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September 27, 2013

Planning with the Curriculum Units and Standards for Excellence Planning Tools Argument & Methods Unit. September 27, 2013. Training Outcomes. PARCC/CCSS Transition. My school’s awareness of the CCSS for ELA is…. (choose one)

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September 27, 2013

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  1. Planning with the Curriculum Units and Standards for Excellence Planning ToolsArgument & Methods Unit September 27, 2013

  2. Training Outcomes

  3. PARCC/CCSS Transition My school’s awareness of the CCSS for ELA is…. (choose one) • Sophisticated (The standards are reflected in all lesson/unit plans. PARCC assessments? Bring ’em on!) • Approaching “on target” (We are aware of the increased rigor of the standards, but we haven’t been focusing consistently on the standards in lesson/unit plans. Significant attention has been devoted to argument and close reading of complex texts in all core content areas.) • Emergent (We have reviewed the CCSS and are aware of the increased rigor compared to the current State Curriculum, but we haven’t really made significant shifts in our instructional practices to address the increased rigor.) • What standards?

  4. Things to think about as we shift to the Common Core: • PARCC/CCSS: What are the three major shifts for ELA instruction? • Complexity • Evidence • Knowledge • PGCPS: How are we making/supporting the shifts? • FFT • IFL/Principles of Learning • Clear Expectations • Academic Rigor • Socializing Intelligence • Accountable Talk

  5. Principles of Learning

  6. Turn & Talk: Read the requirements for implementing the CCSS (listed below). Consider which of the POLs each requirement addresses. Mark with “CE” for Clear Expectations, “AR” for Academic Rigor, “SI” for Socializing Intelligence, and “AT” for Accountable Talk. Mark with * the requirement you consider most significant to “the shift.” Share your responses with a partner. Please be prepared to share with the whole group (and defend your response ! ) . Implementing the Common Core State Standards requires… • Unpacking the standards to understand what is contained within each and how they build over the years ______ • Developing clear expectations for learning goals and objectives ______ • Understanding the interconnectedness of the Standards (They are not taught in isolation.)_____ • Establishing the classroom environment as a literacy community_____ • Shifting students’ focus from reading a text once to reading and rereading for different purposes and to “dig deeper” _____ • Focusing on writing to text _____ • Providing opportunities for students to engage in discussions in order to deepen their understanding of text_____

  7. Turn & Talk: Read the requirements for implementing the CCSS (listed below). Consider which of the POLs each requirement addresses. Mark with “CE” for Clear Expectations, “AR” for Academic Rigor, “SI” for Socializing Intelligence, and “AT” for Accountable Talk. Mark with * the requirement you consider most significant to “the shift.” Share your responses with a partner. Please be prepared to share with the whole group (and defend your response ! ) . Implementing the Common Core State Standards requires… • Unpacking the standards to understand what is contained within each and how they build over the years ______ • *Developing clear expectations for learning goals and objectives ______ • *Understanding the interconnectedness of the Standards (They are not taught in isolation.)_____ • Establishing the classroom environment as a literacy community_____ • Shifting students’ focus from reading a text once to reading and rereading for different purposes and to “dig deeper” _____ • *Focusing on writing to text _____ • *Providing opportunities for students to engage in discussions in order to deepen their understanding of text_____

  8. Examining the Planning Template

  9. Planning a Lesson:What you need…

  10. Back-Mapping

  11. Unpacking the Culminating Project

  12. Unpacking the Culminating Project

  13. Examining Lesson 1

  14. Constructing Objectives Content/Grade Level: Maryland Common Core State Standard: Upon what long-range goal will the lesson or unit focus? Outcome: What specific skills or competencies are articulated in the standards documents that will be taught through this lesson? Objective: How will you communicate to students what they will learn and do through this lesson? Objective Format: Students will________________________action verb and language from standard resulting in student learning outcome

  15. Lesson Planning • Examine sample lesson plan for the “Argument & Methods” unit.

  16. Additional Planning Considerations… • Differentiation • Flexible grouping • Conferencing

  17. Universal Design for Learning (UDL)

  18. Lesson Planning • Create a lesson plan based on the next lesson in the “Argument & Methods” unit.

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