Apply their knowledge of key instructional strategies through participation in small group activities, discussions, and written reflections.
Demonstrate their ability to compose and evaluate a mastery objective through individual and small group revision process.
Integrate the elements of best practices in strategic lesson planning to write or evaluate, and revise a current lesson plan.
Opening Activity/Do Now (summer institute):
Interactive Word Wall
In groups of 4, generate a list of key words and important phrases from Day 1 and record on chart paper.
Homework Review:
In your content groups each person will take a turn, in 5 to 8 minutes, modeling their Think Aloud.
Members of the group will provide feedback:
hot feedback - What did the presenter do well?
cool feedback - What suggestions could improve the Think Aloud?
Alternative Opening Activity/Do Now: What strategies have I integrated into my instruction?
Think/Write: make a list of strategies you practiced from Day 1 Pair/Share: identify the strategy that was most successful and explain how you presented it to students Debrief: share responses with the whole group
Gradual Release of Responsibility
Activity 1: Frayer Model
Gradual Release of Responsibility
Frayer Model - helps students to learn new concepts and vocabulary.
Open the Frayer Model strategy document and review the example.
Use the Frayer Model to review the concept of The Gradual Release of Responsibility.
Complete in groups of 4 on chart paper and share. (In place of example provide a visual respresentation.)
Frayer Model Template
In content groups, choose a conceptual word or phrase from your subject area.
Using CHART PAPER, complete the Frayer Model graphic organizer.
Each group will then share their work with a different content group.
Reflection:Did this help you learn the concept or new vocabulary?
Activity 2: Writing the Lesson Objective
A good lesson is anchored by a clear objective, which is articulated by a teacher in terms of student mastery.
Think/Write:
Write down what you think is a good objective for the lesson you are going to teach.
Think/Write:
Based on the PowerPoint presentation in ten words or less, summarize what you think a good objective should be.
Revisit the objective you wrote for your lesson. Does your objective meet the criteria of a mastery objective? Pair/Revise/Share:
In content groups, share your lesson objective(s), revise if necessary, and reach consensus of objectives for your lesson.
Activity 3: Planning the Lesson
Read and markup text pages 395 - 398, (Thirteen Basic, Indispensable Decisions) Chapter 17, Planning, The Skillful Teacher
For more detail on any one of the Thirteen Lesson Planning Decisions, refer to pages 399-406, The Finer Points About The Basic and Indispensable Decisions.
In your notes identify at least 5 points in the reading that....
you agree or disagree with.
you can make a connection to.
you question.
affirms your current practice.
you are interested in making part of your practice.
Fishbowl Discussion
In content groups review mark-ups and discuss importance of first 5 planning decisions.
Select a "notekeeper" who will record and summarize group responses.
The notekeeper from each group will form a circle or fish bowl in the middle of the room
Everyone else will listen to and observe the discussion from the outer circle
Notekeepers will share their group's responses in 1 to 2 minute rotations.
The outside circle will take notes on major discussion points, looking for similarities and differences.
The outside circle will respond to the question "What would you have added to the discussion that was not said?"
Volunteers will share their responses.
Two-Column Notes with Think/Write/Pair/Revise/Share Think/Write
Look at the remaining planning decisions #6 - 13 and your mark-ups.
Use the Two-Column Note template to record the key concepts from the reading. Rank three decisions that you think are most important (1,2,3)
Record your coding comprehension symbols and your ranking in the middle column.
Write your questions, comments, connections, and inferences, etc.on the left side.
Coding Comprehension Symbols - MPS Social Studies Department
Pair/Revise/Share
With your partner, reach consensus on key concepts and most important planning decisions for planning #6 - 13 and record on CHART PAPER.
Revise your notes based on your discussion.
Share your responses about the important decisions of lesson planning with the entire group.
Summarize key points of lesson planning in your template.
Optional: In your lesson, you may include one of the planning decisions from items #14 - 21 on pages 398-399.
Reflection:
As a learner, what instructional strategies, Fishbowl Discussion or Two-Column Notes, did you find more beneficial for this lesson?
Activity 4: Creating a Lesson Plan
Working in content groups, open the district lesson planner outline and template.
What questions emerge as you connect the above planning decisions with the outline and template?
Plan your lesson either individually or with a partner using the district lesson plan template. Each participant will present a 3-5 minute "Think Aloud" related to the lesson they are planning. All lessons should incorporate Best Practice - Before, During, After Reading / Gradual Release of Responsibility. Refer to pages 13 -18, Content Literacy Guide to help you make planning decisions.
You must include 2 instructional strategies that include one of the following:
Two-Column Notes
Think/Write/Pair/Revise/Share
Summarizing
Frayer Model
NEW DISTRICT RESOURCE!
Additional resources and lesson ideas can be found using netTrekker.
Use the document below to read more about netTrekker and to access the website.
Closing Activity:Lonely Star, written and recorded by a Salemwood Student.
Listen to the poem written and recorded by
Why was this poem selected to close the content institue today?
Homework (PD November 2 & 3):
Select an additional strategy from our work today and/or previous sesssion to make part of your practice. Bring student work, reflections, and questions
to Professional Development Day #3.
Refer to the wikispace for directions on strategies, articles, resources, and templates.
Homework (summer institute):
Continue to work on your lesson and be prepared to present a Think Aloud for class tomorrow.
Be prepared to model, within your group. A Think Aloud on an instructional strategy that you will use in your lesson. Use the directions below as a guideline.
Think Aloud Directions: (refer to Think Aloud strategy sheet for further details)
1. Consider what students need to know how to do during the reading task.
Hot and Cold
2. Identify where you might pause during the passage to “think aloud” for your students.
3. Mark the pauses with a sticky-note with a short notation of what you’ll say.
4. Explicitly explain the think-aloud strategy before using it.
5. Read the text with the students as you do the think-aloud.
6. Model the chosen thinking tasks by stopping to articulate what’s going on in your head.
Day 2 - Lesson Planning
Objectives:
Participant will be able to…Opening Activity/Do Now (summer institute):
Interactive Word WallIn groups of 4, generate a list of key words and important phrases from Day 1 and record on chart paper.
Homework Review:
In your content groups each person will take a turn, in 5 to 8 minutes, modeling their Think Aloud.
Members of the group will provide feedback:
Alternative Opening Activity/Do Now: What strategies have I integrated into my instruction?
Think/Write: make a list of strategies you practiced from Day 1Pair/Share: identify the strategy that was most successful and explain how you presented it to students
Debrief: share responses with the whole group
Activity 1: Frayer Model
Gradual Release of ResponsibilityFrayer Model - helps students to learn new concepts and vocabulary.
Open the Frayer Model strategy document and review the example.
Use the Frayer Model to review the concept of The Gradual Release of Responsibility.
Complete in groups of 4 on chart paper and share. (In place of example provide a visual respresentation.)
In content groups, choose a conceptual word or phrase from your subject area.
Using CHART PAPER, complete the Frayer Model graphic organizer.
Each group will then share their work with a different content group.
Reflection: Did this help you learn the concept or new vocabulary?
Activity 2: Writing the Lesson Objective
A good lesson is anchored by a clear objective, which is articulated by a teacher in terms of student mastery.
Think/Write:
Write down what you think is a good objective for the lesson you are going to teach.
Think/Write:
Based on the PowerPoint presentation in ten words or less, summarize what you think a good objective should be.
Revisit the objective you wrote for your lesson.
Does your objective meet the criteria of a mastery objective?
Pair/Revise/Share:
In content groups, share your lesson objective(s), revise if necessary, and reach consensus of objectives for your lesson.
Activity 3: Planning the Lesson
Read and markup text pages 395 - 398, (Thirteen Basic, Indispensable Decisions) Chapter 17, Planning, The Skillful Teacher
For more detail on any one of the Thirteen Lesson Planning Decisions, refer to pages 399-406, The Finer Points About The Basic and Indispensable Decisions.
In your notes identify at least 5 points in the reading that....
In content groups review mark-ups and discuss importance of first 5 planning decisions.
Select a "notekeeper" who will record and summarize group responses.
The notekeeper from each group will form a circle or fish bowl in the middle of the room
Everyone else will listen to and observe the discussion from the outer circle
Notekeepers will share their group's responses in 1 to 2 minute rotations.
The outside circle will take notes on major discussion points, looking for similarities and differences.
The outside circle will respond to the question "What would you have added to the discussion that was not said?"
Volunteers will share their responses.
Two-Column Notes with Think/Write/Pair/Revise/Share
Think/Write
Look at the remaining planning decisions #6 - 13 and your mark-ups.
Use the Two-Column Note template to record the key concepts from the reading.
Rank three decisions that you think are most important (1,2,3)
Record your coding comprehension symbols and your ranking in the middle column.
Write your questions, comments, connections, and inferences, etc.on the left side.
Pair/Revise/Share
With your partner, reach consensus on key concepts and most important planning decisions for planning #6 - 13 and record on CHART PAPER.
Revise your notes based on your discussion.
Share your responses about the important decisions of lesson planning with the entire group.
Summarize key points of lesson planning in your template.
Optional: In your lesson, you may include one of the planning decisions from items #14 - 21 on pages 398-399.
Reflection:
As a learner, what instructional strategies, Fishbowl Discussion or Two-Column Notes, did you find more beneficial for this lesson?
Activity 4: Creating a Lesson Plan
Working in content groups, open the district lesson planner outline and template.
What questions emerge as you connect the above planning decisions with the outline and template?
This is a planning tool to support the integration of instructional strategies into content area lessons.
Plan your lesson either individually or with a partner using the district lesson plan template. Each participant will present a 3-5 minute "Think Aloud" related to the lesson they are planning. All lessons should incorporate Best Practice - Before, During, After Reading / Gradual Release of Responsibility. Refer to pages 13 -18, Content Literacy Guide to help you make planning decisions.
You must include 2 instructional strategies that include one of the following:
NEW DISTRICT RESOURCE!
Additional resources and lesson ideas can be found using netTrekker.
Use the document below to read more about netTrekker and to access the website.
Closing Activity: Lonely Star, written and recorded by a Salemwood Student.
Listen to the poem written and recorded by
Why was this poem selected to close the content institue today?
Homework (PD November 2 & 3):
Select an additional strategy from our work today and/or previous sesssion to make part of your practice. Bring student work, reflections, and questions
to Professional Development Day #3.
Refer to the wikispace for directions on strategies, articles, resources, and templates.
Homework (summer institute):
Continue to work on your lesson and be prepared to present a Think Aloud for class tomorrow.
Be prepared to model, within your group. A Think Aloud on an instructional strategy that you will use in your lesson. Use the directions below as a guideline.
Think Aloud
Directions: (refer to Think Aloud strategy sheet for further details)
1. Consider what students need to know how to do during the reading task.
2. Identify where you might pause during the passage to “think aloud” for your students.
3. Mark the pauses with a sticky-note with a short notation of what you’ll say.
4. Explicitly explain the think-aloud strategy before using it.
5. Read the text with the students as you do the think-aloud.
6. Model the chosen thinking tasks by stopping to articulate what’s going on in your head.