Video Interlude

Redneck Bonfire

Key Takeaways from today’s sessions:“People who fail don’t plan to fail, they fail to

plan.”

Curricular ExpectationsLesson Plan Structure and Feedback

Core Ideas

• Every day teachers make choices about what students learn and how they learn it. Good instructional leadership is about making these choices explicit, and making teachers choose intentionally.

• Autonomy in lesson planning for all teachers only guarantees one thing: that some teachers will have the “freedom” to fail to plan effectively.

Opening Reflection

1. How has reviewing lesson plans benefitted you? Your school? Your teachers? Your scholars?

2. Besides time constraints, what factors of reviewing lesson plans have been difficult?

3. What is the most essential part of a lesson plan?

Session Overview

By the end of this session, you will:

• Identify components of a quality lesson plan

• Evaluate a sample lesson plan• Model effective lesson plan

feedback

Structure of a Quality Lesson Plan

• Objective• Assessment• Do Now/Hook• Introduction to New Material (I do)• Guided Practice (We do)• Independent Practice (You Do)

Objectives

Refer to frameworks:

• Student-Centered• Measureable• Rigorous, yet feasible• Criteria for Success (when appropriate)

Objectives

Examples• Successfully respond to a short answer question by using the

RAGE method.• Find the probability of opposite, mutually exclusive, and

overlapping events.• Conjugate the verb ir in the present tense and use it to

describe where one is going.• Describe the motion of the planets in the solar system.• Perform at least 3 different types of jumps (on a jump rope)

for at least 15 consecutive seconds.• Mix and create new colors through pointillism.

Objectives

Non-Examples- What’s wrong with the following:• Work on ISTEP-type questions.• Understand probability.• Demonstrate comprehension of both authentic and non-

authentic written and spoken language through developmentally appropriate tasks.

• Understand the motion of the planets in the solar system.• Participate in a volleyball game.• Learn to use the principle of design - movement - in an art

series.

What is a potential problem with a teacher writing objectives like these?

Key Takeaway

“If you don’t know where you are going, you might wind up

someplace else.”-Yogi Berra

Assessment

Refer to frameworks:• Independently Completed• Aligned• Contains multiple “at-bats”Exemplar• 7th Grade Pre-Algebra– How does it qualify as a quality lesson assessment?

Types of Lesson Assessments: Refer to handout

Discuss

• What are reasons some teachers may not include a lesson assessment?

• What is a potential problem with omitting an assessment?

I do – Direct Instruction

Refer to frameworks:• Relevant and explicit• Includes modeling with examples• Brief and aligned

*Note on content vs. skill*Exemplar• 7th Grade Humanities– Find the “I do” and discuss how it fits the criteria.

We do – Guided PracticeRefer to frameworks:• Aligned and scaffolded• Delivery includes directions, CFUs, and

differentiation• Ratio can move between 75/25 - 50/50 - 25/75Exemplar• 7th Grade Humanities– Find the “We do” and discuss what is observable

and what’s not. What implications does this have for reviewing lesson plans?

You do – Independent PracticeRefer to frameworks:• Aligned and includes multiple opportunities• Delivery includes directions, CFUs, and

differentiation• Ratio must start at 0/100• Extension workExemplar• 7th Grade Humanities– Find the “You do” and discuss how it fits the criteria.

Discussion

• What is one circumstance where a teacher might not plan a clear I do, we do, and you do?– Are any of these instances acceptable?

Do Now – Brief Overview

Refer to frameworks:• Brief• Hooks• Review• Brain Boosters

What’s at stake if a teacher plans a poor Do Now?

Application Part 1

• Review the sample lesson plans from a Biology and Algebra course.–Using a scale of 0-2, rate each

component of the plan• 0 = not present• 1 = developing; ineffective• 2 = effective if delivered well

FeedbackFactors to Consider:• Time• Quantity• Differentiation

Priority Pyramid

Instructional Strategies

Activity Alignment

Objectives and Assessment

Application Part 2

• Review the sample lesson plans from a Biology and Algebra course.

• What feedback would you provide to these teachers?

Application Part 3

• Review the sample lesson plans from an English and World History course.

• What feedback would you provide to these teachers?

Wrap-up

• Objectives and assessments drive instructional planning.• An aligned lesson is a happy lesson.• For time, feasibility, and sanity,

you must focus on key levers when providing feedback