1. Lesson Planning: Activating Core and Curricular Competencies
With Tamara Sengotta and Jill Della Vedova

2. Rubrics vs. Learning Maps
deficit
Standard
goal
Shelly Moore Slide

3. 3. Start from access, build on challenge: Planning Pyramid
MOST
FEW
Even more goals
More goals
Goals
Shelly Moore Slide

4. Class:
Science
Lesson Objective:
 STWBAT ask questions, make simple predictions, manipulate materials safely, compare and predict through discussion. 
Lesson:
ALL
MOST
FEW
Materials Needed
Role of the CEA
Connecting Activity:
2 min. planning discussion
Ask relevant questions and share their ideas
Listen to others and incorporate a good idea into their own.
Form a plan where all voices are incorporated
5 pieces of paper
5 roles of tape
 Assist student A and B in expressing their ideas
(front load during silent reading)
Processing Activity:
Building structure 8 min.
 Manipulate the objects safely and offer thoughts on how to proceed. Make a prediction.
 Notice what is working and offer solutions to ideas that are not working.
Pause, listen and rally the team to accomplish an idea that takes into account all ideas and voices based on predictions.
 Same as above
 Ensure all students are given opportunity to share ideas and get a chance to work with materials. Observe and make notes.
Transforming/ Personalizing Activity:
Debrief
Notice what their team did well as well as the good ideas of others
 express understanding of how their role impacted the outcome and if their predictions were correct
Understanding that predictions lead to creative problem solving; that many voices in discussion expands ideas
Journal paper
Pencils
 Assist student A and C in writing their reflection.
Practice share with A and B

5. Social Responsibility
Communication
Creative Thinking
Critical Thinking
Connect and engage with others
Acquire, interpret, and present information
Collaborate to plan, carry out, and review
Explain/recount and reflect
Generating ideas
Developing ideas
Novelty and value
Analyze and critique
Question and investigate
Develop and design
Relationships and cultural context
Personal value and choices
Personal strengths and abilities
Self-determination
Self-regulation
Well-being
Contributing to community and caring for the environment
Solving problems in peaceful ways
Valuing diversity
Building relationships
Marna
Personal Awareness
and Responsibility
Positive Personal
and Cultural Identity
Social Responsibility

6. How might we Notice, Name, and Nurture?
Curricular Competencies
Observations/Anecdotal Evidence
Ask questions about familiar objects and events
Make simple predictions about familiar objects and events
Safely manipulate materials to test ideas and predictions
Compare observations with predictions through discussion
Curricular Competencies
Ask questions about familiar objects and events 
I want you to notice the question and your response to it
Make simple predictions about familiar objects and events
Here’s what your task is, in your own head think about what you think is going to happen, how do you know? Hypothesis is the big word for this, think about your life experiences, prior knowledge, not just out of thin air
Safely manipulate materials to test ideas and predictions
Please consider appropriate use of…what does that look like? We should and we shouldn’ts
Compare observations with predictions through discussion
What did we think would happen, what did we see/hear/smell/notice
how could you collect that information to share with someone that isn’t in the room?
Michelle

7. Form Groups
Decide who will play the role of:
Teacher(s)
Students

8. Collaborative Team Building Activity
Stand around your table
DO NOT TOUCH THE MATERIALS
Be mindful of
everyone sharing their idea(s)
all voices being heard
Being flexible
Take 2 minutes and discuss how you plan to build the tallest structure using only tape and paper – come up with your plan.

9. Build!
You have 8 minutes to build the tallest structure your group can.
Be safe
Consider all ideas and predictions
Ensure all voices are being heard

10. Gallery Walk
Visit other structures and notice the strategies they used

11. Group De-brief In your group, please discuss the following:
What went well in your build?
What did you see at other tables that might have helped you?
If you could do it again, what might you do the same/differently?
Does your final structure reflect your prediction? Why/why not?

12. Talk or write it out
In examining the Core Competencies, what strengths and stretches did you notice in yourself while doing this activity? And/or How did today help inform your practice moving forward?

13. Class:
Science
Lesson Objective:
 STWBAT ask questions, make simple predictions, manipulate materials safely, compare and predict through discussion.  STWBAT understand
Lesson:
ALL
MOST
FEW
Materials Needed
Role of the CEA
Connecting Activity
Ask relevant questions and share their ideas
Listen to others and incorporate a good idea into their own.
Form a plan where all voices are incorporated
5 pieces of paper
5 roles of tape
 Assist student A and B in expressing their ideas
(front load during silent reading)
Processing Activity
 Manipulate the objects safely and offer thoughts on how to proceed. Make a prediction.
 Notice what is working and offer solutions to ideas that are not working.
Pause, listen and rally the team to accomplish an idea that takes into account all ideas and voices based on predictions.
 Same as above
 Ensure all students are given opportunity to share ideas and get a chance to work with materials. Observe and make notes.
Transforming/ Personalizing Activity
Notice what their team did well as well as the good ideas of others
 express understanding of how their role impacted the outcome and if their predictions were correct
Understanding that predictions lead to creative problem solving; that many voices in discussion expands ideas
Journal paper
Pencils
 Assist student A and C in writing their reflection.
Practice share with A and B

14. Shelly Moore Slide

15. Shelly Moore Slide