Plan 3: Building a Lesson Plan

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Plan 3 Building a Lesson Plan

• Laura Kirklin
• Lkirklin.cs.chicago_at_gmail.com
• Living a life is like constructing a building
  if you start wrong youll end wrong.
• - Maya Angelou

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Getting Ready

• Discuss with a partner
• Whats the first academic objective youll be
  teaching next week?
• List 1-3 methods you think could be effective for
  teaching or practicing that content

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Which of the following did you consider?

• The age of the students youll be teaching
• The prior knowledge your students are likely
  bringing with regard to the content
• The concrete resources available to you
• The amount of time you have available in the
  lesson
• The way you learned this particular content as a
  student
• A great activity you have seen, read, or heard
  about
• The vision you have already developed for this
  objective
• How these methods fit into the I do, We do, You
  do framework for learning

4
Which of the following did you consider?

• The age of the students youll be teaching
• The prior knowledge your students are likely
  bringing with regard to the content
• The concrete resources available to you
• The amount of time you have available in the
  lesson
• The way you learned this particular content as a
  student
• A great activity you have seen, read, or heard
  about
• The vision you have already developed for this
  objective
• How these methods fit into the I do, We do, You
  do framework for learning

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Session Objective

• Corps members will use their daily vision (key
  points, lesson assessment, exemplar student
  response) and an appropriate template to write a
  sequence of methods for a lesson plan that, if
  executed effectively, will lead to student
  mastery of the objective.
• Effective lessons are backwards planned
• Goal
• Assessment
• PLAN

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Agenda

• Opening
• Introduction to New Material CM Exploration
  Principle of Method Selection 1
• Introduction to New Material Principles of
  Method Selection 2 3
• Guided Practice Fixing Mr. Suskeys Plan
• Closing
• The Independent Practice for this session will
  come later today in the CMA 4 session and in your
  first Lesson Planning Clinic.

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Principles of Method Selection

• Principle 1 All instruction should be driven
  by the objective-aligned vision.
• Principle 2 The sequence of methods should
  gradually release responsibility from the teacher
  to the student by using the I do, We do, You do
  framework.
• Principle 3 Lesson methods should be
  backwards planned both to keep the end in mind,
  and to ensure a seamless flow between the
  different components.

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Why did we create the vision?

• Our lesson vision also needs to drive our actions
  in the classroom!
• What content do I need to teach? (What tools do
  you have to help you to this answer?)
• What are the student outcomes I need to reach?
  (What tool do you have that can help?)

Your key points provide the answer to this
question.
Your lesson assessment and exemplar student
response Provide the answer to this question.
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Principle 1 It Starts With the Vision

• Principle of Method Selection 1 All
  instruction should be driven by the
  objective-aligned vision. Every method/activity
  should
• Be linked to one or more key points
• Build toward students being able to complete the
  lesson assessment

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Evaluating Mr. Suskeys Plan (Principle 1)

• Handout 1 (pg. 91-93)- (Principle 1
  Note-Taking Template)3 pages total
• Handout 3 (pg. 102-109) ( Mr. Suskeys 3rd
  Grade Reading Plan Hes Got the VisionBut Not
  the Action)8 pages total
• Mr. Suskey has planned an effective vision for
  his lesson.
• His methods are less effective. For each key
  point consider
• Is this Key Point clearly and explicitly taught
  in a way that will allow students to engage in
  meaningful practice?
• Is this Key Point sufficiently practiced so that
  students will be able to demonstrate independent
  mastery of the objective?
• Are there specific items on the daily lesson
  assessment (the culminating worksheet) for which
  students are not adequately prepared due to the
  weak use of key points?

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(Objective-Driven ? ) Activity- 20 min.

• Read through the entire lesson.- 10 min. (pg.
  102-109)
• Number each key point.
• Highlight or otherwise mark it when you see it
  being practiced and/or use your note-taking
  template (Handout 1).
• Chalk Talk- Write down evidence that you see or
  dont see on the posters around the room.- 10
  min.
• Prior Knowledge- Do you agree that Mr. Suskeys
  vision is strong? Why or why not?
• Key Points- Which key points are reflected?
  Which arent? What needs to be explicit? Whats
  the impact on students?
• Lesson Assessment- Will the lesson set students
  up to be successful on the practice worksheet?
  Why or why not?
• Overarching- Why do you think Mr. Suskey
  abandoned parts of his vision when planning
  methods? How could he avoid making that mistake
  in the future?
• Next Step- What could we do to fix Mr. Suskeys
  methods so that they better align to his vision.

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Debriefing Mr. Suskeys Plan (Principle 1)
Key Point 1 Taught? Practiced? Assessment item success?
Scholars read non-fiction texts to find information. Often scholars dont have to read the whole book to find the specific information we need.
Why is this a problem?

• This objective is driving toward the following
  larger unit goal Students will read and
  interpret non-fiction texts in order to extract
  and synthesize the most important information.
  This key point drives home critical message that
  purpose of using the targeted features (table of
  contents and index) is to seek specific
  information (which is part of the unit goal).

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Debriefing Mr. Suskeys Plan (Principle 1)
Key Point 2 Taught? Practiced? Set up for success?
Scholars use the table of contents to see what page they need to turn to for information about a major topic. (Review) Major Topics are the big ideas. If a book is called Willard Elementary School, the major topics are 1st grade 2nd grade 3rd grade, etc. The table of contents is at the front of the book. The table of contents is organized in the same way as the book is organized
Why is this a problem?
Students would likely be unsure about how the
table of contents and the index are different
from one another that one contains main ideas
and the other contains supporting facts.
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Debriefing Mr. Suskeys Plan (Principle 1)
Key Point 3 Taught? Practiced? Set up for success?
Scholars look in the index to see what page they need to turn to for information about supporting information. (Review) Supporting information is the small and medium ideas. If a book is called Willard Elementary School, the supporting information is Ms. Marchants 1st-grade class Mrs. Jenkins 2nd-grade class Mr. Suskeys 3rd-grade class The index is at the back of the book. The index is organized in alphabetical order.
Why is this a problem?
Students would likely be unsure about how the
table of contents and the index are different
from one another that one contains main ideas
and the other contains supporting facts.
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Debriefing Mr. Suskeys Plan (Principle 1)
Key Point 4 Taught? Practiced? Set up for success?
Sometimes its hard for scholars to decide whether the information they need is a major topic or supporting information. When scholars dont find what theyre looking for in one place, they try the other and then think about why.
Why is this a problem?

• This key point is essential because it gets at
  the idea that students can master this objective
  even if they dont always look in the right place
  first. Whats more important than looking in the
  right place first is the idea that students are
  continually using knowledge about main topics and
  supporting information to aid in their
  decision-making.

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Next Steps for Mr. Suskey

• How would you go about fixing Mr. Suskeys plan
  so that
• He uses his key points more effectively?
• His students are better equipped for success on
  the lesson assessment?

• Clearly introduce, explain, and model for each
  KP.
• Make sure theres a method for processing each
  KP.
• Make sure each KP is checked prior to the
  assessment.

• Ensure KPs are used effectively
• Model doing the same process in the same way as
  students will be asked to do on the lesson
  assessment.

When key points are not explicitly taught or
sufficiently practiced , students are often not
well-prepared for the lesson assessment.
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Agenda Check

• Opening
• Introduction to New Material CM Exploration
  Principle of Method Selection 1
• Introduction to New Material Principles of
  Method Selection 2 3
• Guided Practice Fixing Mr. Suskeys Plan
• Closing
• The Independent Practice for this session will
  come later today in the CMA 4 session and in your
  first Lesson Planning Clinic.

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Principle 2 I do, We do, You do Revisited

• Principle of Method Section 2 Effective lesson
  methods gradually
• release responsibility from the teacher to the
  student
• Handout 4 (pg. 110) Learning Theory Wedge
• A visual representation of the I do, We do, You
  do learning process
• Direct teacher instruction and support is
  represented by the bottom half of the diagram.
• Student control over the learning objective is
  represented by the top half.
• Even though the division of labor shifts
  throughout the lesson, both teacher and students
  are active and have distinct responsibilities in
  each phase.

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OPEN (with the objective) What is going to happen? Why is it important? How does it connect to what students already know? OPEN (with the objective) What is going to happen? Why is it important? How does it connect to what students already know? OPEN (with the objective) What is going to happen? Why is it important? How does it connect to what students already know?
I DO (the objective) Teacher shows students what to do, and how and why to do it. 5-Step Lesson Introduction to New Material WE DO (the objective) Students practice with active teacher coaching and correction. 5-Step Lesson Guided Practice YOU DO (the objective) Students practice on their own and independently attempt mastery. 5-Step Lesson Independent Practice

CLOSE (with the objective) What was learned? How does this connect to the bigger picture? CLOSE (with the objective) What was learned? How does this connect to the bigger picture? CLOSE (with the objective) What was learned? How does this connect to the bigger picture?
Notes, discuss, use organizers, read, ask and
answer questions
Practice knowledge and skills (independently, in
pairs, in groups), tell the teacher or a
classmate what steps to take, ask questions,
respond to teacher coaching and correction
Practice new knowledge and skills
(independently), apply new learning, make
decisions, ask questions when necessary, perform
the objective at the appropriate level of rigor

• It is tempting to list listen and watch as
  student responsibilities, we need to plan
  specific ways for students to actively input the
  content.

Student
Teacher
structure scaffolded practice (problems sets,
examples and non-examples, reading passages,
performance tasks), ask students to explain their
work/thoughts, check for understanding, answer
questions, intervene and correct, re-teach
Explain (tell), demonstrate (show), think-aloud
(model), assign readings, show a video, ask and
answer questions
Monitor, observe, check for understanding,
assess, intervene
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Principle 3 Backwards Planning is More Than
Just Mind the GAP

• Principle of Method Selection 3 Lesson methods
  should be backwards
• planned to keep the end in mind, and ensure
  flow between
• components.

• Five-Step Lesson Plan
• Independent Practice
• Guided Practice
• Introduction to New Material
• Opening Closing

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Synthesis Question

• How does Principle 3 support Principles 1 2?
• Principle 1 All instruction should be driven
  by the objective-aligned vision.
• Principle 2 Effective lesson methods gradually
  release responsibility from the teacher to the
  student.
• Principle 3 Lesson methods should be backwards
  planned to keep the end in mind, and ensure the
  flow between components.

The ultimate goal of all methods is independent
student mastery.
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Agenda Check

• Opening
• Introduction to New Material CM Exploration
  Principle of Method Selection 1
• Introduction to New Material Principles of
  Method Selection 2 3
• Guided Practice Fixing Mr. Suskeys Plan
• Closing
• The Independent Practice for this session will
  come later today in the CMA 4 session and in your
  first Lesson Planning Clinic.

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Practice Back to Mr. Suskey

• Handout 6 (pg. 117-120) Brainstorming Methods
  for Mr. Suskeys Plan (4 pages)
• Lesson Planning Clinic Worksheet
• Set up specifically to guide you to follow
  Principle 3
• Were not fully fleshing out methods.
• Focus on strong initial ideas for methods that
  align to our three principles.

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Planning Backwards Practice

• Independent Practice (You Do.)- composed with the
  lesson assessment, and as part of his lesson
  vision, we know its strong. Well leave this
  part intact.
• Guided Practice (We Do.) 3 min.- Remember the we
  do needs lots of teacher-guided practice- Jot
  down your ideas on pg. 118

• Does this idea push students to sufficiently
  practice
• the key points?
• Does this idea align to how students will be
  expected to work independently during the
  independent practice.
• Does this idea capture the intent of We Do?
  How?

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What about the Intro to New Material (INM)?

• Principle 1 Guiding Questions
• How you are clearly and explicitly teaching the
  key points?
• How are you having students meaningfully process
  the key points?
• How does your INM mirror the way the way students
  will be asked to practice and demonstrate?
• Principle 2 Guiding Questions
• How does what youre planning for INM fulfill the
  intent of the I Do. in our framework.?
• Principle 3 Guiding Questions
• What does it feel like to backwards plan methods
  to start with the end and work back towards the
  beginning? Why?
• How is this helping you stay focused on student
  outcomes?
• Helping you keep a logical flow between lesson
  components?
• Next steps What do you think your next steps
  will be for fleshing out these methods?

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Convincing Mr. Suskey

• Convince Mr. Suskey to use these three method
  selection principles in
• the future
• Rock, Paper, Scissors!
• Take two minutes to compose a 30-second sales
  pitch to Mr. Suskey to convince him that your
  assigned principle would help improve his methods
• Rock- Principle 1 All instruction should be
  driven by the objective-aligned vision.
• Paper- Principle 2 The sequence of methods
  should gradually release responsibility from the
  teacher to the student by using the I do, We do,
  You do framework.
• Scissors- Principle 3 Lesson methods should be
  backwards planned both to keep the end in mind,
  and to ensure a seamless flow between the
  different components

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Whats Next?

• CMA 4 Resources For Planning With Your ISAT
  (later today)
• Lesson Planning Clinics (starting today and
  occurring 2x per week throughout institute)
• Lesson Plan Review and Observation-Debrief
  Conversations (starting today and occurring 1-2x
  per week throughout institute)
• Two core CS sessions in Week Two devoted to
  expanding this session
• and deepening skills around planning
• PLAN 4 Practice Matters (the We do and the
  You do)
• PLAN 6 Effective Introductions to New Material
  (the I do)

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So what did we learn?

• Why will our methods lead to objective mastery?
• Because they are driven by the lesson vision.
  (Principle 1)
• What are our methods grounded in?
• They should adhere to a strong learning theory
  framework- I do. We do. You do. (Principle 2)
• How do we go about actually planning these
  methods?
• We backwards plan them from the You do to the
  We do to the I do

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The Bottom Line

• Methods should make the objective accessible to
  students