PURPOSEFUL PLANNING PROCESS

1. PURPOSEFUL PLANNING PROCESS 7 STEPS FOR CREATING RIGOROUS LESSON PLANS

2. 7 STEPS FOR PURPOSEFUL PLANNING • Analyze the rational • Summarize the misconceptions and determine an instructional strategy for addressing each • Review the performance indicators and Unit Test to determine how they will be implemented • Make a separate Anchor Chart for each major concept and create a chart listing the Key Understandings • Plan direct instruction for the vocabulary • Analyze the student expectations to determine appropriate research-based differentiated strategies • Analyze instructional days and compact/expand where appropriate

3. Planning Instruction from the IFD Step 1: Analyze the Rationale from the IFD by summarizing each paragraph • 1st - How are the SE’s bundled in this unit • 2nd –Prior knowledge needed? Current grade level focus? • 3rd – Instructional notes? • 4th - Research

4. Planning Instruction from the IFD Step 2: Summarize Misconceptions and Underdeveloped Concepts and select an instructional strategy to address them. • Research based strategies for addressing misconceptions • Cooperative learning strategies • Nonlinguistic representations

5. Planning Instruction from the IFD Step 3: Determine how Performance Indicators and Unit Test will be implemented • What will you allow students to submit to demonstrate mastery of the Performance Indicator? • How will the Performance Indicators and Unit Tests be evaluated?

6. Planning Instruction from the IFD Step 4: To maintain concept based instruction, make and post a separate Anchor Chart for each of the major CONCEPTS and post a chart listing the KEY UNDERSTANDINGS • Create a chart listing all the KEY UNDERSTANDINGS and post it in the room throughout the unit. • Create an Anchor Chart for each of the CONCEPTS • Focuses on a single concept • Co-constructed with the students • Presented in an organized and developmentally appropriate format • Allows for additional ideas, examples, and deeper understandings as the unit progresses

7. Planning Instruction from the IFD Step 4, cont. • Frequently throughout the unit, ask students these questions to link lesson activities and objectives with the CONCEPTS and KEY UNDERSTANDINGS • Which KEY UNDERSTANDING fits with the activity we are doing right now? • Which CONCEPT is a “big idea” for what we are learning today? • What can we add to our Anchor Chart from what we have learned today?

8. Planning Instruction from the IFD Change in General Example of Anchor Chart Example of Key Understanding Chart Unit 2: KEY UNDERSTANDINGS Matter has measurable physical properties, and those properties determine how matter is classified, changed, and used Changes in water are caused by heating and cooling. Physical properties may remain the same in some mixtures, but may change in other mixtures The physical properties of ingredients can change into a solution. Seasons Fashion People Careers Technology Child/Man Chemical Physical Changes Changes Solutions Mixtures Changes in Science CHANGE

9. Planning Instruction from the IFD Step 5: Plan direct instruction for vocabulary terms of instruction using Marzano’s Six-Step Process • Teacher will give an explanation, example, or description of the new word • Student gives an explanation, example or description of the new term in his/her own words • The teacher will ask the students to draw a picture, symbol, or locate a graphic to represent the new term • The student will participate in activities to reinforce the new term • The student will discuss the term with other students • The student will participate in games to reinforce

10. Planning Instruction from the IFD Step 6: Analyze Student Expectations to determine the following: • Readiness or Supporting standards • Cognitive Rigor • Content Specificity • Supplemental resources • Research-based instructional strategies

11. Planning Instruction from the IFD

12. Planning Instruction from the IFD Step 7: Analyze instructional days and compact or extend curriculum where appropriate. • Use a calendar to determine the number of days truly available for this six weeks. • Be sure to include the following as NON-Instructional days: • District or campus events • Early release days • Staff development days • Community events • Recurring events such as pep rallies, picture days, etc.

13. Planning Instruction from the IFD • What can you do during the unit to make the instructional days work? • Based on consistent evidence, which Student Expectations have been revealed as thoroughly understood in regard to current grade level content and cognitive rigor? Is this understanding significant enough to allow you to compact instruction in these areas? • Prior to and during the unit, which SE’s need the most attention? (Readiness or Supporting standards? Standards that build mastery for the next grade level? Standards in which students have had past difficulty? • Based upon students’ learning needs and consistent evidence, are there any instructional activities that need to be expanded or condensed?

14. 7 STEPS FOR PURPOSEFUL PLANNING • Analyze the rational • Summarize the misconceptions and determine an instructional strategy for addressing each • Review the performance indicators and Unit Test to determine how they will be implemented • Make a separate Anchor Chart for each major concept and create a chart listing the Key Understandings • Plan direct instruction for the vocabulary • Analyze the student expectations to determine appropriate research-based differentiated strategies • Analyze instructional days and compact/expand where appropriate