CURRICULAR EXPECTATIONSLeader Institute 2014

OBJECTIVES:Leaders will be able to: Identify the methods of accountability for

lesson planning Utilize Atlas and understand the core

curriculum for your building Identify components of a quality lesson plan Evaluate a sample lesson plan Plan first PD on Unpacking a Unit

BIG PICTUREhttp://www.ted.com/playlists/125/tv_special_ted_talks_educatio

Proper Planning Prevents Poor

Performance

“By failing to prepare, you are preparing to fail.” Benjamin Franklin

CORE CURRICULUM OVERVIEWIn your school groups answer the following questions using the Core Curriculum document: What surprises you about the curriculum in

your building? What are three aspects of your curriculum

that clearly prepare scholars for the next level of education? (elementary to middle, middle to high, and high to college)

UNDERSTANDING BY DESIGN (UBD)

Stage 1: Identify Desired Results Standards Essential Questions and Understandings Key Knowledge and Skills

Stage 2: Determine Acceptable Evidence (Assessment)

Rigorous, standard-aligned assessments

Stage 3: Plan Learning Experiences and Instruction Daily rigorous, objective-driven lesson plans

UBD STAGE 1Standards

Aligned to appropriate grade level and content Can feasibly be taught in the identified time

frameEssential Questions

Key inquiries about important and transferable ideas within the discipline

Open-ended, provocative, require higher-order thinking and support

Overarching, Topical, Metacognitive

UBD STAGE 1Understandings

(Core generalizations based on big ideas of the content and/or discipline)

General answer to an essential question (not always)Key Knowledge

Facts, concepts, generalizations and principles important for students to know

Key Skills Skills and processes students will practice as they work

with the content Daily objectives (SWBATs); always begin with an action

verb Align with identified standards and can feasibly be taught

within the identified time frame

UBD STAGE 2Assessments Presentations, projects, tests, quizzes, etc.

that measure student mastery of the content

Rigorous, aligned to standards, and created/revised at the beginning of the unit (used to drive instruction)

LESSON PLAN FRAMEWORKObjective(s) Begins with SWBAT Aligned with unit and standards Is Measureable Rigorous and feasible Provides a method for scholars to demonstrate mastery

Do Now Does not take longer than 5 minutes Must do one of the following:

Activate prior knowledge Reinforce knowledge/skills Activate critical thinking

LESSON PLAN FRAMEWORKI Do (Teacher centered) Takes less than 10 minutes total Identifies the skill/strategy/understanding

being taught Gets scholars ready for “We Do” and “You

Do” Teacher explains his/her own thinking as

he/she goes through the process of completing the activity

LESSON PLAN FRAMEWORKWe Do (Guided Practice) Connects to the objective Prepares specific questions to ask scholars –

(Text Dependent Questions (TDQ), questions that activate prior knowledge,

Anticipates student confusions by having anchor charts or handouts prepared

Builds in checks for understanding

LESSON PLAN FRAMEWORKYou Do (Independent Practice) Connects directly to the “I Do” and “We Do” Ensures the chosen material is more rigorous

than the “I Do” and “We Do” Includes examples of differentiation to target

struggling scholars Includes an exit ticket or a another type of

(CFU)

Note: I Do, We Do and You Do, can sometimes vary in order and absolutely vary in complexity by student grade level and content area.

LESSON PLAN FRAMEWORKHomework Connects to the objective Can be completed in a timely manner Is assessable Does not introduce a new concept

CRITIQUING LESSON PLANS

NAVIGATING ATLAS http://

edpower.rubiconatlas.org/Atlas/Authentication/View/Login

Log-in Browse unit calendars Filter (left side of screen) Identify assessments for the master units

identified in the scope and sequence for the grades and subjects taught in your school

Note those assessments in the curriculum overview chart

ASSESSMENTS OTHER THAN TESTS AND QUIZZES

Labs Projects

Living Museum Writing Assessment

Research Response to literature Essays

Performance Tasks Socratic Seminar Recitations Readers’ Theater

Note: Should have a rubric attached to the unit map

UNPACKING A UNIT: PROTOCOLSUnit Unpacking Protocol - Leaders must guide

teachers through this process for Unit 1, and it is highly recommended for all pre-unit delivery and pre-writing of daily plans (or mark ups).

Purpose: to develop deep content knowledge and strong instructional planning. By engaging with the units understandings, essential questions and exemplary outcomes, teachers will be able to plan instruction more effectively to meet the needs of their scholars and to make adjustments throughout the unit with an understanding of key outcomes.

This protocol is borrowed from the work of the Achievement First network – with permission.

PRIOR TO UNPACKINGKey pre-work must be determined and

assigned and sent to teachers approximately two weeks before meeting.

This work includes: annotation of key texts or content knowledge resources, robust exemplars of key end of unit assessments.

STEP 1 OF UNPACKING PD(30 -40 MINUTES)

Unit Big Picture and Outcomes – (Discuss Pre-work) If you could distill this unit into the 3-4 most important

ideas, what would they be and why? How do these ideas connect to the unit goals,

understandings, essential questions and vital unit content

How are the key goals assessed in the presented assessments and/or assessments with exemplars that you have created? What additional assessment outcomes and/or approaches would be acceptable here? (Ex. – essay, Socratic Seminar, revised assessment)

Based on the complexity of the text/task and process associated with the unit assessments, what key challenges should be prioritized to further break down or close read with the scholars?

STEP 2 OF UNPACKING PD(20 – 30 MINUTES)The Arc of the Unit –

What are the key learning goals and how do they progress over the course of the unit?

How are these goals assessed (insert more assessments if necessary)

How do the aims contribute to the students meeting the key learning goals? (Flag key aims to enhance with learning points.)

What misconceptions should be anticipated and clarifies and when? (flag in notes for next steps)

STEP 3 –UNPACKING PD(15 – 25 MINUTES)

Precursor to Differentiation- Scaffolding for Key Learning Goals

What are the most challenging complexities associated with the goals of this unit?

What are the embedded skills that will lead students to meet the learning goals?

What scaffolds should we use to support embedded skills or to support students in accessing content? What’s a concrete example from the unit that shows how these scaffolds work?

STEP 4 – UNPACKING PD(10 – 20 MINUTES)So What –

What about this material can be leveraged to engage students? Teach character? Cultivate identity? Deepen connections to the work?

NEXT STEPS -UNPACKING PD(5 MINUTES)Review next steps for teacher(s):

“unit hype” developing daily plans with key teaching points marking up ladders

WHAT’S NEW?Grades 4 & 5Grade Transition to HumanitiesENY Modules, Units and Lesson PlansNo “Atlas Audits”Week of “marked up” plans posted outside of classroom

Expectations for Leaders:Unit Unpacking at least 1st unitLP feedback incorporated into observation feedback (as needed)Regular data meetings with teachers (at least 1/month)Regular LASW meetings with teachers (at least 1/month)

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YOU DO…Daily Planning and Assessments: What does it look like? How will you manage it?Grade Subject Format for

Lesson Plans (insert link)

Submission and Review Process (and/or resubmission)

Unit 1 Unpacking Comments and Notes