Presentation on theme: "Lesson Planning for College and Career Ready Students Madeline Hunter style Originally presented by Kate Brown for PLC."— Presentation transcript:
Lesson Planning for College and Career Ready Students Madeline Hunter style Originally presented by Kate Brown for PLC
CCSS Lesson Plan Standard – For grades K-2, what Common Core State Standard is being addressed in this lesson? – For grades 3-12, what Common Core State Standard AND Mississippi Framework standard or competency are being addressed in this lesson?
CCSS Lesson Plan Assessment – The assessment should be designed in advance of planning the lesson (backward design). – For performance tasks, models of appropriate work should be shared when discussing the assignment. If a rubric will be used, it should be shared with students prior to assigning the work. – Does this lesson help ensure that ALL students can be successful on the planned assessment? – What are the performance standards that define success/proficiency for students?
CCSS Lesson Plan Anticipatory Set – Sometimes called a “hook” that is used to get students’ attention. – Should relate the experiences of the student to the objectives of the lesson. – Purpose is to put students into a receptive frame of mind – Focuses student attention on the lesson
CCSS Lesson Plan Objective – What will students understand and be able to do as a result of this lesson? – Students should be informed of their learning objective(s) for any given lesson. – Teachers should rephrase objectives into “I can” statements that students understand and can use to measure their own learning progression.
CCSS Lesson Plan Input – The teacher provides the information needed for students to gain the targeted knowledge or skill through lecture, film, video, pictures, presentations, etc. – The source of information for the lesson: textbook, lecture, website, handout, video, research, etc.
CCSS Lesson Plan Modeling – Once the material has been presented, the teacher uses it to show students examples of what is expected as an end product of their work. The critical aspects are explained and demonstrated. – The teacher demonstrates, shows a skill, idea, format, example, etc. – If models or rubrics are to be used, examples should be shared with students during modeling.
CCSS Lesson Plan Check for Understanding – Determination of whether students “get it” before proceeding. – Include some of the specific questions a teacher asks throughout a lesson (should include varying levels of DOK) – If there is any doubt that the class has fully understood, the concept/skill should be retaught before practice begins.
CCSS Lesson Plan Guided Practice – Student work during which the teacher and/or peers are available to assist the student – Opportunity for each student to demonstrate grasp of new learning by working through an activity or exercise under the teacher’s direct supervision – Most student work that is not a test or homework could be used as Guided Practice.
CCSS Lesson Plan Closure – The end of a lesson in which the teacher recaps and wraps up the learning. – Often takes the form of showing student work or reviewing key learning from students – Used to help students bring things together in their own minds and to make sense out of what has just been taught.
CCSS Lesson Plan Independent Practice – Often assigned as homework, independent practice provides students with the opportunity to practice and hone skills developed during the lesson. – Independent practice should be regular and repeated.
CCSS Lesson Plan Evidence of Rigor – How does this lesson provide rigor to challenge learners at an appropriate level? – What higher-level thinking skills are addressed? Evidence of Relevance – How will this material be made relevant to the learners? – What are the real-world, college, or career applications for this objective or lesson?
CCSS Lesson Plan Evidence of Differentiation – Assignments are appropriate and matched to the level or interest of the students. – The lesson plan is based on the level of the learners and allows lower performing students to be successful and higher performing students to expand their knowledge using higher order thinking skills. – Plans for enrichment or remediation. – Grouping, if applicable, is appropriate for diverse learners.