1. Curriculum

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

3. 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

4. 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

5. YOUR NEW BEST FRIEND

6. YOUR CURRICULUM!

7. 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 of your DC Handbook
When you’re done, answer the “Mad Reflection” questions that follow.
End

8. 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?

9. SEMESTER TIMELINE
Page 19 in your DC Handbook
SEPT & OCT

10. 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 Campaign
Organize Phone-Banking
Write an Editorial for a Newspaper
Attract Press Attention
Hold a Meeting
Make a Call
Send an
Write a Letter
Testify at a Hearing

11. PLAN YOUR CALENDAR
Pages 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

12. LESSON PREPARATION
Relevant quote here?

13. 7 STEPS OF LESSON PREPARATION

14. 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

15. ONLINE RESOURCES

16. 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.

17. 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 )
“Article Analysis” + “Advocacy Hourglass” (pgs )
“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

18. 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…?”)

19. 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

20. bit.ly/GCparentalconsent
WAIVERS
bit.ly/GCwaiver
bit.ly/GCparentalconsent

21. #GetReadyGC @gencitizen on Twitter @generationcitizen on Instagram
Generation Citizen on Facebook
#GetReadyGC