1. Plan 3: Building a Lesson Plan Laura Kirklin Lkirklin.cs.chicago@gmail.com “Living a life is like constructing a building: if you start wrong you’ll end wrong.” - Maya Angelou

2. 2 Getting Ready Discuss with a partner: What’s the first academic objective you’ll be teaching next week? List 1-3 methods you think could be effective for teaching or practicing that content

3. Which of the following did you consider? –The age of the students you’ll be teaching –The prior knowledge your students are likely bringing with regard to the content –The concrete resources available to you –The amount of time you have available in the lesson –The way you learned this particular content as a student –A great activity you have seen, read, or heard about –The vision you have already developed for this objective –How these methods fit into the “I do, We do, You do” framework for learning 3

4. Which of the following did you consider? –The age of the students you’ll be teaching –The prior knowledge your students are likely bringing with regard to the content –The concrete resources available to you –The amount of time you have available in the lesson –The way you learned this particular content as a student –A great activity you have seen, read, or heard about –The vision you have already developed for this objective –How these methods fit into the “I do, We do, You do” framework for learning 4

5. Session Objective Corps members will use their daily vision (key points, lesson assessment, exemplar student response) and an appropriate template to write a sequence of methods for a lesson plan that, if executed effectively, will lead to student mastery of the objective. Effective lessons are backwards planned – –Goal –Assessment –PLAN 5

6. Agenda Opening Introduction to New Material & CM Exploration: Principle of Method Selection #1 Introduction to New Material: Principles of Method Selection #2 & #3 Guided Practice: Fixing Mr. Suskey’s Plan Closing * The Independent Practice for this session will come later today in the CMA 4 session and in your first Lesson Planning Clinic. 6

7. Principles of Method Selection Principle #1: All instruction should be driven by the objective-aligned vision. Principle #2: The sequence of methods should gradually release responsibility from the teacher to the student by using the “I do, We do, You do” framework. Principle #3: Lesson methods should be backwards planned both to keep the end in mind, and to ensure a seamless flow between the different components. 7

8. Why did we create the vision? Our lesson vision also needs to drive our actions in the classroom! What content do I need to teach? (What tools do you have to help you to this answer?) What are the student outcomes I need to reach? (What tool do you have that can help?) Your key points provide the answer to this question. Your lesson assessment and exemplar student response Provide the answer to this question.

9. Principle #1: It Starts With the Vision Principle of Method Selection #1: All instruction should be driven by the objective-aligned vision. Every method/activity should: Be linked to one or more key points Build toward students being able to complete the lesson assessment 9

10. Evaluating Mr. Suskey’s Plan (Principle #1) Handout 1 (pg. 91-93)- (Principle #1 – Note-Taking Template)—3 pages total Handout 3 (pg. 102-109) ( Mr. Suskey’s 3 rd Grade Reading Plan – He’s Got the Vision…But Not the Action)—8 pages total Mr. Suskey has planned an effective vision for his lesson. His methods are less effective. For each key point consider: –Is this Key Point clearly and explicitly taught in a way that will allow students to engage in meaningful practice? –Is this Key Point sufficiently practiced so that students will be able to demonstrate independent mastery of the objective? –Are there specific items on the daily lesson assessment (the culminating worksheet) for which students are not adequately prepared due to the weak use of key points? 10

11. (Objective-Driven ) Activity- 20 min. 1. Read through the entire lesson.- 10 min. (pg. 102-109) Number each key point. Highlight or otherwise mark it when you see it being practiced and/or use your note-taking template (Handout 1). 2. Chalk Talk- Write down evidence that you see or don’t see on the posters around the room.- 10 min. Prior Knowledge- Do you agree that Mr. Suskey’s vision is strong? Why or why not? Key Points- Which key points are reflected? Which aren’t? What needs to be explicit? What’s the impact on students? Lesson Assessment- Will the lesson set students up to be successful on the practice worksheet? Why or why not? Overarching- Why do you think Mr. Suskey abandoned parts of his vision when planning methods? How could he avoid making that mistake in the future? Next Step- What could we do to “fix” Mr. Suskey’s methods so that they better align to his vision.

12. Debriefing Mr. Suskey’s Plan (Principle #1) Key Point #1Taught?Practiced?Assessment item success? Scholars read non- fiction texts to find information. Often scholars don’t have to read the whole book to find the specific information we need. Why is this a problem? This objective is driving toward the following larger unit goal: Students will read and interpret non-fiction texts in order to extract and synthesize the most important information. This key point drives home critical message that purpose of using the targeted features (table of contents and index) is to seek specific information (which is part of the unit goal).

13. Debriefing Mr. Suskey’s Plan (Principle #1) Key Point #2Taught?Practiced?Set up for success? Scholars use the table of contents to see what page they need to turn to for information about a major topic. (Review) Major Topics are the big ideas. If a book is called “Willard Elementary School,” the major topics are: 1st grade 2nd grade 3rd grade, etc. The table of contents is at the front of the book. The table of contents is organized in the same way as the book is organized Why is this a problem? Students would likely be unsure about how the table of contents and the index are different from one another – that one contains main ideas and the other contains supporting facts.

14. Debriefing Mr. Suskey’s Plan (Principle #1) Key Point #3Taught?Practiced?Set up for success? Scholars look in the index to see what page they need to turn to for information about supporting information. (Review) Supporting information is the small and medium ideas. If a book is called “Willard Elementary School,” the supporting information is: Ms. Marchant’s 1st-grade class Mrs. Jenkins’ 2nd-grade class Mr. Suskey’s 3rd-grade class The index is at the back of the book. The index is organized in alphabetical order. Why is this a problem? Students would likely be unsure about how the table of contents and the index are different from one another – that one contains main ideas and the other contains supporting facts.

15. Debriefing Mr. Suskey’s Plan (Principle #1) Key Point #4Taught?Practiced?Set up for success? Sometimes it’s hard for scholars to decide whether the information they need is a major topic or supporting information. When scholars don’t find what they’re looking for in one place, they try the other and then think about why. Why is this a problem? This key point is essential because it gets at the idea that students can master this objective even if they don’t always look in the right place first. What’s more important than looking in the right place first is the idea that students are continually using knowledge about main topics and supporting information to aid in their decision-making.

16. Next Steps for Mr. Suskey How would you go about “fixing” Mr. Suskey’s plan so that: He uses his key points more effectively? His students are better equipped for success on the lesson assessment? 16 When key points are not explicitly taught or sufficiently practiced, students are often not well-prepared for the lesson assessment. Clearly introduce, explain, and model for each KP. Make sure there’s a method for processing each KP. Make sure each KP is checked prior to the assessment. Ensure KPs are used effectively Model doing the same process in the same way as students will be asked to do on the lesson assessment.

17. Agenda Check Opening Introduction to New Material & CM Exploration: Principle of Method Selection #1 Introduction to New Material: Principles of Method Selection #2 & #3 Guided Practice: Fixing Mr. Suskey’s Plan Closing * The Independent Practice for this session will come later today in the CMA 4 session and in your first Lesson Planning Clinic. 17

18. Principle #2: “I do, We do, You do” Revisited Principle of Method Section #2: Effective lesson methods gradually release responsibility from the teacher to the student Handout 4 (pg. 110): Learning Theory Wedge A visual representation of the “I do, We do, You do” learning process: –Direct teacher instruction and support is represented by the bottom half of the diagram. –Student control over the learning objective is represented by the top half. –Even though the division of labor shifts throughout the lesson, both teacher and students are active and have distinct responsibilities in each phase. 18

19. OPEN (with the objective): What is going to happen? Why is it important? How does it connect to what students already know? I DO (the objective): Teacher shows students what to do, and how and why to do it.  5-Step Lesson = Introduction to New Material WE DO (the objective): Students practice with active teacher coaching and correction.  5-Step Lesson = Guided Practice YOU DO (the objective): Students practice on their own and independently attempt mastery.  5-Step Lesson = Independent Practice CLOSE (with the objective): What was learned? How does this connect to the bigger picture? 19 It is tempting to list “listen” and “watch” as student responsibilities, we need to plan specific ways for students to actively input the content. Explain (tell), demonstrate (show), think-aloud (model), assign readings, show a video, ask and answer questions Notes, discuss, use organizers, read, ask and answer questions structure scaffolded practice (problems sets, examples and non-examples, reading passages, performance tasks), ask students to explain their work/thoughts, check for understanding, answer questions, intervene and correct, re-teach Practice knowledge and skills (independently, in pairs, in groups), tell the teacher or a classmate what steps to take, ask questions, respond to teacher coaching and correction Practice new knowledge and skills (independently), apply new learning, make decisions, ask questions when necessary, perform the objective at the appropriate level of rigor Monitor, observe, check for understanding, assess, intervene Teacher Student

20. Principle #3: Backwards Planning is More Than Just “Mind the GAP” Principle of Method Selection #3: Lesson methods should be backwards planned – to keep the end in mind, and ensure flow between components. 20 Five-Step Lesson Plan Independent Practice Guided Practice Introduction to New Material Opening & Closing

21. Synthesis Question How does Principle #3 support Principles #1 & #2? Principle #1: All instruction should be driven by the objective-aligned vision. Principle #2: Effective lesson methods gradually release responsibility from the teacher to the student. Principle #3: Lesson methods should be backwards planned – to keep the end in mind, and ensure the flow between components. 21 The ultimate goal of all methods is independent student mastery.

22. Agenda Check Opening Introduction to New Material & CM Exploration: Principle of Method Selection #1 Introduction to New Material: Principles of Method Selection #2 & #3 Guided Practice: Fixing Mr. Suskey’s Plan Closing * The Independent Practice for this session will come later today in the CMA 4 session and in your first Lesson Planning Clinic. 22

23. Practice: Back to Mr. Suskey Handout 6 (pg. 117-120): Brainstorming Methods for Mr. Suskey’s Plan (4 pages) –“Lesson Planning Clinic Worksheet” –Set up specifically to guide you to follow Principle #3: –We’re not fully fleshing out methods. –Focus on strong initial ideas for methods that align to our three principles. 23

24. Planning Backwards Practice Independent Practice (You Do.)- composed with the lesson assessment, and as part of his lesson vision, we know it’s strong. We’ll leave this part intact. Guided Practice (We Do.) 3 min.- Remember the “we do” needs lots of teacher-guided practice- Jot down your ideas on pg. 118 Does this idea push students to sufficiently practice the key points? Does this idea align to how students will be expected to work independently during the “independent practice.” Does this idea capture the intent of “We Do”? How?

25. What about the Intro to New Material (INM)? Principle 1 Guiding Questions –How you are clearly and explicitly teaching the key points? –How are you having students meaningfully process the key points? –How does your INM mirror the way the way students will be asked to practice and demonstrate? Principle 2 Guiding Questions –How does what you’re planning for INM fulfill the intent of the “I Do.” in our framework.? Principle 3 Guiding Questions –What does it feel like to backwards plan methods – to start with the end and work back towards the beginning? Why? –How is this helping you stay focused on student outcomes? –Helping you keep a logical flow between lesson components? Next steps: What do you think your next steps will be for fleshing out these methods?

26. Convincing Mr. Suskey Convince Mr. Suskey to use these three method selection principles in the future Rock, Paper, Scissors! Take two minutes to compose a 30-second “sales pitch” to Mr. Suskey to convince him that your assigned principle would help improve his methods –Rock- Principle #1: All instruction should be driven by the objective-aligned vision. –Paper- Principle #2: The sequence of methods should gradually release responsibility from the teacher to the student by using the “I do, We do, You do” framework. –Scissors- Principle #3: Lesson methods should be backwards planned both to keep the end in mind, and to ensure a seamless flow between the different components 26

27. What’s Next? CMA 4: Resources For Planning With Your ISAT (later today) Lesson Planning Clinics (starting today and occurring 2x per week throughout institute) Lesson Plan Review and Observation-Debrief Conversations (starting today and occurring 1-2x per week throughout institute) Two core CS sessions in Week Two devoted to expanding this session and deepening skills around planning: PLAN 4: Practice Matters (the “We do” and the “You do”) PLAN 6: Effective Introductions to New Material (the “I do”) 27

28. So what did we learn? Why will our methods lead to objective mastery? –Because they are driven by the lesson vision. (Principle 1) What are our methods grounded in? –They should adhere to a strong learning theory framework- “I do. We do. You do.” (Principle 2) How do we go about actually planning these methods? –We backwards plan them from the “You do” to the “We do” to the “I do” 28

29. The Bottom Line Methods should make the objective accessible to students 29