White Plains City School District March 9, 2011

By the end of the session, you will be able to Describe each component of the lesson plan template Use the template to review, refine, and/or plan a lesson to be taught within the next five days At the end of the session, each individual or group will submit a lesson plan to the Coordinator in order to share with colleagues.

Individually, list the following: (5 minutes) Three lesson plan components with which you are comfortable. Two lesson plan components that you find challenging. One question you still have about lesson planning. Share your responses with your table group. (5 minutes) Whole-group share out. (5 minutes)

What do you want students to know or be able to do after completing the lesson? Does this meet the criteria for a sound objective? How do you plan to communicate the learning objective to the students? How will you ensure that every student can refer to the objective throughout the lesson? How will you make the learning objective relevant to students? Does every component of your lesson plan support your learning objective(s)?

What will you have students do independently in the first few minutes of class to focus on your upcoming lesson? activate prior knowledge? How will you link new content/skills to students’ previous experiences? How will you use the class opener to transition into the lesson?

Presenting new content: “I do” Teacher explains, demonstrates, models or thinks aloud for students (mini-lesson) 10-2 principle Processing time: “We do” Students have a brief chance to process information with teacher support

“You do” Students practice and apply new content/skills either independently or in groups Teacher circulates and confers with students to monitor progress and provide support where needed.

Circles back to learning objective Students articulate their understanding of the main points of the lesson

How will each student make his/her learning public? How will you provide feedback to each student? How will you use this to guide future instruction?

Students are accountable for their learning through Exit tickets Daily quiz Try the next one Explain to a…. (younger child, absent student, etc.) Self-assessment (shared with teacher) Refer to the Assessment Binder for many other examples

How is the homework an extension of the day’s learning? Does it preview, support or extend the learning objective? Does this homework increase the likelihood that students will achieve and retain the learning objective? Is it both challenging and attainable? (Zone of Proximal Development) Have you given students an opportunity to record and understand what is assigned/expected?

What methodologies or practices will be used to address the individual differences and needs of students? How will you determine and address specific student needs for each new lesson? How will you address the needs of specific learning groups? (flexible grouping)

How will you provide opportunities for students who need an extra challenge? Are there clear expectations for what students should do if they finish their work early? How do you establish the idea that “In this classroom, the learning is never finished.”?

How will technology be incorporated into the lesson to support and enhance student learning? How can you include opportunities for students to make use of technology?

Has your question from the warm-up been answered? Do you have any new questions? Write any questions you still have on a sticky note and post it in the “parking lot”.

Department-specific Exemplar

Take a moment to jot down an observation or reflection about lesson planning. Share your comment with a partner at your table.

Either alone or with a partner, review and refine the lesson plan you brought using the lesson plan template. Turn in your revised lesson plan at the end of the meeting today (either in hard copy or electronically) Please come back together here promptly at 3:05 p.m. IF YOU COMPLETE YOUR LESSON PLAN EARLY, work on a second plan, or join another group to support their work.

First person or group will share lesson plan. Turn-and-talk: Identify one thing that stood out for you in this lesson plan. Be prepared to share your own or your partner’s response.

Second person or group will share all of their lesson plan EXCEPT adaptations and extensions. Table-talk Brainstorm possible adaptations and extensions. Facilitator will randomly select one representative to share the table’s suggestions.

Use a blank copy of the lesson plan template to assess your degree of comfort with each lesson component. Use the following rating scale: 3 – Strong enough to support others 2 – Comfortable, but still practicing 1 – Would like further support When you next log on to your computer account, you will be asked to complete a survey regarding today’s workshop. Your answers will be used to design further PD.

3-2-1 Turn-and-talk Table talk T-W-P-S 10-2 Parking lot Self-assessment Think aloud Flexible grouping Posted and reviewed objectives