Sessions #2 - 4: Lesson Planning, Parts A, B, C

Learning Outcomes:

CLO 5253.1 - Offer alternative instructional suggestions and strategies that address the specific needs of California’s diverse student population.

CLO 5253.2 - Identify a clear instructional goal that is related to the English content of the standards.

CLO 5253.3 - Provide the learning in each instructional year that lays the necessary groundwork for success in subsequent English courses.

CLO 5253.4 - Identify the most successful and efficient approaches within a particular classroom so that learning is maximized.

Essential Questions:

- How do you teach English Language Arts in a Single Subject Assignment?

- How do you create a successful instructional plan?

- How are you planning to make content accessible?

- How are you planning to engage students?

Agenda:

● Common Core Standards: Connection to goals and objectives (see Session 1)

● Unit, and Daily Lesson Plans (see lesson plan template, download below)

o The core plan

o The block plan

● TPEs (see Session 1)

● REAL (see Session 1)

● Into, Through, & Beyond (see ITB page)

● ELD Standards (see Session 1) See also SDAIE Strategies (pdf) (more in-depth coverage in Session 10)

● Backwards Planning/Design (below)

● Bloom’s Taxonomy, Costa’s Levels of Questioning, Depth of Knowledge (DoK) (see Levels page)

● UDL (see Session 8 as well)

● Teaching Literature– The Common Core

● Teaching Informational Texts – The Common Core

● Download the LMU Lesson Plan Template. You will use this for your 6 lesson plans. (attached below)

Information:

What makes an effective lesson objective? What is your objective for the lesson? What do you want your students to carry away with them? See the components of Backwards Planning. Teachers often think along these lines, "I've got this wonderful idea - we'll have a debate!" They'll research, plan, form teams of speakers and we'll debate whether the dropping of the Hiroshima bomb was truly necessary. (A real activity I've done in my classes for years.) This is not backwards design. Why? We started with the activities (the fun) not with the learning objectives.

Study Backwards Planning.

Read and analyze the schema - Look where planning activities occurs on this scheme. It is LATE in the process, not first. First you must address what objectives or standards your lesson with teach. It's backwards because you plan for your outcomes first. To use an example, it's like coaching a sport. Your drills (activities) are not really the matter of most importance. It's what you want them to do at game time.

If the above video fails to open please see Backwards Design Video.

See also

Watch the video: (also available here)

Assignments:

• Fill out the Demographics section of the Lesson Plan template for your target class (you may choose to do any combination or even all your students). For example, ifyou teach 3 periods of 7th Grade English, you may target all 3 or just one period. It is highly recommended that you keep the same target throughout the year. This willmake you work much easier for all you assignments in both semesters. You will need this information in all your lesson plans. It takes a while to obtain, so get started. You need info from your school's office & counselors.

• Read and be prepared to discuss:

Burke, chap 3, "How to Teach So Students will Learn, Use Remember - and Enjoy" (pp. 41-64)

Burke, chap 5, "Teaching Reading" (pp. 136-202)

Burke, chap 4, Teaching Writing (pp. 65-135)

Wong & Wong, Units A, B, C

Next Steps:

READ this:

Familiarize yourself with the LMU beginning teacher Lesson Plan format (attached below). You will turn in 5 Lesson Plans using this format. Ok. Ok. I'll admit, I do not personally use the LMU format. Why? Obviously, it's too cumbersome and detailed. So why am I not using it, but your are? Simply, I've been designing lessons for over 25 years. Much of what is require of you to write out has been internalized by veteran teachers. We already know which materials, which procedures, which standards, which assessments, etc. As beginning teachers, you will begin to internalize these processes as well. These are the fundamentals which beginning teachers must learn and internalize before they can become effective course and lesson designers. This format is required of all LMU credential candidates and is fundamental for all professional teachers. Here's a metaphor: young soccer players ubiquitously dribble between the cones. But this is no longer practiced by the World Cup players - - BUT it is in their DNA.

Using the Lesson Plan Template below, plan a lesson using the Backwards Design Method. Due Week 5

(Suggestion: you will be creating 6 LMU lesson plans for this course. Why not have them all work within your future unit presentation, which is the culminating project for this class?)