1. Lesson Planning: Where the Journey of Student Achievement Begins. 1 min. Quick Write: What is the relationship of this picture to the title of our session? Lesson Planning: Where the Journey of Student Achievement Begins.

2. Planning Where the Journey of Student Achievement Begins New Beginnings Planning Where the Journey of Student Achievement Begins Kenya Williams & Nichole Moses Professional Development Department August 11 - 12, 2015

3. Community Builder When it comes to teaching who do you relate more to: ElastiGirl- Stretches, reshapes, planner the organizer Dash- likes to jump right in and get things done quickly Mr. Incredible- tremendous strength and durability

4. Lake County Schools Vision StatementVision Statement A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace. Mission StatementMission Statement The mission of the Lake County Schools is to provide every student with individual opportunities to excel. We Believe: Education is the foundation for everyone’s future. Education is a lifelong process. All students can learn. Students should be civic-minded and embrace future roles in the community. Parents/guardians, community, and schools are partners in a students’ education. Providing a safe, resource-filled learning environment is essential. Students will graduate prepared for work and postsecondary education.

7. Date August 11 th & 12 th 2015Agenda I DO: Introduce the components of Lesson Planning, Standards, & Webb’s Depth of Knowledge We DO: Differentiate between formative and summative assessment YOU DO: Identify a target Create a lesson plan for the first two weeks of school Bell Work Lesson Planning: What is the relationship of this picture to the title of our session? Learning Goal Participants will be able to identify and summarize the essential parts of a standard based lesson plan given a standard. Essential Question How does effective lesson planning increase student engagement and achievement? Standards Domain 2: Planning and Preparing for Lessons and Units 44. Attention to Established Content Standards Vocabulary Deconstruction Webb’s DOK (Depth of Knowledge) Formative & Summative Assessment Objective 1.to identify and summarize the essential parts of a Lesson Plan 2.Relate effective lesson planning to student achievement Ticket Out Ticket Out Answer the Essential Question & LG and Scale CommonBoard

8. Learning Goal & Scale Score 4.0 Given a standard, the participants will be able to Differentiate Instruction for all participants (ELL, ESE, High Performing and Low Performing Participants). After implementation of a lesson participant will be able to reflect on the plan based on assessment data. 3.5In addition to score 3.0 performance, in-depth inferences and applications with partial success Score 3.0 The participant, without major errors or omissions, will understand and/or be able to: Participants will be able to develop a comprehensive standards-based lesson plan by: Deconstructing the standard(s) with an understanding of the appropriate assessment level using Webb’s Depth of Knowledge. Selecting formative and summative assessments that aligns with the given standard and to ensure students’ understanding. 2.5No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content Score 2.0 There are no major errors or omissions regarding the simpler details and processes. The participant will be able to: Differentiate between formative and summative assessment. Understand the different components of a lesson plan 1.5Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content Score 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. The student can: Can locate and identify the standard for a given unit in the curriculum blueprint and/or http://cpalms.org. Given a standard participant will be able to read the coding of a standard. Identify the different components of a lesson plan. 0.5With help, a partial understanding of the score 2.0 content, but not the score of 3.0 content Score 0 Even with help, no understanding or skill demonstrated. Learning Goal: Participants will be able to identify and summarize the essential parts of a standard based lesson plan given a standard.

9. Intro to Thinking Maps Circle Map- Purpose of this map is to brainstorm about a content. Lesson Plan Thoughts: Words, phrases, emotions, pictures that relates to the topic Topic Frame of Reference: Identify the point of view (ea. of the corner)

10. Overview

11. What’s the Relationship? Arrange the red cards in the envelope with your elbow partner. How are the red cards related to each other? (2 min.) Do not put your cards away!

13. Let’s Build! yellow cards red cards Building on your original map, find the relationship of the yellow cards with the red cards. Where would you place these in relationship to the red cards

15. Backward Design Standard(s) Target Target Target Target Target Assessment Curriculum Instruction Understanding by Design, Wiggins and McTighe

16. Questions Essential to our work  What is it we want our students to know and be able to do?  How will we know when they have learned it?  What will we do when they don’t learn it?  What will we do when they already know it? Whatever it Takes, Dufour

17. What will be taught? Standards

19. Coding Standards (M ath and L anguage A rts F lorida S tandards )

20. Coding Standards (Next Generation Standards) Questions about other courses, you can find the coding info at http://www.cpalms.org/Standards/Standards_Coding_Schema.aspx http://www.cpalms.org/Standards/Standards_Coding_Schema.aspx

21. Definition Deconstruction Deconstruction is a process by which long, convoluted, complicated standards are broken down into their essential component parts. Some standards are already in their simplest form and may just need a little tweaking to be student-friendly. “What is the target the students need to reach?”

22. Read the intended standard to provide an overall context Determine the ultimate target type: knowledge, reasoning, skills/performance or product Look for concepts or skills within the standard Determine if there are multiple learning targets within that standard Process for Deconstructing

23. “What’s the Target?”

27. What is the relationship between deconstruction of a standard and the activity you just participated in?

28. What we hope you will walk away with…… An awareness of how deconstructing standards makes learning targets clear and understandable for both teachers and students

29. Benefits of Deconstructing the Standards Makes learning targets clear for both teachers and students Develops common understanding and expectations for teachers and students Identifies key content and skills needed for instruction Helps to determine the number of learning opportunities needed

30. How will I know they got it? Assessment

31. Assessing student after the instruction of a lesson/unit to determine mastery of competencies and/or skills. Assessing student during the instruction of a lesson/unit to provide teacher and students immediate feedback Formative vs. Summative Assessment Formative Assessment Summative Assessment

32. FormativeSummative Examples K W L 3-2-1 Quiz –Quiz Trade Pretest Exit ticket Thinking maps Four corners (pic) Test Practical Speech Projects Portfolios Midterm Which group is a list of examples of formative assessments? Group A Group B

33. Webb’s and Standards Depth of Knowledge (DOK) Promoting Rigor Relevance for Learning

34. Depth of Knowledge Video This video introduces Depth of Knowledge as a tool to increase instructional rigor, and walks the viewer through the succession of a social studies task from DOK Level 1 to a DOK Level 4.

36. What is Depth of Knowledge? Webb’s DOK Levels Recall and Reproduction: Level 1 Skills & Concepts: Level 2 Strategic Thinking: Level 3 ________________________________________ Extended Thinking: Level 4

37. Intermediate Scenario All About Insects Insects belong to a huge group of animals. This group is called arthropods. All arthropods have a hard outer coat called an exoskeleton. This exoskeleton protects the soft insides of an arthropod’s body. An adult insect’s body is divided into three sections: a head, a thorax, and an abdomen. The insect’s head contains mouthparts, eyes, and antennae. The thorax is the middle part of an insect’s body. Three pairs of jointed legs are found on the thorax. Insects have six legs. Two pairs of wings are also attached to the thorax. The abdomen is the bottom part of an insect. It is the biggest part of the body. Most insects undergo a change.

38. Recall and Reproduction Level 1 DOK 1 requires recall of information, such as a fact, definition, term, or performance of a simple process or procedure. Draw an insect and label its body parts, including head, thorax, abdomen, mouthparts, eyes, antennae, legs, and wings.

39. Skills & Concepts Level 2 DOK 2 includes the engagement of some mental processing beyond recalling or reproducing a response. Items require students to make some decisions as to how to approach the question or problem. These actions imply more than one mental or cognitive process/step. Construct a flow chart showing the four stages of metamorphosis.

40. Strategic Thinking Level 3 DOK 3 requires deep understanding as exhibited through planning, using evidence, and more demanding cognitive reasoning. The cognitive demands at Level 3 are complex and abstract. An assessment item that has more than one possible answer and requires students to justify the response they give would most likely be a Level 3.

41. Strategic Thinking Level 3 Use the information from the passage provided, the internet, and other non-fiction material to research and explain the habitat, eating habits, lifespan, etc. of a specific insect. Orally share your written work.

42. Extended Thinking Level 4 DOK 4 requires complex reasoning, planning, developing, and thinking most likely over an extended period of time, such as multiple works by the same author or from the same time period The last paragraph of the article mentions that there are three times as many insects as other types put together. Our school has an insect problem with ants and cockroaches. Our task is to design an eco-friendly method to get rid of these pests. Work in groups to identify solution paths.

43. NOT The Depth of knowledge is NOT determined by the verb but the context in which the verb is used and the depth of thinking requited

44. REVIEW Deconstruction of standards, by the instructor, is ___________ to student achievement. Formative Assessment is _________ while Summative Assessment is__________ The purpose of Webb’s DOK is to ________ ________.

45. How will I teach the information?

46. How Youth Learn: G8 8 Conditions Using your Final Countdown Reflection 3 Important most important “take-aways” 2 “Aha Moments” 1 thought on how you will apply this new information to your practice

47. Ned’s Gr8 8

48. Standard Based Units of Study Differentiate between Unit of Study vs. a Lesson of Study

49. Highlights of Template 1.Purpose of Pre-Planning and Assessment section (Ned’s Gr8 8) 2.Learning Outcomes- (Deconstruction of Standard)

50. Scaffolding 3. Instruction & Engagement (Scaffolding the Lesson)

51. Planning is Never Done 4. Prediction & Next Steps (Reflection & Foreshadowing)

52. Using this picture and what has been discussed in our session, answer the essential question: How does effective lesson planning increase student engagement and achievement?

53. Learning Goal & Scale Score 4.0 Given a standard, the participants will be able to Differentiate Instruction for all participants (ELL, ESE, High Performing and Low Performing Participants). After implementation of a lesson participant will be able to reflect on the plan based on assessment data. 3.5In addition to score 3.0 performance, in-depth inferences and applications with partial success Score 3.0 The participant, without major errors or omissions, will understand and/or be able to: Participants will be able to develop a comprehensive standards-based lesson plan by: Deconstructing the standard(s) with an understanding of the appropriate assessment level using Webb’s Depth of Knowledge. Selecting formative and summative assessments that aligns with the given standard and to ensure students’ understanding. Scaffolding (break the lesson into digestible and progressively more complex chunks) lessons based on a given standard. 2.5No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content Score 2.0 There are no major errors or omissions regarding the simpler details and processes. The participant will be able to: Differentiate between formative and summative assessment. Understand the different components of a lesson plan 1.5Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content Score 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. The student can: Can locate and identify the standard for a given unit in the curriculum blueprint and/or http://cpalms.org. Given a standard participant will be able to read the coding of a standard. Identify the different components of a lesson plan. 0.5With help, a partial understanding of the score 2.0 content, but not the score of 3.0 content Score 0 Even with help, no understanding or skill demonstrated. Learning Goal: Participants will be able to identify and complete the essential parts of a standard based lesson plan given a standard.

54. Please remember to complete the evaluation in True North Logic (TNL) when you have access.