1. Lesson Planning & Delivery
Assistant Superintendent
Nikolai Vitti
Instructional Supervisors
Lena Anderson, K-8 Mathematics
Christian Carranza, Secondary Science
Vanessa De La Pena, Reading
Ursula Garbutt, Ed.D., Secondary Mathematics
Darliny Katz, Reading
Cecelia Magrath, Reading
Daniela Simic, Elementary Science
Curriculum Support Specialist
Gladys Barrio, Science
Christine Dahnke, ELL
Julian Davenport, Mathematics
Ernesto Gonzalez, Reading
Roxana Hurtado, Reading
Ronald Marcelo, Mathematics
Chava Thomas, Writing
Patricia Sosa, Reading
Lois Saunders, Science
Lesson Planning & Delivery
Education Transformation Office

2. The “thru” line is key. All lesson planning and delivery must align with assessments…Begin with the End in Mind…There must be a direct link between each part of lesson planning through each part of lesson delivery to increase student performance.

3. Assessment Resources Next Generation Sunshine State Standards
Crosswalks from Old to New Standards for Science
Florida’s Test Item Specifications
Old Standards:
NGSSS:
Florida’s Content Focus Reports
Webb’s Depth of Knowledge and Cognitive Complexity

4. Use your assessment resources to create your OBJECTIVES
How do you know where you are going?
What tools will help you on your journey?
How will you be assured your lessons provide the level of rigor needed for student success?
How will you determine if you are making expected progress?
The presenter should use these questions to generate discussion with the participants.
Good place to discuss pacing guide and Instructional Focus Calendars.
Don’t forget that you are the Guide and you are taking many students with you.

5. Where do
Essential Questions
come from?

6. How do we create Essential Questions?
Select next benchmark from your curriculum guide or FCIM calendar.
Identify the specific part of the benchmark that you will teach in this lesson.
Write the identified specific part as the learning objective for this lesson.
Reword the learning objective into an essential question using student-friendly terms.

7. GENERATING ESSENTIAL QUESTIONS

8. GENERATING ESSENTIAL QUESTIONS

9. ESSENTIAL QUESTIONS ACTIVITY Rewrite the learning objectives into questions using student friendly terms.

10. ESSENTIAL QUESTIONS ACTIVITY

11. Use the Essential Question to
Create & FOCUS
your
Lesson Plan

16. Smooth Lesson Deliveries
Well Planned Lessons
lead to
Smooth Lesson Deliveries

17. Gradual Release of Responsibility
“The gradual release of responsibility model of instruction stipulates that the teacher moves from assuming “all the responsibility for performing a task…to a situation in which the students assume all of the responsibility.”
Pearson and Gallagher suggest that this cognitive load shifts slowly and purposefully from the teacher to the student. The teacher starts by directly explaining, thinking aloud, and modeling for the students. The model next moves to joint responsibility between the teacher and students, followed by independent practice by the students and eventually application by the learner. This gradual process may take place over a day, a week, a month, or a year.
Note to presenter: Gradual Release of Responsibility is one of several effective delivery models (e.g. Five “Es,”, Direct, Explicit Instruction, and the Constructivist model).
Duke and Pearson, 2002, p. 211

18. Lesson Delivery Introduction (“Hook”) Modeled Instruction (“I DO”)
How will I focus my students on what they need to learn?
Modeled Instruction (“I DO”)
How will I show my students exactly what they are expected to do during guided practice and eventually during independent work?
Guided Practice (“WE DO”)
How will I provide my students with opportunities to collaboratively work in pairs, trios, and/or quads to practice what they were taught during the modeled portion of the lesson?
Independent Practice (“YOU DO”)
How will I help my students independently apply what they have learned during modeled and guided practice?
Closure (“Wrap Up”)
How will help my students reflect on the key ideas they have learned during the lesson and answer the Essential Question?

19. Introduction (“Hook”)
Grab students’ attention with “Hooks”.
To be used when introducing a new topic.
Make connections to previous learning.
Offer a precise explanation of what will be learned.
Introduce/review important vocabulary.
Refer to posted essential question.

20. Hooks Activating Prior Knowledge
Anticipation Guide
Students respond to and discuss statements related to the topic to be studied. After reading or learning about the topic students rewrite their responses.
Word Splash
Students predict the relationship among a set of words and the topic to be studied. While reading or learning about the topic students check their statements for accuracy and make revisions as necessary.
Whole Class (KWL) Know - Want to Know – Learned
Students build a whole class KWL chart by writing their ideas on sticky notes and placing them under each of the three parts of the KWL as they are introduced by the teacher.
Walk Around Survey
Students are given a topic of study and asked to move around the room for the purpose of conversing with other students. During these conversations, students will share what they know of the topic and discover what others have learned. 
Graphic Organizers

21. Modeled Instruction (“I Do”)
Component of the lesson when students learn exactly what they are expected to do during guided practice and eventually during independent work.
Teacher conducts a think aloud while solving a problem or reading the text to explain thought processes or thinking patterns.
Model the use of a graphic organizer to organize key ideas during this step.
Demonstrate how to complete examples step by step.
Verbalize thinking, such as (teacher think-a-louds)…
forming mental pictures,
connecting information to prior knowledge,
creating analogies,
clarifying confusing points, and/or
making/revising predictions.

22. Modeled Instruction Examples
Think A-loud
Practice Problems
Demonstration
Process breakdown
Solving Equations
Drawing on the White Board
Picture Part Identification
Video
Virtual Dissection
Sample Foldable

23. Guided Practice (“We Do”)
Students work in pairs, trios and/or quads using collaborative strategies to practice what they were taught during the modeled portion of the lesson.
Students take part in laboratory investigations.
Teachers ask higher order questions requiring explanation with “Student Accountable Talk” or “Student Think-a-Louds” to justify thinking and explain logic.
Teachers conduct informal Checks for Understanding.

24. Collaborative Strategies
Working in small groups is a helpful classroom strategy for interactive learning……
however, without a specific task, clear instructions and guidance on how to participate, small group work will not be as effective.

25. Collaborative Strategies
Incorporate Collaborative Structures for additional practice with peer support.
Think-Pair-Share
Rally Table
Pairs Check
Numbered Heads Together
Talking Chips
Team-Pair-Solo

26. Student Accountable Talk
Ask Higher Order Questions requiring explanation with “Student Accountable Talk” or “Student Think-a-Louds” to justify thinking and explain logic.
Ask “Why” and “Why Not” questions
Use probing and clarifying questions
Allow students’ extended time to prepare responses
Require use of content specific vocabulary
Reference vocabulary acquisition tools (interactive word wall, lesson vocabulary on whiteboard, foldables, skill process posters, etc.)
Prepare questions ahead of time

28. Student Accountable Talk
Probing Questions
Students need opportunities to process information by justifying or explaining their responses--dealing with the why, how, and the based-upon what aspects of a concept.
Why do you think this is the case?
What would have to change in order for…?
What’s another way you might…?
What would it look like if…?
What do you think would happen if…?
How was…different from…?
How did you decide/determine/conclude…?
What is the connection between…and…?
What if the opposite were true? Then what?

29. Student Accountable Talk
Clarifying Questions

30. Student Accountable Talk Wait-Time
Wait time after posing a question
In many classrooms, students know that all of the teacher’s questions will be answered by a few “star students.” Waiting after posing a question allows more students a chance to think and formulate a response.
Wait time after calling on a student
Teachers who use this kind of wait time effectively often explicitly tell the students that they are, in fact, waiting. As a student struggles to answer, they will say to other students things like, “That’s OK, give her time.” Or, “That’s OK, we’ll wait.”
Wait time after student gives a response
The teacher can help by finding ways to extend the time that the student’s answer “hangs in the air” by asking clarifying questions.

31. Checks for Understanding
Checks for Understanding can be used before the lesson, during the lesson and after the lesson
Thumbs Up/Down/Middle
White Board Responses
Response Cards
Reverse Think…Pair…Share
Student Accountable Talk
Journal Responses
Cornell Notes Summaries
Board Races

32. Independent Practice (“You Do”)
Opportunity for students to independently apply what they have learned during modeled and guided practice.
Teacher assigns students independent work that is directly aligned with the lesson objective.
Teacher circulates around the room to provide support and to determine who has mastered content and who needs further assistance.
Teacher pulls small groups.

33. Independent Practice Examples
Lab Write-up
Individual Project
Fill in Foldable
Research Project
Practice Problems
Science Journals

34. Real Scientists Use Journals:
Purpose of a Science Journal
To build science content and process skills
To increase student participation and practice in science.
To assess student achievement formatively
To identify evidence of student learning
To collect evidence of student growth over time
To identify students’ misconceptions

35. Good for experiments
Only the most important steps of an experiment need to be recorded in a students science notebook. The teachers should decide ahead of time what information is the most important to student learning. It is important to keep the use of the notebook authentic for the learner. Copying purpose and procedure steps is less important then predicting, recording data, doing calculations and graphing results. It is more authentic to have students reflect on their learning rather then a teachers/authors purpose for a lesson/activity. Keep student entries meaningful. Keep the science real. 35

36. CLASS NOTES
Vary class note taking opportunities using text reading strategies, class discussion, independently work assignments and research. 36

37. Concept maps Left side/right side
Concept maps help all students visualize connections. 37

38. Interactive Notebook

39. Closure (“Wrap Up”)
Closure is the time when you wrap up a lesson plan and help students organize the information into a meaningful context in their minds.
A closure should be a meaningful end to the lesson that…
makes a connection between the concrete and the abstract
reviews key points
gives students opportunities to draw conclusions
answers the essential question
previews future lessons
creating a smooth transition from one lesson to the next lesson
Although every lesson should end with a closure activity, it’s also good to stop and summarize along the way.

40. Closure Activities 3-2-1 Response Dear Teacher
Students are asked to write down: 3 most important things learned, 2 questions that still need to be answered and 1 way their learning connects to what they knew before.
Dear Teacher
Write a letter to an absent student, another teacher or the principal explaining what has been learned and answering Essential Question.
Ticket Out the Door (Exit Card)
Students respond to a prompt which they in turn, share with the class or with a partner.
It’s Okay to Pass Summary Notes
Students write a summary paragraph answering the Essential Question and exchange with a partner who responds to the accuracy of the answer.
Draw A Picture or Diagram

41. Homework an extension of Independent work
To achieve a positive impact on student learning homework assignments must be well-designed and carefully constructed.
Some specific research findings include:
Homework is most effective when it covers material already taught.
Homework is most effective when it is used to reinforce skills learned in previous days, weeks, or months.
Homework is less effective if it is used to teach complex skills.

42. Importance of Feedback
Providing students with specific, timely feedback is essential to learning.
Students need information about their strengths and weaknesses, what they know and don’t know, and how well they are performing.
Researchers have found that students who received personal, pertinent feedback about their homework errors outperformed students who received only scores on their homework assignments.
Researchers have identified four questions that teachers should ask themselves as they review a student’s homework assignment:
Is there an error?
What is the probable reason for the error?
How can I guide the student to avoid the error in the future?
What did the student do well that could be noted?

43. Sharing feedback with students through…
*Switch to FCIM ppt
Data Chats

44. How often are Data Chats conducted?
Weekly whole class data chat
Weekly student individual data tracking (in “Pride” folder)
Monthly/Quarterly teacher-student data chats (include parents as necessary and appropriate)
Semiannually administrator-student data chats (after baseline and midyear testing)

45. Teacher questions for student data chats
Have you shown improvement?
What barriers to learning are you experiencing?
What has helped you learn? Please state some specific activities or class interactions.
How do you feel about your progress in this class?
Ask students to complete a goal sheet.
Ask students to complete their action plan to reach their goal.
Review their progress on their goals monthly or quarterly. Establish this as a regular routine in your class.

46. Data Chats lead to Action Plans
As teacher-student data chats are held the opportunity arises to assist or expect a student created action plan.
Teacher provides data, discusses implications of data with student, asks questions related to their learning, and then expects student to record, monitor, and create an action plan.

49. Gradually move from to the
Gradual Release
5E Model!

50. What is the ? 5E Model Discovery model Inquiry based model
Students form meaning and conceptual understanding before the teacher explains concepts
Change in mindset from the model of lesson planning most frequently used
Has attributes that blend with the gradual release model

51. Looks Like/Sounds Like:
ENGAGE
Provides opportunity to
Capture interest in the topic
Motivate students
Identify student misconceptions
Create a positive classroom
Looks Like/Sounds Like:
Puzzle
Photo or picture
KWL
Demonstration
Video

52. Looks like/Sounds like:
EXPLORE
Provides an opportunity for students
To test out their ideas
To compare their ideas to their peers’ ideas
To wonder
To be actively and authentically engaged
Looks like/Sounds like:
Hands-on Investigations
Experiments – open ended
Manipulatives
Student wonder questions; WOW!

53. Provides an opportunity for students
EXPLAIN
Provides an opportunity for students
To resolve misconceptions
To make sense of their observations and discussions
To develop formal concept understanding
To develop vocabulary/terminology
Looks like/Sounds Like:
Student Accountable Talk
Student Discussions
Student-Teacher Questions
Laboratory write-up

54. Provides an opportunity for students
ELABORATE
Provides an opportunity for students
To apply and develop concepts
To extend concept understanding
To extend skills and concepts to new context – make applications, synthesize
To use higher order thinking
Looks like/Sounds like:
Teacher elaborating on student ideas
Students having ah-ha moments
Teacher and student clarification of misconceptions
Students applying to new situations
Students relating to prior situations

55. EVALUATE Provides an opportunity for Look likes/sounds like:
Teacher to determine how well students understand the concept
Students to self-asses their understanding
Teacher and students to determine ability to apply a skill
Teacher and students to determine areas that need continued or more explicit instruction
Look likes/sounds like:
Ticket out the door
One minute report
Quiz
Summaries
Student rubric
Analogies
Student Presentations
Lab report (data and conclusion)

56. Your Turn!
Now that you have worked through the gradual release lesson planning model, which section of the plan is most confusing to you? Why…give examples of your confusion.
In what section do you foresee your teachers having trouble? Why??
What questions do you have for us to help expand your understanding?

57. Florida Education: The Next Generation DRAFT
Questions?
For more information, please contact:
Daniela Simic
Instructional Supervisor
Florida Education: The Next Generation DRAFT
March 13, 2008
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