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PUTTING THE PUZZLE TOGETHER Planning Process and Integration
16

Putting the Puzzle Together

Feb 22, 2016

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Putting the Puzzle Together. Planning Process and Integration. Essential Question. How can one incorporate all the different curricular pieces to help students achieve more?. Planning with the STANDARDS in mind…. Viewed the Polk County Curriculum Maps. - PowerPoint PPT Presentation
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Page 1: Putting the Puzzle Together

PUTTING THE PUZZLE TOGETHER

Planning Process and Integration

Page 2: Putting the Puzzle Together

How can one incorporate all the different curricular

pieces to help students achieve more?

Essential Question

Page 3: Putting the Puzzle Together

Planning with the STANDARDS in mind…

Viewed the Polk County

Curriculum Maps

Viewed the 09/10 Language

Arts NGSSS standards

Compared both items

Wrote my Student

Learning Map

Asked peer teacher to

review

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.

Looked for standards missing from county maps

Using scaffolding and kid-friendly

language

Page 4: Putting the Puzzle Together

• 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.

Transition from Curriculum Map to Student Learning Map

Page 5: Putting the Puzzle Together

HANDOUT A

Page 6: Putting the Puzzle Together

HANDOUT B

Page 7: Putting the Puzzle Together

Launch Activity

HANDOUT C

Page 8: Putting the Puzzle Together

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

Planning my Launch Activity

HANDOUT C

Page 9: Putting the Puzzle Together

• 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

Structuring the Launch Activity

HANDOUT C

Page 10: Putting the Puzzle Together

Final EATS Lesson of the Unit

HANDOUT D

Page 11: Putting the Puzzle Together

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

Planning my EATS Lesson

HANDOUT D

Page 12: Putting the Puzzle Together

• 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.

Structuring my EATS Lesson

HANDOUT D

Page 13: Putting the Puzzle Together

• 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.

Scripting it OUT!

Page 14: Putting the Puzzle Together

Pretend you are the administrator who is doing my evaluation. Use the following to evaluate my lessons:

1. Video clips (observation)2. Unit Plan (SLM)3. Lesson plans (EATS and LAUNCH ACTIVITY)

*Pull out your EPC Domain 2 rubric to complete your evaluation

Your Turn

Page 15: Putting the Puzzle Together

Watch the Video

Page 16: Putting the Puzzle Together

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

Integration