Bellwork: “Standards, Planning, or Assessment” Which of the three topics is of primary importance? Rely on what you’ve encountered in your classes and what your “gut” tells you. Freewrite (your choice of mode) for 8 minutes. Be prepared to share your thoughts. Lucille and Cody—do you need to “set up”? 1

Agenda for Today Student AILY Presentations Homework Quiz Review Pre-Assessment Results SIOP Chapter 3 Standards Entrypoints to Learning/MI Planning Assessments (if we have time!) 2

Student Presentations “Bad Influence” “Arturo’s Flight” Lucille Cody 3

Homework Quiz! Any questions for the class or me before you get the quiz? Time to take the quiz: 15 minutes (DON’T OBSESS!) Online or hard copy? 4

Could Teach about It/ Could Use it Today Mostly Know ItHave Heard of ItNo Clue Literature Circle521 Efferent vs Aesthetic Reading 44 Rubric431 Constructivism131 Writing Workshop143 Peer Review322 Conventions321 Bloom161 Cooperative Learning 26 Differentiation161 Scaffolding35 Special Needs Learners 52 5

Could Teach about It/ Use it Today Mostly Know It Have Heard of ItNo Clue Multiple Intelligences (MI) 35 UbD7 Initiation71 Closure53 Discussion Facilitation35 Vocabulary Instruction17 Writing Conference62 Pre- & Post- Assessment 62 ZPD34 Hierarchy of Needs1331 Schools of Literary Criticism 44 Classroom Management 332 6

SIOP: pp Instructional Strategies With a friend, and using the CCSS Excel Spreadsheet, please align 3 strategies with an appropriate standard (We will revisit this chapter when we talk about vocabulary instruction in Session 5…) 7

Standards… CCSS Resource! Do they matter? How can we use them without giving ourselves a pain in the brain? When do we use the standards? CCSS in Excel NCTE Standards CT LA Frameworks VENN DIAGRAM between NCTE, Frameworks, CCSS?? (aargh!) 8

Start Time: 11:47 End Time: 12:47 9

Entrypoints to Learning 1.General Strategies– Burke Chapter 16 “Strategies for Success…” pages (1999: ); (2008: ) – MARK THIS PAGE for lesson planning reference!! 2.Re-read the strategies: mark them with the following key (5 minutes-individual reflection)  Automatic A (I’d do this without thinking)  Logical L (Makes sense, and I may or may not remember it)  Doh! D (I should have thought of that, but I might not!) 3.Let’s Share! 10

How does YOUR brain work? Take the “MI Self Assessment” Discuss your results with a partner—any surprises? Would you use this with students? To what end? Individually peruse the RESOURCES at the end of the packet after the “quiz”… “Star” what you might use “X” what you think is unimportant Share your thoughts with a NEW partner 11

Multiple Intelligences: A CRASH Course Roles: –A–Active Participant (everyone) –E–Extractor Responsible to extract essential meaning from the text –C–Connector Responsible to connect the info from the article to our future students –S–Sifter Responsible to “sift” through the article to find the golden nuggets –D–Delegate Responsible to accurately convey the group’s findings Time: 15 minutes Task – Group-read your assigned article, taking active notes – Respond to these prompts: What is the theory behind MI? Does your group agree with the theory behind MI? How can this article help us understand our students? (ourselves?) Choose 2-3 particularly illuminating quotations to consider 12

Planning Let’s look at the TCPCG Format… TCPCG PDF What’s good about it? Is the second format easier to use? TCPCG Revised 13

Plans, Plans, Plans WITH THE UNDERSTANDING THAT YOU HAVE TO USE THE TCPCG FORMAT FOR STUDENT TEACHING… you won’t always have to, so… Over the course of 10 minutes, with a partner who will be student teaching at the same level as you, “rank” the lesson plan formats Consider: – Viability – Usability – Pedagogical Soundness Do you think you could improve upon them?! How? 14

Burke Chapter & 10.2—your thoughts? “Designing Standards Based Instruction”—your thoughts? Burke’s Initial Steps in Composing a Curriculum: – Begin with the End First – Establish a Clear Rationale – Make a Road Map – Create a Mental Time Line – Determine Needs – Decide on Assessments – Anticipate Obstacles Hand-out: My “Antigone” Unit… – Challenge: Help a sista’ out… 15

Overview of a Period BASIC VERSION – Initiation – Content/Lesson/Activities – Closure ALTERNATE VERSION / WORKSHOP MODEL – Mini-Lessons How do you know how long things will take? How much can you “cover”? What if…? 16

Start Time: End Time: 17

Exit Card Answer the following: – Your name – A lingering question you have about today – Something that annoyed you about today or today’s material – Something that you think you might be able to incorporate into your teaching 18