Class+9

toc =Lesson Plan=

**Sharing of Blogs**

 * Team 1** - Chapters 6, 7 UbD/DI and Chapters 5, 6 MI

Stage 3 **Checklist**

Peer Review your Stage 3 using the checklist and provide feedback to a seasonal partner.

Sharing of Abstracts and Reflections
Chapter 8 UbD/DI and Chapters 8, 11, 12 MI.

**"Seven Practices for Effective Learning**”
Discussion of Article and connect the information to WHERETO's Elements of Stage 3.


 * Lesson Plan Format**



Write learning objectives that are clear, attainable, measurable, and age/content appropriate.
 * Learning Objectives (Targets): **
 * What will students know or be able to do by the end of the lesson? What will it look like for students to achieve the learning target?
 * // Does my learning objective address the standard I’m targeting? //
 * // Are my goals developmentally appropriate? //

Identifies relevant standards (e.g., CCSS, MLR, NGSS, MELDS, ISTE Standards-S) that are content and age appropriate. // Consider: Do my Learning Objectives, Instructional Activities and Assessments all target this standard and/or indicator(s)? //
 * Standards: **
 * What standard(s) is being targeted?
 * What specific indicators within the standard are being targeted?

Align the objectives, instructional activities, and assessments with relevant standards (e.g., CCSS, MLR, NGSS, MELDS, ISTE Standards-S). Write justification statements that clearly explain the relationship between the standard and the learning objectives. How does this standard fit within the unit plan?
 * Standards Alignment & Justification: **
 * How will you target the standard(s) within your Learning Objective(s), Instructional Activities and Assessment(s)?

Use evidence to choose or develop appropriate methods for assessing student achievement of learning objectives. Use multiple means of assessing student learning. // Why are you assessing the students in this way? //
 * Assessment: **** ❏ ** Pre ❏ Formative ❏ Summative ❏ Student Self
 * How and when will you evaluate your students’ understanding/proficiency?
 * What types of assessments will you use? (Include a copy)

Describe how assessments will be evaluated and used for instructional decision making. Provide process for delivering student feedback. // Do my assessments evaluate student proficiency or growth with my selected standard and learning objective? //
 * Assessment (Data & Student Feedback): **
 * What “data” or information will you collect about your students?
 * How will you use the data to inform your practice?

Incorporate related content areas within the lesson plan. How does this integrated content relate to your learning objectives and targeted standards?
 * Integration of Other Content Areas: (If appropriate) **
 * What other content area(s) are you integrating?
 * How will you integrate this content?

Design specific instructional strategies that differentiate the content, process, product, performance and/or learning environment to improve and enhance each student’s academic achievement. How will you differentiate instructional strategies for these needs? (Clearly describe at least 2 ways that you will differentiate)
 * Instructional Strategies to Differentiate Instruction: **
 * What specific student needs will you need to support during your lesson? (Clearly identify & describe at least 2)

Create developmentally appropriate accommodations, modifications, and extensions for all students with identified needs. What assistive technologies (low-tech/high-tech) are needed to access learning?
 * Modifications, Accommodations & Extensions For Individual Students with Identified Needs: **
 * Modifications ** are changes in the regular education curriculum and or assessment **__that lower the standards of the curriculum).__ Accommodations** are changes in the manner in which instruction and assessment is delivered that does not alter the curriculum __**level expectation being measured or taught**.__
 * What specific student needs (from IEPs, 504 Plans, behavior challenges, or other exceptionalities) will you need to support during your lesson?
 * What specific scaffolding, accommodations and/or modifications must be incorporated into lesson?
 * How will you incorporate these accommodations or modifications?

Integrate a range of digital resources, materials, and instructional technology to engage students and provide optimal, customized learning for every student. Use the SAMR model, or something comparable, to describe and justify how technology augments the learning experience. Based on the SAMR model, how is technology being utilized during this lesson? Explain your reasoning.
 * Technology Integration: (if appropriate) **
 * What age- and content-appropriate digital tools and resources can I incorporate into my instruction and assessment?
 * How will students use technology during this lesson?
 * How will I utilize instructional technology to deliver my lesson?

Provide a detailed list of materials and technology for both teacher and students. All handouts, both teacher created and those from other resources, are referenced and attached to the lesson plan. Consider selecting appropriate, research-based teaching practices as defined by national professional organizations (NCTM, NSTA, CEC/DEC, ILA, NCSS, NAEYC, ISTE). What sources and resources are you using to develop your lesson?
 * Materials and Resources for Lesson Plan Development **
 * What materials, technology and handouts will you need to have prepared for your lesson?
 * What types of resources/materials do different professional organizations provide for teachers?

Construct a teaching and learning sequence that clearly defines the order and structure of the lesson. Include all the components of the lesson: introduction, cooperative learning activities that support the learning objectives, standards, differential instruction strategies, seamless transitions between activities, and assessment practices that are integrated to measure student progress and learning throughout the lesson. How will I close/wrap-up the lesson?
 * Teaching & Learning Sequence: **
 * How will I introduce and unpack the Learning Objectives for Students?
 * What types of learning activities will I integrate and in what sequence? //Am I integrating a variety of strategies?//
 * When will I check for understanding during the lesson?
 * What transitions will I need to plan for? How much time will be required for each activity and transition?

__**WHERETO’S**__ • (W) Know Where they’re going (the learning goals and state the understanding), Why (reason for learning the content and how does it connect to real life?) and What is required of them (unit goal (MLR/CCSS/NGSS), performance requirements and evaluation criteria) What evidence (product/artitfact) will show their learning? • (H) Be Hooked engaged in digging into the big ideas (e.g., through inquiry, research, problem-solving, experimentation)? How will you hook and engage the learners? In what ways will you help them connect the desired learning to their experiences and interests? • (E) Have adequate opportunities to Explore and Experience big Ideas and receive instruction to Equip them for the required performance? What learning experiences will help develop and deepen understanding of important ideas? • (R) Have sufficient opportunities to Rethink, Rehearse, Revise, and Refine their work based upon timely feedback? How will you encourage the learners to rethink previous learning? How will you encourage ongoing revision and refinement? • (E) Have an opportunity to Evaluate their work and set future goals? How will you promote students' self-evaluation and reflection? • (T) Tailored and flexible to address the interests and learning styles of all students. How will you tailor the learning activities and your teaching to address the learning profiles and interest of your students? • (O) Organized and sequenced to maximize engagement and effectiveness. How will the learning experience be organized to maximize engaging and effective learning using higher order thinking?
 * Refer to your Stage 3 WHERETO outline for each lesson (teaching and learning sequence) and now describe the play by play process between the teacher and student.**


 * Content Knowledge Notes: //(if applicable/instructor discretion)// **

Create a resource to supplement the Teaching and Learning Sequence that could be used by a substitute or colleague who might need to teach your lesson. Content notes should outline essential content information, definitions, explanations, modeling examples, and example practice problems with process and answers. How can I organize and label this information in order to make it clear and easy to follow?
 * What content information would a __substitute or peer__ need in order to implement this lesson?

Learning in America Free Digital Textbooks [|Shmoop]Great resources connected to the Common Core and all content areas. [|Common Core Standard] with actual content for Math.

// If lesson **__was not implemented__**: // Produce a thoughtful reflection addressing planning process, instructional decisions and impact of experience on growth as an educator. ▪ What challenges did you encounter while developing this lesson plan? ▪ What decisions did you make while planning this lesson and why did you make the choices that you did? ▪ If you received feedback about your lesson plan, what changes/improvements would you make? Why? ▪ What student assessment data would you expect to see, or need to see, prior to moving on to the next lesson? Why?
 * Post-Lesson Reflection: **
 * If this is a lesson that you wrote but **did not implement**, reflect on the planning process:

// If lesson **__was implemented__**: // Produce a thoughtful reflection addressing the following: strengths of the lesson and areas for growth; evidence of student learning and interpretation of assessment results. Develop plans for next steps and/or re-teaching that includes suggestions for improving the future lesson.

▪ What does your assessment data say about your students’ proficiency and growth?Did all of your students meet your learning target? How do you know? ▪ How are you tracking progress & providing feedback to students? ▪ What aspects of the lesson plan were successful or went well?What aspects of the lesson plan were challenging or could be improved? ▪ When were your students engaged during the lesson? How did you know? ▪ Did you depart from anything that you planned to do during the lesson? If so, when and why? ▪ Based on your assessment data, what instructional decisions would you make regarding next steps, re-teaching and/or future lessons? What modifications do you need to make before your next lesson? What professional goals do you have for yourself for your next lesson?
 * If this is a lesson that you **implemented**:


 * Observation Lesson Plan Templates and Rubric for the School Field Experience**

//__**Common Core Teaching Standards**__//
http://umfresources.wikispaces.com/EDU221StandardsConnections

__// The Learner and Learning //__ __**Rationale:**__ How does this lesson demonstrate my competency with the standard? Consider how you meet the **Learning Styles**?
 * // Standard #1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.//**
 * Beach Ball** (variety of resources, adaptive environment, various manipulative(s), choices of activities, spontaneity, extensions to activities and personal freedom),
 * Clipboard** (organization, structure, visual directions, clear closure, sequential learning, clear procedures, consistent routines, clear expectations),
 * Microscope** (discovery learning, analyzing concepts, deep exploration, discussion, focus on details, ownership), and
 * Puppy** (comfortable environment, encouraging atmosphere, supportive grouping, safe climate, respectful colleagues, empathic listeners, sensitive peers)


 * Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.**

Consider how you used the **Multiple Intelligences**. Standard #3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
 * Verbal** - How can I include reading, writing and speaking?
 * Logical** - How did you include numbers, classification, critical-thinking and calculations?
 * Visual** - How did you include visuals, colors, art, graph and pictures?
 * Intrapersonal** - How did you include private learning time and student choice?
 * Interpersonal** - How did you include group work, peer sharing and discussions?
 * Kinesthetic** - How did you include movement, exercise, drama and crafts?
 * Musical** - How did you include music, sounds, rhythms and dance?
 * Naturalist** - How did you include human beings to recognize, categorize and draw upon certain features of the environment?

//__ Content __// Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.

Standard #5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

__//Instructional Practice//__ //**Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.**// Consider how you used both formative and summative assessments?
 * //[|Assessment for Learning]// (Formative)** - Ongoing assessments provide information to guide teaching and learning for improving learning and performance. Formative assessment include both formal and informal methods. **Feedback** is an important and critical component when ultilizing assessment for learning.
 * Examples:** Quiz, oral questioning, observation, debates, discussions, draft work, dress rehearsal, portfolio review, dialogue checklist, reflections, journals, blogs.
 * •** **Pre-Assessment** **(Diagnostic)** - Assessment that precedes instruction, checks students' prior knowledge and identifies misconceptions, interest and learning style preferences. Diagnostic assessments provide information to assist teacher planning and guide differentiated instruction.
 * Examples:** Pretest, Pre and Post student survey, skills check, K-W-L (What I **K**now - What I **W**ant To Learn - What I Have **L**earned)

//__**Assessment of Learning**__// **(Summative)** - Culminating assessment are conducted at the end of a unit, course, or grade level to determine the degree of mastery or proficiency according to identified achievement. Summative assessments are evaluative in nature, generally resulting in a score or a grade. **Examples:** Test, performance task, final exam, culminating project or performance, prompts, work portfolio, wiki, podcast, digital stories. • **Authentic Assessment** (**Performance)** Authentic assessment is composed of Performance Tasks designed to simulate real life challenges. The heart of authentic assessment is realistic performance-based testing – asking students to use knowledge in real-world ways, with genuine purpose, audiences and **GRASPS** elements to design a performance task. **GRASPS** - **G**oal, **R**ole, **A**udience, **S**ituation, **P**roduct/**P**erformance and **S**tandard.

//Standard #7: Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross -disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.//

//**Standard #8: Instructional Strategies. Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.**// __**Rationale:**__ How does this lesson demonstrate my competency with the standard? __**WHERETO’S**__ • (W) Know Where they’re going (the learning goals and state the understanding), Why (reason for learning the content and how does it connect to real life?) and What is required of them (unit goal (MLR/CCSS/NGSS), performance requirements and evaluation criteria) What evidence (product/artitfact) will show their learning? • (H) Be Hooked engaged in digging into the big ideas (e.g., through inquiry, research, problem-solving, experimentation)? How will you hook and engage the learners? In what ways will you help them connect the desired learning to their experiences and interests? • (E) Have adequate opportunities to Explore and Experience big Ideas and receive instruction to Equip them for the required performance? What learning experiences will help develop and deepen understanding of important ideas? • (R) Have sufficient opportunities to Rethink, Rehearse, Revise, and Refine their work based upon timely feedback? How will you encourage the learners to rethink previous learning? How will you encourage ongoing revision and refinement? • (E) Have an opportunity to Evaluate their work and set future goals? How will you promote students' self-evaluation and reflection? • (T) Tailored and flexible to address the interests and learning styles of all students. How will you tailor the learning activities and your teaching to address the learning profiles and interest of your students? • (O) Organized and sequenced to maximize engagement and effectiveness. How will the learning experience be organized to maximize engaging and effective learning using higher order thinking?

__// Professional Responsibility //__ Standard #9: Professional Learning and Ethical Practices. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practices, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

//**__ NETS STANDARDS FOR TEACHERS __**//

__//**NETS STANDARDS FOR TEACHERS**//__ 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. a. Promote, support, and model creative and innovative thinking and inventiveness b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments 3. Model digital Age Work and Learning. Teachers exhibits knowledge, skills, and work processes representative of an innovative professional in a gobal and digital society. 4. Promote and Model Digital Citizenship and Responsibility. Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. 5. Engage in Professional Growth and Leadership. Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.
 * 2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.**
 * a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity**
 * b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress**
 * c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources**
 * d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching**

Lesson Plan for Formal with Beth when in the schools =**Other Resources**=

Examples of Lesson - Use Side Bar and search for samples of lesson plans.

[|Web Resources] **Virtual Training Suite** provides free Internet tutorials to help you learn how to get the best from the Web for your education and research. [|Teacher Tap] Internet Resources for Teaching and Learning [|Marvel] Maine Virtual Library [|Classzone] Books Learning in America Free Digital Textbooks [|TrackStar] A starting point for online lessons and activities. Simply collect Web sites, enter them into TrackStar, add annotations for your students, and you have an interactive, online lesson called a Track.

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