Putting the Puzzle Together

1. Putting the Puzzle Together Planning Process and Integration

2. Essential Question How can one incorporate all the different curricular pieces to help students achieve more?

3. Planning with the STANDARDS in mind… Viewed the Polk County Curriculum Maps Viewed the 09/10 Language Arts NGSSS standards Compared both items Looked for standards missing from county maps Asked peer teacher to review Wrote my Student Learning Map Began planning my unit using Toolbox It is important for me as a teacher to ensure I am covering all the standards and not just the curriculum map. Using scaffolding and kid-friendly language

4. Transition from Curriculum Map to Student Learning Map • Added scaffolding (for myself and for students) • Split up vocabulary words (no more than 5-6 key vocab for each concept) • I reworked it so I would be cognizant of the standards I was covering throughout the unit.

5. HANDOUT A

6. HANDOUT B

7. Launch Activity HANDOUT C

8. Planning my Launch Activity I wanted a lesson that would… □ Engage students □ Tap into their prior knowledge □ Incorporate THINKING MAPS □ Have frequent “checks” for understanding □ Be fun for the students □ Have flexibility for differentiation HANDOUT C

9. Structuring the Launch Activity • I wanted to have three different activities for the 90 minute period to keep students engaged: • Defining “poetry” using circle map • “I Am From” poems to gauge prior knowledge • Poetry Survivor pendants – as a summary activity HANDOUT C

10. Final EATS Lesson of the Unit HANDOUT D

11. Planning my EATS Lesson In my lesson I wanted… □ Engaged students □ To use relevant materials □ Include color-coding text □ Have frequent “checks” for understanding □ Be fun for the students □ Teach in DETAIL how to analyze a poem with TPCASTT □ Challenge students to think outside the box HANDOUT D

12. Structuring my EATS Lesson • First, I needed to review essential vocabulary with them. • Introduce them to the TPCASTT acronym • Have students take two-column notes • Use the WRITE-COMPARE-SHARE structure of CISM to keep students engaged throughout the lesson • Ensure students were able to identify symbolism and figurative language in a poem/text. HANDOUT D

13. Scripting it OUT! • I scripted out my lesson plan for ME! • I put approximate times on my lesson plan and tried my absolute BEST to stick to them. • I knew already what I wanted them to know about poetry before they left the class and I wrote that on my lesson plan as a reminder. • I used a consistent strategy so, when I didn’t pay attention to my lesson plan, students called me out on “skipping a step” in the process.

14. Your Turn  Pretend you are the administrator who is doing my evaluation. Use the following to evaluate my lessons: • Video clips (observation) • Unit Plan (SLM) • Lesson plans (EATS and LAUNCH ACTIVITY) *Pull out your EPC Domain 2 rubric to complete your evaluation

15. Watch the Video

16. Integration In my lessons, I was able to integrate: • Thinking Maps • Two-column Notes • Collaborative Pairs • CISM strategies • Proficient Reading Practices • Writing • Summarization • Checks for understanding • Higher Order Thinking • Discussion (whole group and small group) • Rigor, relevance, and relationships