Creating a lesson scholars will love

Creating a lesson

scholars will love.

Our hope is that you will

find this slide deck

Our hope is that you will

find this slide deck

engaging

Our hope is that you will

find this slide deck

engaging

rigorous

Our hope is that you will

find this slide deck

engaging

rigorous

and

Our hope is that you will

find this slide deck

engaging

rigorous

and

joyful.

That's what we hope to

have in our schools.

Engaging

content

Rigorous

instruction

And last,

but certainly not least,

joy .

We like to ask ourselves:

“If scholars had a choice to

be in our classes - if they

could literally get up and

go, would they leave ”?

We believe all

scholars desire

teachers who:

foster no-nonsense,

nurturing classroom

environments

genuinely care

about them

challenge and hold

scholars accountable to

rigorous academic and

behavioral expectations

You’re probably

wondering where

to begin.

Your lesson planning

begins with an aim.

Your lesson planning

begins with an aim.

Your lesson planning

begins with an aim.

(An aim is what we call an objective.)

All great lessons start

with great aims.

All great lessons start

with great aims.

Strong aims drive strong

student achievement.

All great lessons start

with great aims.

Strong aims drive strong

student achievement.Take the pledge to

become an aims

ambassador.

To find your aim, ask

yourself:

To find your aim, ask

yourself:

What, exactly, do I want

scholars to know and be

able to do by the end of the

lesson?

Aims provide a sense of

direction.

Aims provide a sense of

direction.

Aims provide a sense of

direction.

Aims clearly drive the activity in a lesson and not vice versa.

It matters a lot to get

the aim right.

It has to be

specific

It has to be

specific

And measurable

Like these

A+ Aims

A+ AimsMWBAT (Mathematicians will be able to) calculate the area of a rectangle by thinking about area as an array to discover the multiplication formula for calculating the area.

SWBAT (Scholars will be able to) describe the encounter between the Spanish.

SWBAT evaluate one piece of evidence Alfred Wegner used to support continental drift by writing a paragraph that states if it supports Wegner’s continental drift hypothesis and what additional pieces of evidence may be necessary.

A+ AimsMWBAT (Mathematicians will be able to) calculate the area of a rectangle by thinking about area as an array to discover the multiplication formula for calculating the area.

SWBAT (Scholars will be able to) describe the encounter between the Spanish explorers and the Taino people by analyzing key excerpts from Columbus's journal.

SWBAT evaluate one piece of evidence Alfred Wegner used to support continental drift by writing a paragraph that states if it supports Wegner’s continental drift hypothesis and what additional pieces of evidence may be necessary.

A+ AimsMWBAT (Mathematicians will be able to) calculate the area of a rectangle by thinking about area as an array to discover the multiplication formula for calculating the area.

SWBAT (Scholars will be able to) describe the encounter between the Spanish explorers and the Taino people by analyzing key excerpts from Columbus's journal.

SWBAT evaluate one piece of evidence Alfred Wegner used to support continental drift by writing a paragraph that states if it supports Wegner’s continental drift hypothesis and what additional pieces of evidence may be necessary.

A+ AimsMWBAT (Mathematicians will be able to) calculate the area of a rectangle by thinking about area as an array to discover the multiplication formula for calculating the area.

SWBAT (Scholars will be able to) describe the encounter between the Spanish explorers and the Taino people by analyzing key excerpts from Columbus's journal.

SWBAT evaluate one piece of evidence Alfred Wegner used to support continental drift by writing a paragraph that states if it supports Wegner’s continental drift hypothesis and what additional pieces of evidence may be necessary.

Not sure where to get started? We recommend the Common Core.

Achieve aim

excellence.

Achieve aim

excellence.

Click for

resources.

Post and share your aim.

Post and share your aim.

Scholars

want to know

what they are

aiming for.

After your aim is

set…craft an

exemplAry

response.With an exemplary

response in mind, you

know what, exactly, you’re

looking for from scholars.

After your aim is

set…craft an

exemplAry

response.

+

With an exemplary

response in mind, you

know what, exactly, you’re

looking for from scholars.

Now that you know

what you want

scholars to know or

do by the end

of the lesson,

let’s focus on culture.

We are looking for a tight classroom culture…

that is filled to the brim with joy.

We are looking for a tight classroom culture…

that is filled to the brim with joy.

Introduce yourself

Introduce yourself

(After all, you are a new face.)

Introduce yourself

You smile. They smile.

(After all, you are a new face.)

Introduce yourself

You smile. They smile.

(After all, you are a new face.)

Smiles make you feel good.

Smiles make you feel good.

Ask scholars to share their

name when called upon.

Ask scholars to share their

name when called upon.

(Trust us. You’ll want to get to know them.)

Ask scholars to share their

name when called upon.

Set clear expectations and

explain why these are

important.

Great Expectations…

“A very fine idea” -

Charles Dickens

“Eyes on the speaker, be it me as the teacher or your peers.”

A+ Expectations

“Eyes on the speaker, be it me as the teacher or your peers.”

“Voices off while others are speaking.”

A+ Expectations

“Eyes on the speaker, be it me as the teacher or your peers.”

“Voices off while others are speaking.”

“Raise a straight, silent hand to ask or answer questions.”

A+ Expectations

“Eyes on the speaker, be it me as the teacher or your peers.”

“Voices off while others are speaking.”

“Raise a straight, silent hand to ask or answer questions.”

“Speak in a whisper voice to your peer, and be sure your

conversation is limited to the topic.”

A+ Expectations

“Eyes on the speaker, be it me as the teacher or your peers.”

“Voices off while others are speaking.”

“Raise a straight, silent hand to ask or answer questions.”

“Speak in a whisper voice to your peer, and be sure your

conversation is limited to the topic.”

“I will know you’re finished when I have pencils down and

eyes on me.”

A+ Expectations

Whatever you ask

scholars to do…be sure

to follow through!

Whatever you ask

scholars to do…be sure

to follow through!

The behavior narration

cycle is the

least intrusive manner to

enforce expectations.

First, provide explicit

directions:

First, provide explicit

directions:

“Eyes on me, pencils

down and silence in three,

two, one.”

Then, scan the room

(to demonstrate your

‘with-it-ness’) and

ensure that all

scholars are actively

engaged and being

their best selves.

Next, highlight what, exactly,

you are looking for from every

scholar:

Next, highlight what, exactly,

you are looking for from every

scholar:

“I know the scholars in the front

row are ready because their

pencils are down and their

eyes are on me…”

Last, give a friendly reminder

(always in a firm but neutral

tone).

Last, give a friendly reminder

(always in a firm but neutral

tone).

“I need a few of our friends in

the back to put their pencils

down…almost there, still need

one scholar’s eyes. Thank

you.”

If one or two scholars

remain

off-task rely on proximity

and non-verbal cues to

reiterate expectations and

bring them back on board.

Now, on to the fun part.

Acknowledge all of

the awesome-ness

that scholars bring to

the table.

Acknowledge all of

the awesome-ness

that scholars bring to

the table.

Yes. It's in our dictionary.

Awesome-ness

consists of but is

not limited to the

following:

Enthusiasm in the way of

participating or

volunteering a response

Enthusiasm in the way of

participating or

volunteering a response

Shedding

insight on a

question

posed

Shedding

insight on a

question

posed

Going above and

beyond in terms of

work produced or for

embodying any of

our REACH values..

Going above and

beyond in terms of

work produced or for

embodying any of

our REACH values.

Respect. Enthusiasm. Achievement. Citizenship. Hard Work.

.

Aim to make three

times as many

positive comments

as corrections.

But, really, the best way

to tune scholars in is by…

turning them on

to the content

or skill

in your lesson.

But, really, the best way

to tune scholars in is by…

There is a

direct correlation

between your

energy and enthusiasm

and your scholars

being bought-in.

Their

engagement

begins with

you being a

content

geek.

Their

engagement

begins with

you being a

content

geek.

Really.

Embrace it.

Now, that you’re

getting “nerdy with it,”

let’s talk about the

structure of the

lesson.

We know you don’t have a

whole lot of time

to work with our scholars.

We know you don’t have a

whole lot of time

to work with our scholars.

We get it.

We know you don’t have a

whole lot of time

to work with our scholars.

We get it.

(And we’ve all been there.)

But these final points

will help to ensure you

make the most of it.

But these final points

will help to ensure you

make the most of it.

Like All State, we’ve got you covered.

Deliver a brief mini-

lesson,

during which you are

directly instructing students

for content acquisition or on

a particular skill that is

aligned to your aim.

This is your time to be

that content geek

and really hook

students on what they

are learning and about

to do.

Check for

understanding

Check for

understanding

Two words:

Two words: Cold call

Cold calls

compel

scholars to

be actively

engaged.

Cold calling is but one way to

check for understanding.

Here are some others:

Cold calling is but one way to

check for understanding.

Here are some others:

Choral Responses

Cold calling is but one way to

check for understanding.

Here are some others:

Choral Responses

Response Cards

Cold calling is but one way to

check for understanding.

Here are some others:

Choral Responses

Response Cards

Quick Writes

Choral Responses

All students in the class or group respond orally in

unison to a teacher prompt.

Choral Responses

All students in the class or group respond orally in

unison to a teacher prompt.

Response Cards

Students can respond as a group by displaying

'response cards' which display their answers to a

teacher question or academic problem.

Response Cards

Students can respond as a group by displaying

'response cards' which display their answers to a

teacher question or academic problem.

Quick Writes

Students jot down a response to a question or

prompt on their paper. The teacher moves

throughout the room checking students’ responses.

Quick Writes

Students jot down a response to a question or

prompt on their paper. The teacher moves

throughout the room checking students’ responses.

Adapt

Clarify

Guide

Adapt

as the data comes in.

Clarify

Guide

Adapt

as the data comes in.

Clarify

misconceptions.

Guide

Adapt

as the data comes in.

Clarify

misconceptions.

Guide

their thinking.

Reinforce

key points and correct

answers

by calling on scholars

to

repeat back through

a choral response.

After the mini-lesson, plan

a robust guided practice.

After the mini-lesson, plan

a robust guided practice.

This is where scholars are

utilizing the content or skill

you tackled during

instruction.

One word here:

One word here: Ratio.

Ratio?

The amount of time students

are talking compared to the

amount of time the teacher is

talking.

Ratio?

The amount of time students

are talking compared to the

amount of time the teacher is

talking.

(You already had your time to

talk, now let scholars show off!)

Have scholars

engage in conversation

with their peers

about the task at hand.

Three words:

break

the

plane

Three words:

break

the

plane

i.e. come out, come

out from behind the

lectern and ‘get down’

with students all

around the room.

Circulate

to confer

with students

and

check for

understanding.

This is your

chance to

collect data.

This is your

chance to

collect data.

Are they

getting it?

Interject only to clarify

misconceptions and

guide students to a

deeper

understanding.

Remember:

“Right Is Right.”

Remember:

“Right Is Right.”

Right is Right is about the difference between partially right and all-

the-way right—between pretty good and 100 percent. The job of the

teacher is to set and defend a high standard for correctness: 100

percent.

Settle for nothing less

than exemplAryresponses

Settle for nothing less

than exemplAryresponses

+

Expect scholars to deliver exemplary work.

Expect scholars to deliver exemplary work.

Expect scholars to deliver exemplary work.

“Simply the best!”

Have clear criteria for

success to ensure

scholars know what

exemplAry looks like.You can think of “criteria for success” as a rubric

Have clear criteria for

success to ensure

scholars know what

exemplAry looks like.+

You can think of “criteria for success” as a rubric

Plan for scholars to have

ample time to complete

their assessment

at the end

of your lesson.

And, in an ideal world,

there will be time

remaining to showcase

their thoughtful responses

and reiterate key points to

provide a sense of

closure.

No matter what happens in your guest lesson, we are looking for

your ability to thoughtfully reflect on what went well

and what you’d change if you could do it again.

No matter what happens in your guest lesson, we are looking for

your ability to thoughtfully reflect on what went well

and what you’d change if you could do it again.

And remember: feedback is a gift.

No matter what happens in your guest lesson, we are looking for

your ability to thoughtfully reflect on what went well

and what you’d change if you could do it again.

And remember: feedback is a gift.

Want more?

Sharing is at

our core.

Want more?

Sharing is at

our core.

AF's Lesson Planning Template and

AF’s Essentials of Effective

Instruction are attached to your

finalist day email.

They are super helpful.

And catch some AF PD.

Classroom Routines and Expectations

Joy Factor

Student Engagement

Read a book we Teach Like A Champion:

49 Techniques that Put Students

on the Path to Collegeby Doug Lemov

You might want to add these to your

shelf, too

Teach Like Your Hair’s on Fire: The Methods and

Madness Inside Room 56by Rafe Esquith

Teaching with Love and Logic: Taking Control of

the Classroom by Jim Fay and David Funk

With All Due Respect: Keys for Building Effective

School Disciplineby Ronald Morrish

Click to check out our

teachers in action.

Click to check out our

teachers in action.

(They are paid professionals.)

We can’t wait to meet you.

We can’t wait to meet you.

Really.

We can’t wait to meet you.

Educators are awe-inspiring.

Really.

We can’t wait to meet you.

Educators are awe-inspiring.

Really.

http://www.achievementfirst.org/