goals assessed (insert more assessments if necessary)
How do the aims contribute to the students meeting the key learning goals? (Flag key aims to enhance with learning points.)
What misconceptions should be anticipated and clarifies and when? (flag in notes for next steps)

21. Step 3 –Unpacking PD (15 – 25 minutes)
Precursor to Differentiation- Scaffolding for Key Learning Goals
What are the most challenging complexities associated with the goals of this unit?
What are the embedded skills that will lead students to meet the learning goals?
What scaffolds should we use to support embedded skills or to support students in accessing content? What’s a concrete example from the unit that shows how these scaffolds work?

22. Step 4 – Unpacking PD (10 – 20 minutes)
So What –
What about this material can be leveraged to engage students? Teach character? Cultivate identity? Deepen connections to the work?

23. Next Steps -Unpacking PD (5 minutes)
Review next steps for teacher(s):
“unit hype”
developing daily plans with key teaching points
marking up ladders

24. What’s New? Grades 4 & 5 Grade Transition to Humanities
ENY Modules, Units and Lesson Plans
No “Atlas Audits”
Week of “marked up” plans posted outside of classroom
Expectations for Leaders:
Unit Unpacking at least 1st unit
LP feedback incorporated into observation feedback
(as needed)
Regular data meetings with teachers (at least 1/month)
Regular LASW meetings with teachers (at least 1/month) [

25. You Do…
Daily Planning and Assessments: What does it look like? How will you manage it?
Grade
Subject
Format for Lesson Plans (insert link)
Submission and Review Process (and/or resubmission)
Unit 1 Unpacking Comments and Notes