PUTTING THE PUZZLE TOGETHER
Planning Process and Integration
How can one incorporate all the different curricular
pieces to help students achieve more?
Essential Question
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
• 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
HANDOUT A
HANDOUT B
Launch Activity
HANDOUT C
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
• 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
Final EATS Lesson of the Unit
HANDOUT D
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
• 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
• 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!
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
Watch the Video
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
