As you are setting up...

1. As you are setting up... Please access today’s presentation at this link - • email.ausd.us • Apps icon (upper right corner) • “Sites” • Type in “Literacy” in search box. Choose. • Go to “Professional Development at DO”

2. Unit Design Seventh Grade ELA/ELD

3. Around the Room and Back Again Complete your response to the prompt on the yellow card. What do you remember from the last day we spent together?

5. Around the Room and Back Again • Take your card and walk around the room. Share your response, mentally cataloguing the responses of others. (Goal - speak with at least 3 others) • When your head is full, or when you are signaled, return to your seat and list the responses you heard from others. (SL.7.1.abc)

6. “If we look at any successful human activity, we see that what led to success was the newly discovered capacity of people. They came together and invented new ways of doing something. They explored new realms of ingenuity. They made it happen by responding in the moment and by changing as they went along.” - Margaret Wheatley and Myron Kelner-Rogers

7. Agenda

8. I can state the steps in backward design planning. (SL.7.1d)

9. Synectic Planning is like (what sport) because (the reason). (W.7.10) Share your synectic with a partner. (SL.7.1ab)

10. California Standards for the Teaching Profession

12. Backward Design Planning “To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.” -Steven R. Covey, The Seven Habits of Highly Effective People

14. What is the difference Activity-Oriented Design Backward Design

15. Key Concepts/Key Ideas • Read through both documents looking for key concepts and key ideas in each one. (RI.7.1) • Take notes. (W.7.9) • Discuss with your partner. • What is the author trying to say? • Why do you think the author included these examples? • What is the author’s purpose in including these samples? (RST.7.6)

16. Step One: Define Learning Goals Big Idea - Systems of organizations are forced or influenced into a constant re-evaluation of individuals’ own beliefs. (SS.7.9-11) 7th Grade’s are listed on Literacy Site

17. I can unpack ELA standards and group them for a unit of study. (RI.7.4)

18. Unpacking Standards 7th Grade ELA Standards

19. Think. Write. Pair Share. Write. • Choose one writing AND one research standard. W.7.1a,b,c,d,e; W7.4,5,8,9,2d,3d; L.7.3a,6,1,2,3 RI.7.9; RH.7.1,2,3, RST.7.1,2,3,7,8,9; ; WL.7.8,9; RL.7.1 • Unpack the standard independently. ELA Concepts derived from Standards

20. Think. Write. Pair Share. Write. • Share your unpacking with a partner. Feel free to revise your thinking. (W.7.5)

21. Think. Write. Pair Share. Write. Share Discuss the following question with the people at your table. “How might this group of standards work together?” (RI.7.3)

24. Step One: Define Learning Goals Big Idea - Systems or organizations are forced or influenced into a constant re-evaluation of individuals’ own beliefs. (Students will write an argument off of sources.) *Remember to: Only insert standards that will be assessed. Integrate reading, writing, speaking and listening, language standards, - a MINIMUM of four standards.) Option 1 - Go to the standards and select the ones that make sense to pull together. Option 2 - Think about expectations for students in this unit. Jot down some ideas, mull it over, and/or have a conversation with a colleague. From your list or conversation, begin identifying and grouping appropriate standards.

25. Step One: Define Learning Goals Enduring Understandings & Essential Questions ELA Concepts derived from Standards

26. Essential Questions “questions that are not answerable with finality in a brief sentence...their aim is to stimulate thought, to provoke inquiry, and to spark more questions - including thoughtful student questions - not just pat answers.” • Wiggins and McTighe (106)

27. Sample Essential Questions -Why do characters change? -In what order is a story best told? -Do narrators always tell the truth? -How do you win an argument? -Why do narrators leave some things unsaid? -How important are the details?

28. Categories for Essential Questions Key Concepts - How do you know that you comprehend what you are reading? Purpose/Value - Why should readers regularly monitor their comprehension? Strategy/Tactics - What do good readers do when they don’t understand the text? Context - When should you use the “fix up” reading strategies?

29. Brainstorm Essential Questions -Choose one ELA concept. -Write that word on a post it. -Place the post it on the top of a page. -Brainstorm several essential questions in the space below. (Use the categories to assist.) -Repeat with a Social Studies concept. (W.7.10)

30. I can analyze assessment evidence. Line Up Alphabetical Order of the activity you most look forward to over Winter Break.

35. Step Two: Decide on Assessments “What should students know and be able to do as a result of this unit?”

38. Step Two: Assessment Evidence Sixth Grade Task Read through entire task carefully.

39. Sort Cards 1.On your own, brainstorm examples of evidence of learning on from assessment. Write one idea per post it. 2.With your group, share ideas round robin style, placing each idea on the chart. 3.As a group, categorize the ideas, label categories and make a display. (SL.7.5)

40. Gallery Walk

41. Small Group Discussion • What main ideas were presented in the various displays? What details supported those main ideas? (SL.7.2) • What clarity did the displays add to your understanding of CCSS assessment evidence? (SL.7.2) • What does this imply for the formative assessments created for units of study?

42. Step Two: Assessment Evidence • Read argument template tasks. • Choose a template that matches the goals of your “beliefs” unit. (Use essential questions.) • Create a possible argumentative task for this unit. Record idea on unit template. (W.7.10) • Record other formative assessment possibilities (pre-assessment, self-assessment, etc.)

43. Partners Report -Engage in a conversation with your partner, sharing your ideas. Be aware that you may be asked to report out your partner’s idea. -Paraphrase your partner’s ideas. (SL.7.b)

44. I can evaluate units of study. (RI.7.1)

45. Jigsaw Carousel

46. I can evaluate units of study. Read your section of the Equip Rubric carefully. Annotate. (RI.7.1)

47. 4 Corners Take your rubric and walk to the corner that matches the section you are using. Find a partner. Talk about what your section of the rubric is looking for. Clarify together. As a group, clarify any language or ideas from the section of the rubric you are using. (SL.7.1c)

49. Jigsaw Carousel - Partner Work • Skim the unit plan for a general understanding. (*Add big idea to rubric.) • Read closely to examine your section of the EQuIP Rubric. • Determine if unit meets most-3, many-2, some-1 or none-0 of the criteria on your section of the rubric. (RI.7.1)

50. 3.Massachusetts Tom Sawyer 1. Expeditionary Learning Screen Time & the Developing Brain (Overview Documents) Unit Plans 2.Louisiana A Christmas Carol 4.Santa Ana The Power of Point of View