1. The Art of Preparing for a Unit Mandy Kelly Cartelia Lucas Mary Schoenfeldt

2. Where Are We Now…  How do you usually get ready to teach a unit? o Think-Pair-Share  Challenges/Successes

3. Getting Ready to Teach a Unit  Review the hand-out  Discuss as a team  Noticings

4. Step 1: Big Ideas Looks Like…Sounds Like… Studying: General Information Essential questions Enduring understandings Standards Professional reading Taking notes Why is this important for students to learn? What does this look like in the lives of children? What does this look like in our lives as adults? What else do I need to know about the content? OCG Stage 1

5. Step 2: Learning Outcomes Looks Like…Sounds Like… Studying : Standards Knowledge and Skills Learning Targets Developing ideas, “I can… This means…” Taking notes How do the standards, knowledge and skills fit with the big ideas? How do the standards, knowledge and skills fit with the learning targets? What kind of thinking is implied by the standards? What else do I need to know about the learning outcomes? OCG Stage 2

6. Step 3: Defining Proficient Looks Like…Sounds Like… Sorting student work Looking at student exemplars Studying Stage II, Assessment Evidence Consider summative assessments Creating formative assessments Creating rubrics/proficiency scales What does proficiency look like for the standard(s)? Why do we use these formative assessments? How do we formatively assess without paper and pencil? How can our conferring notes help us determine proficiency? What else do I need to know around assessing proficiency? OCG Stage 2

7. Step 4: Lesson Planning Looks Like…Sounds Like… Brainstorming lesson options Digging through resources Referring back to Stage 3 Listing strategies Finding anchor text Planning for student-driven instruction on a blank calendar What are the best practices to ensure student understanding? How will we respond when students do not understand? How will we respond when students already understands it? What are the specific strategies we can teach students for each skill? How will we teach/model the strategies? What tools will we use during instruction? OCG Stage 3

8. Step 5: Weaving in Our Professional Learning  Look at the “Getting Ready to Teach a Unit” Handout  Identify where in the process your team needs to “slow down” and engage in learning

9. What Questions Do You Have?

10. Our Work For Today…  Use this process to get read to teach your team’s unit  Discussion of big ideas  Understanding of learning outcomes  Agreement regarding assessing proficiency  Collaboration regarding teaching strategies

11. Strategy Group Lesson  Teaching Point: When teachers are engage in the work of step three, they develop measures to assess when students meet their goals. This involves:  Reviewing the learning targets  Considering how students will demonstrate proficiency  Determine how you will measure proficiency  This may be a checklist, non-pencil/paper formative assessment, a conference, etc.  Hand-out resources for designing formative assessments