Curricular Expectations

1. Curricular Expectations Leader Institute 2014

2. Objectives: Leaders will be able to: • Identify the methods of accountability for lesson planning • Utilize Atlas and understand the core curriculum for your building • Identify components of a quality lesson plan • Evaluate a sample lesson plan • Plan first PD on Unpacking a Unit

3. Big Picture http://www.ted.com/playlists/125/tv_special_ted_talks_educatio Proper Planning Prevents Poor Performance “By failing to prepare, you are preparing to fail.” Benjamin Franklin

4. Core Curriculum Overview In your school groups answer the following questions using the Core Curriculum document: • What surprises you about the curriculum in your building? • What are three aspects of your curriculum that clearly prepare scholars for the next level of education? (elementary to middle, middle to high, and high to college)

5. Understanding by Design (UBD) Stage 1: Identify Desired Results • Standards • Essential Questions and Understandings • Key Knowledge and Skills Stage 2: Determine Acceptable Evidence (Assessment) • Rigorous, standard-aligned assessments Stage 3: Plan Learning Experiences and Instruction • Daily rigorous, objective-driven lesson plans

6. UbD Stage 1 Standards • Aligned to appropriate grade level and content • Can feasibly be taught in the identified time frame Essential Questions • Key inquiries about important and transferable ideas within the discipline • Open-ended, provocative, require higher-order thinking and support • Overarching, Topical, Metacognitive

7. UbD Stage 1 Understandings • (Core generalizations based on big ideas of the content and/or discipline) • General answer to an essential question (not always) Key Knowledge • Facts, concepts, generalizations and principles important for students to know Key Skills • Skills and processes students will practice as they work with the content • Daily objectives (SWBATs); always begin with an action verb • Align with identified standards and can feasibly be taught within the identified time frame

8. UbD Stage 2 Assessments • Presentations, projects, tests, quizzes, etc. that measure student mastery of the content • Rigorous, aligned to standards, and created/revised at the beginning of the unit (used to drive instruction)

9. Lesson Plan Framework Objective(s) • Begins with SWBAT • Aligned with unit and standards • Is Measureable • Rigorous and feasible • Provides a method for scholars to demonstrate mastery Do Now • Does not take longer than 5 minutes • Must do one of the following: • Activate prior knowledge • Reinforce knowledge/skills • Activate critical thinking

10. Lesson Plan Framework I Do (Teacher centered) • Takes less than 10 minutes total • Identifies the skill/strategy/understanding being taught • Gets scholars ready for “We Do” and “You Do” • Teacher explains his/her own thinking as he/she goes through the process of completing the activity

11. Lesson Plan Framework We Do (Guided Practice) • Connects to the objective • Prepares specific questions to ask scholars – (Text Dependent Questions (TDQ), questions that activate prior knowledge, • Anticipates student confusions by having anchor charts or handouts prepared • Builds in checks for understanding

12. Lesson Plan Framework You Do (Independent Practice) • Connects directly to the “I Do” and “We Do” • Ensures the chosen material is more rigorous than the “I Do” and “We Do” • Includes examples of differentiation to target struggling scholars • Includes an exit ticket or a another type of (CFU) Note: I Do, We Do and You Do, can sometimes vary in order and absolutely vary in complexity by student grade level and content area.

13. Lesson Plan Framework Homework • Connects to the objective • Can be completed in a timely manner • Is assessable • Does not introduce a new concept

14. Critiquing Lesson Plans

15. Navigating Atlas • http://edpower.rubiconatlas.org/Atlas/Authentication/View/Login • Log-in • Browse unit calendars • Filter (left side of screen) • Identify assessments for the master units identified in the scope and sequence for the grades and subjects taught in your school • Note those assessments in the curriculum overview chart

16. Assessments other than tests and quizzes • Labs • Projects • Living Museum • Writing Assessment • Research • Response to literature • Essays • Performance Tasks • Socratic Seminar • Recitations • Readers’ Theater Note: Should have a rubric attached to the unit map

17. Unpacking a Unit: Protocols Unit Unpacking Protocol - Leaders must guide teachers through this process for Unit 1, and it is highly recommended for all pre-unit delivery and pre-writing of daily plans (or mark ups). Purpose: to develop deep content knowledge and strong instructional planning. By engaging with the units understandings, essential questions and exemplary outcomes, teachers will be able to plan instruction more effectively to meet the needs of their scholars and to make adjustments throughout the unit with an understanding of key outcomes. • This protocol is borrowed from the work of the Achievement First network – with permission.

18. Prior to Unpacking Key pre-work must be determined and assigned and sent to teachers approximately two weeks before meeting. This work includes: annotation of key texts or content knowledge resources, robust exemplars of key end of unit assessments.

19. Step 1 of Unpacking PD(30 -40 minutes) • Unit Big Picture and Outcomes – (Discuss Pre-work) • If you could distill this unit into the 3-4 most important ideas, what would they be and why? • How do these ideas connect to the unit goals, understandings, essential questions and vital unit content • How are the key goals assessed in the presented assessments and/or assessments with exemplars that you have created? What additional assessment outcomes and/or approaches would be acceptable here? (Ex. – essay, Socratic Seminar, revised assessment) • Based on the complexity of the text/task and process associated with the unit assessments, what key challenges should be prioritized to further break down or close read with the scholars?

20. Step 2 of Unpacking PD(20 – 30 minutes) The Arc of the Unit – • What are the key learning goals and how do they progress over the course of the unit? • How are these goals assessed (insert more assessments if necessary) • How do the aims contribute to the students meeting the key learning goals? (Flag key aims to enhance with learning points.) • What misconceptions should be anticipated and clarifies and when? (flag in notes for next steps)

21. Step 3 –Unpacking PD(15 – 25 minutes) • Precursor to Differentiation- Scaffolding for Key Learning Goals • What are the most challenging complexities associated with the goals of this unit? • What are the embedded skills that will lead students to meet the learning goals? • What scaffolds should we use to support embedded skills or to support students in accessing content? What’s a concrete example from the unit that shows how these scaffolds work?

22. Step 4 – Unpacking PD(10 – 20 minutes) So What – • What about this material can be leveraged to engage students? Teach character? Cultivate identity? Deepen connections to the work?

23. Next Steps -Unpacking PD(5 minutes) Review next steps for teacher(s): • “unit hype” • developing daily plans with key teaching points • marking up ladders

24. What’s New? Grades 4 & 5 • Grade Transition to Humanities • ENY Modules, Units and Lesson Plans • No “Atlas Audits” • Week of “marked up” plans posted outside of classroom Expectations for Leaders: • Unit Unpacking at least 1st unit • LP feedback incorporated into observation feedback (as needed) • Regular data meetings with teachers (at least 1/month) • Regular LASW meetings with teachers (at least 1/month) [

25. You Do…