1. Essential Lesson Planning Tools: Pacing Guides & Item Specs Pacing guides for all grade levels can be found at the Social Sciences district website at: http://socialsciences.dadeschools.nethttp://socialsciences.dadeschools.net on the main page, under title: Pacing Guides / Lessons Pacing guides are divided into the four nine week grading periods. Pacing guides are the driving force of our instruction and our lesson planning. In Civics & U.S. History, the item specs is another essential tool to use when planning. US History: http://www.fldoe.org/core/fileparse.php/5662/urlt/0077550- fl09sp_us_history.pdf http://www.fldoe.org/core/fileparse.php/5662/urlt/0077550- fl09sp_us_history.pdf Civics: http://www.fldoe.org/core/fileparse.php/5662/urlt/0077548- fl12spiscivicswtr2g.pdf http://www.fldoe.org/core/fileparse.php/5662/urlt/0077548- fl12spiscivicswtr2g.pdf

2. What do I write on my lesson plans? The Essentials: 1. Benchmarks (from pacing guide or item specs) Example: SS.912.A.2.1: Review causes and consequences of the Civil War. 2. Learning objectives ( from standards/benchmarks) and Essential Questions to guide and assess learning. 3. Essential Content (topics/subtopics and key vocabulary) 4. Materials / Instructional Tools (Technology, Stimuli, text resources, etc… What tools will you use to deliver instruction?) 5. Detailed steps for delivering instruction It is better to overplan!!! ?

3. 1. Benchmarks (from pacing guide or item specs) NGSSS-SS Benchmarks Content Benchmarks: (Example) SS.912.A.2.1: Review causes and consequences of the Civil War. Note that sometimes your lesson will be based on only one benchmark, while other times it will be based on multiple benchmarks. Some benchmarks might need to be broken down into multiple objectives (consider the example above).

4. 2. Learning Objectives & Essential Questions (from standards/benchmarks) Look in the pacing guide (or item specs - Civics & U.S. History). Standards and benchmarks should guide your instruction. The OBJECTIVE needs to be the goal for student learning. For example: SS.912.A.2.1 Review the causes and consequences of the Civil War. (  Benchmark) Students will be able to identify and explain the causes of the Civil War. (  Objective) Essential Questions should be used to foster inquiry, direct student learning, and assess understanding.

5. 3. Essential Topics/Subtopics (your covered content) For example: Causes of the Civil War: Compromise of 1850, Dred Scott decision, Freeport Doctrine, Kansas- Nebraska Act, states’ rights (  My students need to know these related CONTENT FOCUS terms as per the item specs) Other relevant content that my students need to know (taken from the pacing guide): Missouri Compromise, Fugitive Slave Law, popular sovereignty, Uncle Tom’s Cabin, Free Soil movement, “Bleeding Kansas”, Republican Party, Lincoln- Douglas Debates, John Brown, Fort Sumter

6. 4. Materials / Instructional Tools Which resources will best enable students to master benchmarks and reach lesson objectives? What primary sources will I use? What types of stimuli? Tools to Consider: Reading – Textbook, written documents, etc. Types of stimuli – Photographs, maps, political cartoons, primary source documents, graphs, etc. Internet resources – Discovery Ed video clips, NBC Learn video clips, Kahoot, Socrative, iCivics games, etc. Other – graphic organizers, chart paper, powerpoint/Prezi, etc.

7. 5. Detailed Steps to Deliver Instruction (Example time breakdown based on 90 min Block) Steps to Deliver Instruction o Do Now / Bell Work / Hook – 10 min o Direct/Whole Group Instruction (“I do”) – 20 min o Cooperative Learning (“We do”) – 25 min o Individual Learning (“You do”) – 20 min o Closure – 15 min

8. 10 minutesDo Now or Bell Work- Quote analysis Critical thinking question Vocabulary development Cause & effect analysis Journal writing Do Now or Bell Work- is a daily instructional activity that allows the learner to get prepared for the day’s lesson by either connecting ideas from a previous class or providing insight into objectives that will be met for the day’s lesson. 20 minutesDirect /Whole Group Instruction Lecture Class discussions Text-based learning Scaffolding strategies Critical thinking strategies Direct/Whole Group Instruction- during this time, instruction is teacher-directed, focusing on appropriate learning strategies to build comprehension of content, increase vocabulary, and analyze cause and affect relationships. This is where students are informed of content and skills necessary to meet the objectives of the day

9. 25 minutesCooperative Learning Graphically display information Content reporting Project-based learning Research projects Cooperative Learning- includes a number of strategies whereby students help each other to learn content, acquire knowledge, build skills, and/or analyze information thus building upon knowledge acquired during direct instruction and/or differentiated instruction. 20 minutesIndividual Learning Writing Analyze text Create a chart/graphic organizer Take quiz Individual Learning- includes various activities/ strategies where students must perform on an individual basis in order for the instructor to assess at what level learning has taken place based on the lesson. 10 minutesClosure Assessment/Extension Activities/Home Learning Review lesson objectives and check for student understanding Connect today’s lesson with what will occur during the next session. Assessment/Extension Activities/Home Learning- Explanation of home- learning/extension activity and assessment of lesson objectives.

10. How do our students retain knowledge? Instructional MethodAverage Retention / Rate of Knowledge or Skill Lecture5% Retained Reading Textbooks, etc.10% Retained Audio-Visual20% Retained Demonstration/Modeling30% Retained Discussion Group50% Retained Practice by Doing75% Retained Teach others/Immediate Use of Learning Taken from NTL Institute for Applied Behavioral Science 90% Retained

11. BEING PREPARED… PACING GUIDE + ITEM SPECS (in EOC subjects) + INSTRUCTIONAL PLANNING = SUCCESS!