1. 2-4-16 Review ETC, Ch. 3 Practice the principles Agenda: Starter Question: Describe a time you learned something challenging.

2. ELA: English Language Arts Reading Writing Speaking Listening Thinking

3. I Learning Goals SC ELA Content Standard(s): Benchmark(s): Indicator(s): What will your students know and be able to do at the end of this lesson? II Student Background Knowledge and Experience What prior knowledge and skills do students need in order to be successful in reaching the goals of this lesson? How do you know if students have the knowledge and skills they need to be successful? How will you use or accommodate the diverse experiences that your students bring to class (considering gender, race/ethnicity, English language proficiency, economic status, exceptionalities, skill level, and learning styles)? III Instructional Procedures Content summary, including concepts and essential understandings: Teaching methods: Student grouping: Reading strategies for selected print and nonprint texts: Interdisciplinary strategies: IV Resources and Materials Written Texts: Oral Media: Visual Media: Instructional technologies: V Instructional Activities Lesson sequence, including important questions to ask students; time Allotted Opening: Main activities: Closing: VI Assessment/Evaluation How will you know if each student has met the learning goals? Will students be asked for a personal response? If so, how will you use these responses? Attach assessments and assessment criteria. VII Adaptations Modifications: Note if lesson objective or significant content needs to be changed. LESSON PLAN FORM

4. Teacher performs with help from students Teacher performs alone; students watch Teacher performs, but students do significant work Students perform with help from teacher Students perform; teacher watches Students perform independently Students continue to perform and perfect

5. https://www.youtube.com/watch?v=TG8lAzrdLFo http://www.twjc.co.uk/tut001.html Goal: Juggle 3 balls

6. Ten Principles of Practice 1.Provide necessary conditions 2.Establish & communicate specific objectives 3.Make explicit connections 4.Prepare students with needed skills/knowledge 5.Integrate assessment throughout the process 6.Teach learning strategies 7.Demystify literacy practices & performances 8.Use different methods, modes, and media 9.Have students generate questions & ideas 10.Provide meaningful opportunities to practice & perform ETC, p 50 Sample lesson

7. Sample project: Create a book trailer for an SSR book. What’s your GOAL for this assignment? (What do you want students to know or be able to do as a result of completing it?) What knowledge or skills do students already have? What knowledge or skills do they not yet have? How can they get that knowledge or those skills? (How much do you need to provide? What can they get on their own? How much help or guidance do they need?) What’s the target? (What does a successful performance look like?)

8. What’s your GOAL for this assignment? (What do you want students to know or be able to do as a result of completing it?)

9. What knowledge or skills do students already have? They know how to determine a central idea or theme. They know how to write for a specific task, purpose, and audience. They have varying degrees of familiarity with video-making software. What knowledge or skills do they not yet have? They might not know the “book trailer” genre. They might need to learn some software. They might need to learn how to “storyboard” a video. How can they get that knowledge or those skills? Minilessons in class. Learning from each other in small groups. What’s the target? Sample 1Sample 1 Sample 2Sample 3Sample 2Sample 3

10. Sample project: Experience a poem every day in class. What’s your GOAL for this assignment? (What do you want students to know or be able to do as a result of completing it?) What knowledge or skills do students already have? What knowledge or skills do they not yet have? How can they get that knowledge or those skills? (How much do you need to provide? What can they get on their own? How much help or guidance do they need?) What’s the target? (What does a successful performance look like?) Fire What makes a fire burn is space between the logs, a breathing space. Too much of a good thing, too many logs packed in too tight can douse the flames almost as surely as a pail of water would. So building fires requires attention to the spaces in between, as much as to the wood. When we are able to build open spaces in the same way we have learned to pile on the logs, then we can come to see how it is fuel, and absence of the fuel together, that make fire possible. We only need to lay a log lightly from time to time. A fire grows simply because the space is there, with openings in which the flame that knows just how it wants to burn can find its way.

11. Sample project: Explain figurative language in a poem. What’s your GOAL for this assignment? (What do you want students to know or be able to do as a result of completing it?) What knowledge or skills do students already have? What knowledge or skills do they not yet have? How can they get that knowledge or those skills? (How much do you need to provide? What can they get on their own? How much help or guidance do they need?) What’s the target? (What does a successful performance look like?) Fire What makes a fire burn is space between the logs, a breathing space. Too much of a good thing, too many logs packed in too tight can douse the flames almost as surely as a pail of water would. So building fires requires attention to the spaces in between, as much as to the wood. When we are able to build open spaces in the same way we have learned to pile on the logs, then we can come to see how it is fuel, and absence of the fuel together, that make fire possible. We only need to lay a log lightly from time to time. A fire grows simply because the space is there, with openings in which the flame that knows just how it wants to burn can find its way.

18. Something to stimulate interest in language: maybe a video, a song, or something else from pop culture. Teacher demonstrates the skill. Students “assist” doing the skill. Students practice the skill. Student perform the skill for assessment. Something to review, or maybe to look ahead to next time.

19. Another set of “guiding principles” for effective instruction 1.Provide multiple entry points into every lesson 2.Employ a range of instructional modes 3.Use a variety of group formats 4.Describe and demonstrate each strategy 5.Develop student’s background knowledge What would each principle look like for the lesson on “Fire”?

20. For next week, read and respond to Ch 4 of ETC.