10 th Grade ELA Jump Start Your Planning for Next Year 9 th -12 th April 16, 2015 Tonja Neve and Jordan Augustine.

10th Grade ELAJump Start Your Planning for Next Year

9th-12th

April 16, 2015Tonja Neve and Jordan Augustine

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An Area of Student Learning Progress & Why?

An Area of Student Learning Stagnation or Challenge &

Why?

Reflection-The View from Up Here

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Share Progress and Challenges

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• Introductions• EQuIP Rubric / Phase III• Task analysis of a framework• Match standards activity• Principles of Instruction• Agree to the Norms of Collaboration• Model planning for CF 1• PLC Planning Time

Agenda

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Basic Work Flow for Building District Curriculum

Build Lesson plans

Build Instructional Units

Build Formative & Summative Assessments

Build District Curriculum Frameworks

Prioritize Standards

Deeply Analyze State Standards

EQuIP Rubric and Phase III

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Today’s Training-Culmination of Phase II

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Application of All ELA Strategies

Today’s Learning Target

What: I will increase my ability to plan precisely and accurately from an ELA Curriculum Framework.

Why: This is important because…

Today’s Learning Target

What: I will increase my ability to plan precisely and accurately from an ELA Curriculum Framework.

Why: This is important because…

How: I will know I’m successful when I can design aligned units/lessons with effective ELA strategies that help students learn.

• Step #1: Highlight Title and Number of Days• Examine the title and the # of days

Planning with the Curriculum Frameworks

Step #2: Look at Priority Reading Standards first Priority means:• Direct instruction or direct experience • Most of the time is allocated to these standards• Activities, rubrics, & assessments align to these

standards• Will be assessed (but will be revisited as

supporting standards in other frameworks)



• Step #3: Highlight the Priority Reading Standards

Think:• What is/are the most challenging reading

standard(s)? What text would satisfy those?• Conclusion: (Share out)

This is the of the CF


Step #4: Highlight the Priority Writing Standards (use a different color highlighter)

Narrative/Descriptive?

Informative/Explanatory?

Argument?

Functional text (AZ standards)?

• Step #5: Look at your priority writing standards. • What type of writing is required in the

framework? What kind of product are your students going to write to reveal their analysis of text?– Argument W.1– Informative/Explanatory W.2– Narrative W.3


Reading Leads to Writing…

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Analyze the priority writing standards.

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Build writing tasks based on reading standards.

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1. Take active readingnotes to gather evidence (R.1)2. Start with paragraphs about theme (s).(R.2)3. Build a character analysis essay. (R.3)4. Compare our culture to the culture in the story. (R.6)OR Compare 1st point of view story with 3rd person point of view story. (R.6)

• To really plan aligned, rigorous units and lessons, you need to carefully consider the depth of each standard…

Getting to the depth of each standard…

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• Step #6: Task analyze the Priority Reading Standards (place in order for instruction) to forecast learning targets and select best text(s).– Break apart each whole standard to determine skills

and concepts that need to be taught for student success

– Determine the order in which you will teach the priority standards

– Work as a table group first to order them– List possible texts/possible learning targets


Now Label Your Framework…

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Step #7: Number the order in which you will teach the standards on your framework.

• Step #8: Match Writing Standards and possible products with appropriate Priority Reading Standards

Example:


1. (W.1 & 9a) Analysis of POV and/or purpose on-demand essay (w/R.9)2. (W.1 & 9a) Effects of text structure paragraph(s) (w/R.5)3. (W.1 & 9a) Theme development essay (w/R.2)


Step #9: Weave in Speaking and Listening Priority Standards Discussion Skills Presentation Skills SL. 1, 2 & 3 SL. 4, 5 & 6


Step #10: Layer in Priority Language Standards with the Reading and Writing Priority Standards

Grammar and Conventions Vocabulary L. 1, 2, & 3 L. 4, 5, & 6

Step #11: Layer in all Supporting Standards.


Supporting may be a…• Sub-skill of a priority • Future or past priority

standard that needs to be introduced or practiced

• A possible way to assess a priority standard

Step #12: Review other Curriculum Framework components.– Look at Instructional Suggestions, DOK, Learning

Targets, Criteria for Success, and Key Vocabulary

AND– Teacher Resources!!!!!!!!!!!


Step #13-Plot CF timeline on calendar.Step #14-Plan lessons.

(we will be doing this after the break)


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• Step #15: Other Curriculum Framework Components– Look at Instructional Suggestions, DOK, Learning

Targets, Criteria for Success, and Key Vocabulary



What did you take away from this process of grouping the priority standards together in this Curriculum Framework?• Title and length of time• Reading Standards• Writing Standards• Speaking/Listening Standards• Language Standards

• Take 30 minutes

Break!

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Agenda:• PLC Norms of Collaboration• Calendar Planning• Model thinking behind CF1• Lesson Planning Templates• Walk through CF resources (may use your

computers)• PLC time to plan for a CF

Welcome Back!

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PLC Norms of Collaboration

• Pausing• Paraphrasing• Posing Questions• Putting Ideas on the Table• Providing Data• Paying Attention to Self and Others• Presuming Positive Intentions

• Video Clip• Watch a portion of this video clip of a 5th grade team

lesson planning from a framework on the History of the Westward Expansion.

• I see, I think, I wonder!• Table conversations…..


https://sites.google.com/site/innovativeteachinggroup/group-submissions/western-expansion-unit

Independent (1st) PLC (2nd): • Think of the anchor text you are currently

using for CF1.• What standards are in alignment with that

text?• What standards still need to be addressed?

What supplemental materials can you pull in to meet those standards?

Brainstorm Anchor Texts for CF1

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• Fahrenheit 451 • RL.9: Analyze how an author draws on and transforms source

material in a specific work• W.9a: Analyze how an author draws on and transforms source

material in a specific work• RI.3: Analyze how the author unfolds an analysis or series of ideas

or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

• W.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

My rationale for the anchor text…

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BEFORE plotting out timeline for CF:

• Identify Anchor Text(s), how many pages and/or lessons coming from the text(s).

• Identify Related Texts, how many pages and lessons form the text(s).

• Look at the CF assessment to gage how much time it will take to complete.

Planning from a Curriculum Framework

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Progression of filling in the calendar based on:• District dates• Common assessment• Flex days (Schedule Changes, Etc.)

• Boot Camp• Anchor text reading• Activities/Supplemental materials

Calendar

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Calendar: District Dates

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Calendar: Common Assessment(s)

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Calendar: Flex Days (Schedule Changes, Etc.)

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Calendar: Boot Camp

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Calendar: Anchor Text Reading

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Calendar: Activities/Supplemental Materials

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• What if there aren’t enough novels?Class setsStudents purchase to reduce school finesSelect a different text that still meets thesame standards

• What if we can’t all get the same lab time?Schedule early! (Benefit of planning)Rotate where in the CF you need computers (Benefitof PLCs)Limit lab days in the departmentCell phones / Personal devices

• Do teachers feel like they have lost their autonomy?Nope! We all have stories about how scheduling together has improved our individual methods of instruction.

Scheduling conflicts?

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Sample Lesson Templates

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• Get with your PLC team• Let’s look at CF 1 online. Here’s how to access

the frameworks:

You can use your computers now!

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Accessing the frameworks:

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Teacher Resources: Check out the links! (Look for Louisiana Believes for lesson ideas)

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• You will use the rest of the time today to plan for your 1st CF.

• With your team, fill out the calendars we have provided.

• Move on to daily lesson plans.

Plan for CF 1

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Electronic Ticket Out the Door

• Now open and will be accessible to staff until Monday April 20th 4:00 p.m.

• https://employee.peoriaud.k12.az.us/k12edsites/ProfessionalDevelopment/Lists/TOTDApr16/overview.aspx

https://employee.peoriaud.k12.az.us/k12edsites/ProfessionalDevelopment/Lists/TOTDApr16/overview.aspx



10 th Grade ELA Jump Start Your Planning for Next Year 9 th -12 th April 16, 2015 Tonja Neve and Jordan Augustine.

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