1. Day 4 CLR Secondary Fellows Presenter: Javier San Román, PreK-12 SEL Specialist

2. Grounding Activity  Give One, Get One (2 rotations)  How did something that we discussed during the previous 3 classes impact your teaching and learning?

3. Quincy Troupe, “A Poem for ‘Magic’” GENIUS? SHEER

4. Genius Is it a natural gift? Or sweat and toil?

5. Won three state titles and one national title in high school Drafted first overall at 18 Signed for $90 million with Nike before playing his first NBA game LeBron James

6. Definitely a natural. Right?

7. First to the gym in the morning Works on his shot three hours a day, seven days a week Puts himself through grueling workouts Don’t forget the yoga Then again …

8. “[James] is a guy who understands if I’m going to be the greatest ever, I can’t take a day off.” Cavaliers coach Mike Brown

9. “astonishingly gifted” “passionate and intuitive” “a conducting animal” Gustavo Dudamel Conductor of the Los Angeles Philharmonic—at 28

10. He’s a walking miracle. Right?

11. Started music lessons at age five Practiced two to three hours a day Arranged his toy figures in an “orchestra” so he could conduct them On the other hand … On the other hand …

12. “brilliant” “an astonishing intellect” “an immensely gifted young writer” Zadie Smith Sold her first novel for hundreds of thousands of dollars—when she was 21 years old

13. Must be nice to be a literary genius …

14. “The beginning is so painful, the end is torturous.” “The art is in the attempt, and [that] amounts to some of the hardest intellectual and emotional work you’ll ever do. It is a writer’s duty.” … or maybe not. Zadie Smith, on writing:

15. Number one single at age ten; Top-selling album of all time Michael Jackson “a prodigy” “a genius” “overwhelming musical gifts” “cuts across all boundaries of taste and style”

16. A star is born …

17. “To do this you have to sacrifice your life, your childhood.” “I’m never pleased with anything. I’m a perfectionist. It’s part of who I am.” Michael Jackson … or created? From the age of four, he was pressured by his father to rehearse.

18. SUCCESS Everyone wants it. Not everyone achieves it.

19. Which is more important in life— hard work or natural talent?

20. Who are the most successful people you know? What do you admire— their talent or their dedication? born champion hard worker What’s your greatest talent? Were you born with it, or did you develop it? Take a bow. Put your nose to the grindstone. What achievement makes you the proudest? How much work did you put into it? natural talent commitment List three personal goals. What do you need to do to achieve them? It’s in the genes. Practice makes perfect. What stands between you and success? artistry experience talent money Who are the most successful people you know? What do you admire—their talent or their dedication? born champion hard worker What’s your greatest talent? Were you born with it, or did you develop it? Take a bow. Put your nose to the grindstone. What achievement makes you the proudest? How much work did you put into it? natural talent commitment List three personal goals. What do you need to do to achieve them? It’s in the genes. Practice makes perfect. What stands between you and success? artistry experience talent money Who are the most successful people you know? What do you admire—their talent or their dedication? born champion hard worker What’s your greatest talent? Were you born with it, or did you develop it? Take a bow. Put your nose to the grindstone. What achievement makes you the proudest? How much work did you put into it? natural talent commitment put your voice on record RAWWRITE Which is more important in life— hard work or natural talent?

21. Resources

22. Mediating Texts: Tatum’s Framework  4 Literacy Platforms: Defining Self, Becoming Resilient, Engaging Others, Building Capacity  Introducing the text: getting students into the text right away by selecting a powerful excerpt  Framing Question(s):  Writing Connection: calling attention to the text as a language model and helping students see themselves as writers  Mediating Texts Around One of the Framing Questions: Assign pages to be read. Begin with one page and discuss it together before releasing responsibility  Evaluating the Discussion & Students’ Ongoing Needs pgs.91,9 2,93, & 94

23. Five CLR Pedagogical Areas When looking at instruction from the what and the how perspective there are five general areas that we have identified where CLR can have immediate impact by increasing student motivation and engagement. CLR Expanding Academic Vocabulary (Responsive Vocabulary) Increasing Student Engagement and Decreasing Classroom Management Challenges (Responsive Management) Using all types of Texts Culturally and Linguistically (Responsive Literacy) Infusing Situational Appropriateness with Language and Behavior (Responsive Language) Creating an Inviting Learning Environment for Student Success (Responsive Environment)

24. Four Areas for Infusing CLR Pedagogy  Responsive Classroom Management  Use of attention signals strategically:  Use of movement activities strategically:  Collaborative opportunities (extended beyond protocols)  Responsive Academic Vocabulary  Evidence of leveling vocabulary words (tier 2 and tier 3)  Evidence of reinforcement/practice activities  Use of vocabulary acquisition strategies (word structure, apposition, context clues, synonym replacement)  Responsive Academic Literacy  Use of CR text and media  Connected to the standards and unit theme  Use of engaging read-alouds  Use of effective literacy strategies  Responsive Academic Language  Code-switching opportunities  Sentence lifting/Retellings/Role playing/Teachable moments  Revising (phonetics, markers, syntax, and vocabulary

25. Seven Tenets of the UbD Framework- Appendix A 1.Learning is enhanced when teachers think purposefully about curricular planning. The UbD framework helps this process without offering a rigid process or prescriptive recipe. 2.The UbD framework helps to focus curriculum and teaching on the development and deepening of student understanding and transfer of learning. 3.Understanding is revealed when students autonomously make sense of and transfer their learning through authentic performance. Six facets of understanding-the capacity to explain, interpret, apply, shift perspective, empathize, and self-assess

26. Seven Tenets of the UbD Framework- Appendix A 4.Effective curriculum is planned backward from long- term, desired results through a three-stage design process (Desired Results, Evidence, and Learning Plan) 5.Teachers are coaches of understanding, not mere purveyors of content knowledge, skill, or activity. They focus on ensuring that learning happens 6.Regularly reviewing units and curriculum against design standards enhances curricular quality. 7.The UbD framework reflects a continual improvement approach to students achievement and teacher craft.

27. Learning Goals and Teaching Roles- Appendix B AcquireMake MeaningTransfer The goal seeks to help learners acquire factual information and basic skills This goal seeks to help students construct meaning (i.e. come to an understanding) of important ideas and processes. This goal seeks to support the learner’s ability to transfer their learning autonomously and effectively in new situations Direct InstructionFacilitative Teaching Coaching

28. UbD in a Nutshell-Desired Results (Stage 1)  What long-term transfer goals are targeted?  What meanings should students make in order to arrive at important understandings?  What essential questions will students explore?  What knowledge and skill will students acquire?  What established goals/standards are targeted?

29. Stage 1:Desired Results  In Stage 1 designers consider the following elements. A variety of examples and design tools are provided to assist G: Unpack the goals (CCSS standards to derive the big ideas, key knowledge skills) K: Identify what students will know S: Identify what students will be able to do Q: Select/develop Essential Questions to guide inquiry into big ideas U: Frame the big ideas as specific understanding (“the student will understand that…”

30. Drafting a Design from Big Ideas  Study the samples on pages 85-86 of Understanding By Design  In triads Draft a Design from Big Ideas. We will use topics from either History or English to build understanding

31. UbD in a Nutshell-Evidence (Stage 2)  What performances and products will reveal evidence of meaning-making and transfer?  By what criteria will performance be assessed, in light of Stage 1 desired results?  What additional evidence will be collected for all Stage 1 desired results?  Are the assessments aligned to all Stage 1 elements?

32. Stage 2: Assessment Evidence  Consider the following elements as you identify the evidence needed to determine the extent to which the desired results (Stage 1) have been achieved.  OE: Identify the Other Evidence that will be needed  T: Design authentic Performance Tasks  R: Identify appropriate criteria and use them to develop the scoring rubric(s)

33. What Does the Goal Imply for Assessment?  Study the samples on pages 152 and 153  In triads use post-its to fill out the template on page 154

34. UbD in a Nutshell-Learning Plan (Stage 3)  What activities, experiences, and lessons will lead to achievement of the desired results and success for the assessments?  How will the learning plan help students with acquisition, meanng-making, and transfer?  How will the unit be sequenced and differentiated to optimize achievement for all learners?  How will progress be monitored?  Are the learning events in Stage 3 aligned with Stage 1 goals and Stage 2 assessments?

35. Stage 3: Learning Plan/W.H.E.R.E.T.O.  Consider the following as you develop the learning plan, mindful of the desired results identified in Stage 1 and the needed evidence in stage 2. Use the W.H.E.R.E.T.O. elements as you plan.  W: help the students know where the unit is going and what is expected. Help the teacher know where the students are coming from (CLR piece)  H: hook all students and hold their interest  E: equip students, help them experience the key ideas, and explore the issues

36. W.H.E.R.E.T.O Design Cont’d  R: provide opportunities to rethink and revise their understandings and work  E: allow students to evaluate their work and its implications  T: be tailored (personalized) to the different needs, interests, and abilities of learners  O: be organized to maximize initial and sustained engagement as well as effective learning

37. Secondary CLR Fellows Project Overview

38. Fellows Task  Pages 46-51 in UbD workbook contain the 6 page lesson template that will be used to construct our unit of study. The UbD workbook has many models The template was also emailed to you.  All assignments (make-up also)are due on January 12, 2015. You will submit the work to a designated dropbox folder that will be shared with you.  Assignments will include: -CLR (UbD) Curricular Unit -a copy of the SEL linguistic screener roster -2 SEL student interviews -2 SEL student learning profiles

40. Evaluation Link  http://bit.ly/clrsecondary3 http://bit.ly/clrsecondary3