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

Learning Outcomes:

CLO 5252.1 Identify and implement the California History - Social Studies (CA HSS) State Framework, College, Career, Civic Live Framework (C3) Common Core Social Studies (CCSS) (TPE 1b, 8, 9, 12 & 13).

CLO 5252.2 Plan and write lessons and activities for all learners to maximize their ability to meet and/or exceed the CCSS (TPE 1b, 2, 4, 5, 6c, 7, 8, 9, 11, 12 & 13).

CLO 5252.3 Demonstrate an understanding of oral, written, and visual literacy and the ability to promote and instruct on oral, written, and visual literacy in the teaching of social studies and history (TPE 1b, 2, 4, 5, 7, 10).

CLO 5252.4 Demonstrate competence in creating unit plans and instructional programs in Common Core English/Language Arts and Social Studies content areas (TPE 1b, 2, 3, 4, 5, 6c, 7, 9, 10, 11).

CLO 5252.5 Create and implement lessons, assignments, assessments, and other learning tools that provide challenging educational experiences and opportunities for all learners (TPE 1b, 2, 3, 4, 5, 6c, 7, 8, 9, 10, 11, 12 & 13).

CLO 5252.6 Provide grade-level learning experiences that create the necessary groundwork for student learning success in subsequent courses (TPE 1b, 4, 5, 6c, 7, 8, 9, 10).

CLO 5252.7 Explore and to research effective, current research-based methods and curricula that promote optimal learning environments for students (TPE 1b, 2, 4, 5, 6c, 7, 8, 9, 10, 11, 12 & 13).

Essential Questions:

- How do you teach Social Studies 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 5 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)

Example of Standards for Lesson Planning

If you were to teach the speeches of Dr. King and Malcolm X in your Grade 11 class, your student standards could be:

California History - Social Studies (CA HSS) Content Standards would be CA HSS 11.10.4. (see pp. 743-744) Students analyze the development of federal civil rights and voting rights .

College, Career, & Civic Life Framework (C3) would be D2.His.16.9-12. "Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past."

Common Core Social Studies (CCSS.ELA) could be (depending on your emphasis) CCSS.ELA-LITERACY.RH.11-12.5

Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

English Language Development Standards (ELD) could be (depending on your emphaisis) 1.B.5, 6 (see page 135)

B. Interpretive 5. Listening actively to spoken English in a range of social and academic contexts 6. Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language

- - - -

Teaching Standards could be

Teacher Performance Expectations (TPE) TPE 4 - Making Content Accessible (depending on your emphasis)

LMU's Respect Educate Advocate Lead (REAL) REAL - Educate - Integrate Theory and Practice (depending on your emphasis)

(see page 12)

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 8th Grade US History, 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:

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 5 LMU lesson plans this term. Why not have them all work within your future unit presentation, which is the culminating project for this class?)