Welcome to GANAG!

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Welcome to GANAG!

• Engaging and Effective Lesson Planning for High
  School Teachers
• Dr. Laura Raeder
• Mr. Jeff Noll
• Pam Oberembt

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Overarching Goal for Today

• Participants will understand the process of
  engaging and effective lesson planning.

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Your First Task

• You need to toss your marshmallow at the target!

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Its Important to Have a Goal!

• State the GOALS (or standards intended for the
  lesson)

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Whats Your Background Knowledge?

• What do you know about lesson planning at this
  point?

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GANAG(From Improving Student Learning One
Teacher at a Time by Jane E. Pollock)

• G State the GOALS (or standards intended for
  the lesson
• A ACCESS prior knowledge that relates to the
  lesson
• N Introduce NEW information or concepts
• A ANALYZE/APPLY the new information or concepts
  
• G Summarize or restate the GOALS learned in the
  lesson

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Did you know?GANAG/Prime Time/Hunter

• GANAG IS Prime Time IS Madeline Hunter!

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Apply the New KnowledgeApplying GANAG

• Lauras Lesson

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Review the GoalWinding up the Lesson

• What are the following lessons missing and how
  will that impact them?

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Lesson

• Goal Explain how Le Chateliers principle
  applies to equilibrium systems.
• Lesson
• What is a teeter-totter? How do they work? What
  happens if the bigger kid jumps off?
• Define Le Chateliers principle.
• Do sample problems for students involving
  concentration changes, volume/pressure changes,
  and temperature changes.
• In their own words, students explain how Le
  Chateliers principle is used to predict how
  equilibrium systems will shift in response to
  stress.

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Lesson

• Your task
• In your reading, find embedded a poem by
  rearranging the words, phrases, and images that
  were meaningful to you and to understanding the
  reading. You may do this by underlining words,
  phrases, and images or taking notes as you read,
  writing them down in a notebook.
• After youve found those words, phrases, and
  images that are meaningful
• Play around with them, arranging them in
  different ways until they say exactly what you
  want them to say in an order that is meaningful
  to you.
• Type
• the new poem youve created and give it a title
• Finally
• Create a visual to accompany your poem.
• Your poem will be graded on
• Understanding of the reading through your poem
• Self expression/creativity
• Connection of visual to poem
• Neatness
• Journals What did you learn from todays lesson?
  Pair Share.

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Lesson

• Hitlers Lightning War
• GoalEvaluate the cause and effect of the events
  that lead to the US entering WWII.
• Accessing Background Knowledge
• Political Cartoon
• What message is the author conveying?
• http//triptronix.net/ishbadiddle/images/brevity20
  73243050503.jpeg.
• Pictures of the aftermath of Blitzkrieg
• http//www.tntech.edu/library/archives/collection/
  bombDamageFrankfurt.jpg
• New Knowledge
• Students will read a section of the text. They
  will complete the chain reaction form. They will
  meet with other students who read the same
  section. They will discuss a cause and or effect
  for each link in the chain. The groups will then
  divide and share with an even smaller group.
• I will hand out paper to make a chin link from
  the events and the causes/effects. As the
  students report to the large group we will
  assemble the chain.
• Chain Reaction Activity
• As a class we will list the important events that
  lead to the US entering WWII. Students will then
  put these events in order and explain why one
  event was caused by another event.
• Make a chain with each step and its cause/effect.

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Lesson

• Goal Describe the connection between enzymes and
  activation energy.
• Lesson
• Did anyones mother ever put hydrogen peroxide on
  a cut? What was the experience like? Why would
  parents do this to their children?
• Perform lab experiment using beef liver and
  hydrogen peroxide (mix the two in various ways to
  show the effect of heat and concentration on
  enzyme activity).
• Students answer questions on laboratory worksheet
  (ex., What happened when the liver came into
  contact with the peroxide, what were the bubbles
  made of, why did the reaction stop?).
• On the back of the lab, students will draw and
  label a graph of the enzyme catalyzed lab that
  was just performed.

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Lesson

• Having just finished reading Act I of Romeo and
  Juliet, in groups you will act out the scenes.
• Each group will have 4-5 people.
• Each person must have a speaking role.
• You will have to choose which lines to include.
  You can use your own language.
• You will have today to practice. Tomorrow you
  will present in front of the class. Your
• Presentation of the scene should be 2-4 minutes
  in length. You should have some props.
• Now, that I have numbered you off and you are in
  groups, you may begin putting together your
  presentations.
• I will be available to help you if you need it.
• Review Create a time line of Act I with your
  group.

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Lesson

• How do Taxes Influence the Economy?
• Goals- Explain the economic impact of taxes.
• Understand the two primary principles of
  taxation
• Describe the three criteria for
  effective taxes.
• Accessing Background Knowledge-
• Students will raise their hands if they pay
  taxes. I will ask students whose had is not
  raised it he or she buys clothing, concert
  tickets, gas, or food. Almost all states tax
  these articles. Then I will have students make a
  list of goods or services they may have purchased
  in the last weeks on which they paid a tax.
• New Knowledge-
• Economic impact of taxes-Resource allocation,
  Behavior Adjustment (Sin Tax) Productivity and
  Growth, Incidence of a tax
• Criteria for effective taxesEquity, Simplicity,
  Efficiency
• Two principles of Taxation--Benefit principle,
  ability-to-pay principle
• Types of taxesproportional, progressive,
  regressive
• Exit ticketBased on class discussion, what is
  the most effective tax policy? Explain why with
  3 reasons/examples.

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What Did You Learn?

• On the My Thoughts page, record
• - What GANAG is
• - How it would make learning better for
  students
• - How you will use GANAG in your classroom
  next year OR how you will improve your use of
  GANAG lesson planning