1. Thinking About Planning Amalia Lopez
Day 3
Thinking About Planning
Amalia Lopez

2. Review of Backwards Design
Know Your Learners
Name the categories
Know Your Curricular Objectives
What does this mean?
Build Your Assessment(s)
How do you do this?
Create Learning Experiences
How do you get students there?

3. On the Spot Lesson Planning
In your group:
Pick: TIME KEEPER, PRESENTER, RECORDER,
Get a poster paper & standard
Using your lesson slip, design a lesson that has the following:
Essential Question
Bulleted Lesson Outline
Scaffold for ELs, Resource, etc.
What Evidence Students will Produce
Exit Slip or Out-the-Door Assessment

4. Knowing Your Learners Complex Learners Learning Styles
Applies to all categories of complex learners
Learners can be EL, Special Ed, struggling readers AND have a very specific learning style

5. What Kind of Learner Are You?
Take the survey
Calculate your results

6. Assessing Your Learners
Surveys
Class Activities
Posters
Consensagrams
Reflections & Quickwrites

7. Learning Styles
Learning Styles (Modes)
Multiple Intelligences

9. Learning Styles
With your handouts and the videos, fill in your graphic organizer with:
The basic characteristics
Some possible teaching strategies you can use for your content for these different learning styles/modalities

10. Learning Styles & Lessons
Variety is the key
Blend of learning experiences in multiple modalities
Project-Based Learning (see website)
Don’t teach like you learn!

11. Know Your Curricular Objectives
All lessons should aim for integrated teaching
Should have a literacy or numeracy focus
Common Core aligns some contents already
Every learning experience in every content should develop transferrable literacy or numeracy

12. Addressing Literacy Common Core focus: Transferrable literacy skills
College & career-readiness
All teachers are teachers of literacy
Transferrable literacy skills
Reading with fluency
Reading for main ideas and arguments
Writing arguments and informative texts
Speaking skills that are both collaborative and presentation-based

13. How to Use Literacy Standards in Your Content
Reading
Reading closely (analysis questions)
Logical inferences (read between the lines)
Citing evidence from the text (graphic organizers, summaries, essays)
Complex, grade-level text (textbook, primary & secondary sources)
Nonfiction, informational texts (70%)

14. How to Use Literacy Standards in Your Content
Writing
Arguments (teaching learners that “everything is an argument”)
Informative / Explanatory texts (7 rhetorical modes: cause/effect, definition, compare/contrast, process analysis, classification/division)
Drawing evidence from texts (pulling from multiple sources, citing in MLA or APA)
Assessing the credibility of sources (annotated bibliography)

15. How to Use Literacy Standards in Your Content
Speaking
Range of conversations and collaborations (Socratic seminar)
Clearly and persuasively
Adapt speech to different contexts (individual, class, and group)

16. Addressing Numeracy
Numeracy refers to the ability to make sense of mathematics and to use mathematics effectively in real-life situations.
Numerate students are able to:
use appropriate techniques, tools, and units in order to measure
solve problems by applying their understanding of numbers and the relationships between numbers, using different computational methods
analyze and describe geometric shapes and figures, location, and movement
analyze and make predictions from patterns
collect, organize, and analyze data.

17. Addressing Numeracy

18. Integrated Teaching & Assessments
Assessment process naturally includes assessments of literacy or numeracy:
Essay
Close Reading Questions
Constructed Reponses
Explanation of formula or process
Reflection of progress

19. Working With Your Standards
CONTENT STANDARDS:
Go to class website
Find your set of standards
Find your grade level/ focus
Choose 1 standard to work with
LITERACY/NUMERACY STANDARDS:
Choose either ELA or Math (Common Core)
Find your grade level/focus
Choose 1 standard that NATURALLY matches your content standard and plan for instruction

20. Your Lesson Delivery Take one tiny piece of your lesson plan
Warm-up activity, problem-solving activity
Make it collaborative- show me you can get your class talking and engaging with each other
1 page outline of your lesson (see examples on Canvas)
Pull directly from your lesson or unit
Upload it to Canvas (if you use other materials such as PPT, etc. upload those also)
One specific mini-skill
Context clues, factor, identify the parts of plant, etc.

21. Your Lesson Delivery Keep it simple- 5 min. max
Bring your own props, materials etc.
1 page outline of your lesson (see examples on Canvas)
Pull directly from your lesson or unit
Upload it to Canvas (if you use other materials such as PPT, etc. upload those also)