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London City Schools https:// shollar.wikispaces / CCSS+Resources

London City Schools https:// shollar.wikispaces.com / CCSS+Resources. CCSS/Mapping Day Two. Middle School ELA Exit Qualities . What is understanding?. If you really understand you can…. If you know a lot, but don’t really understand you can only…. Transfer. Make Meaning. Acquire.

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London City Schools https:// shollar.wikispaces / CCSS+Resources

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  1. London City Schoolshttps://shollar.wikispaces.com/CCSS+Resources CCSS/Mapping Day Two

  2. Middle School ELA Exit Qualities

  3. What is understanding? If you really understand you can… If you know a lot, but don’t really understand you can only… Transfer Make Meaning Acquire

  4. Unit Work Goal: Create Effective & Engaging Units • Multiple starting points… • Knowledge and skills

  5. Typical Teaching VS Designing for Understanding • We have knowledge and skills…what happens next typically? Table discussion

  6. Acquisition Content/Skills

  7. Make Meaning or Understanding

  8. Complex Uses in Real World

  9. Module E

  10. Think Like Designers • VIDEO TMA- Comic book templates • Sticky Notes – TMA • https://www.teachingchannel.org/videos/teaching-nonfiction-entry-points#

  11. Standards are building code and curriculum is the blueprint- Grant Wiggins Embed standards in engaging and effective curriculum

  12. Curriculum is… • The optimal path for achieving your long-term goals (via initial designs, and adjustments based on feedback) Curriculum is not….. • Marching through discrete topics, one by one

  13. Lack of alignment between goals and curriculum

  14. Break

  15. Essential Questions… • Reading Complex Jigsaw Text Exercise • Article by Grant Wiggins Exercise: JIGSAW 1. Each student receives a portion of the materials to be introduced; 
2. Students leave their "home" groups and meet in "expert" groups; 
3. Expert groups Read article and discuss the material and brainstorm ways in which to present their understandings to the other members of their “home” group; 
4. The experts return to their “home” groups to teach their portion of the materials and to learn from the other members of their “home” group • WHAT IS AN EQ? • WHAT IS AN EQ NOT? • WHY AND WHEN WOULD WE USE AN EQ?

  16. Essential or Not?? • Popularity and greatness in literature is there a relationship? • When was the Magna Cartasigned? • Crustaceans—what’s up with that? • Which U.S. president has the most disappointing legacy? • To what extent are common sense and science related? • What’s the pattern? It’s your turn…

  17. We Try… Key Ideas and Details: • RL.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Two Possible Essential Questions: Why should we evaluate what we read? Why do characters do what they do and feel how they feel?

  18. You Try • Craft and Structure: RL.8.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. Possible Essential Questions:

  19. You Try… • RL.8.5: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

  20. You Try… • RL.8.6 : Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

  21. Point A to Point B Point A (Revise as needed) Point B

  22. Vertical Articulation • http://www.tcoe.org/ers/ccss/ela/Continuum_6_12.pdf

  23. https://shollar.wikispaces.com/CCSS+Resources

  24. Horizontal Standards Analysis • By Grade Level Gap Analysis PLUS • Essential Questions • Coding Green- priority (data based) Blue- Supporting Yellow- building stamina through grade level Red- assess * SLO – data based (may come later)

  25. CCSS resources • Ohio Model Curriculum • Continuums and progressions (on wiki) • Anchor Standards

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  27.      

  28. Brainstorm Ideas for Curriculum Night

  29. Work Between Meetings • Work on Gap Analysis – how much? • Be thinking of coaching focus - (implementing and using formative assessment, differentiating, flipping (not in flipped classroom sense) a lesson) • January 25th Team Time • January 28th Individual meetings

  30. Exit Slip Flip a Lesson: Analysis • Why do you teach it? (what’s the purpose?) • How do you teach it? • Why do want to flip it? • Ideas you have to get the results you want

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