Lesson Plan Template Training Negotiating the New Lesson Plan Template Juvenile Facilities

Welcome Welcome to the lesson plan template online training module. During this module we will: Go over the components of the lesson plan template a section at a time in detail Examine each subpart of the template specifically View a short demo on negotiating the template

Enabling Content One of the first things that you must do when opening the template is to enable content. To do you this you simply click on the enable content button that is automatically parked at the top of the template. Why do this? This allows the macros and other features to work throughout the document.

Show me! Click here on the Options Tab and this allows you to enable content.

Section #1 Name Class For the week of Concept Timeline

Show Me! Teacher Name Class Name Example: Math For the week of What is the concept of this lesson? How long will the lesson last? 1 week 2 weeks 3 Days, etc.

Section #2 Essential Question What is the essential question? The essential question is the focus of the lesson. In order to design an effective learning experience for all students, teachers should address the following questions: What do I want students to know and be able to do at the end of this lesson? What part of the core content/program of studies will students be addressing through this lesson? What connection to real life will this learning have? What will I do to cause this learning to occur? What will the student do to facilitate their own learning? How will I assess to find out if this learning occurred?

Sample Essential Questions Listed are some sample essential questions to consider: What can we learn from the past? What are the roles and responsibilities of government? Why do we have money? What story do maps and globes tell? Are modern civilizations more civilized than ancient ones? What is the balance between rights and responsibilities? What is legitimate authority? Is new technology always better than that which it will replace?

Show me! Type in the essential question or essential questions that are part of the concept being presented.

Section #3 CSO Selection Section Use the pull down menu to select the appropriate CSO that you are using There are a total of 10 spaces for CSOs if you need more than 10 simple click on the macro bar and add as many as you like Can I cut and paste? YES you can! Can I add space to make my items print? YES you can!

Show me! Use the pull down arrow to select the CSO you need for the lesson

Please Note! You do not have to fill up each CSO box. They are simply there as you need them. If you need more than 10 CSO boxes, use the Click here button to add as many as you like.

Show me! Click on the Click here to add a CSO Box button to add lines that you need. Add as many as you need The button will not work if you have not Enabled Content (make sure to do that).

Section #4 Other CSO Section In this box you can list the other CSOs that you may be using along with the main content standards. An example might be: I am doing a math lesson, but I am integrating some technology tools into the lesson, therefore I want to list any technology CSOs that might apply.

Show me! Type any other CSOs (other than the content you are working with) in this space provided.

Activating Strategies

Section #5 Activating Strategies The activating strategy is what "hooks" student interest and "links" to prior knowledge. This part of the lesson focuses on activating the student's initial thinking on the topic. Activating strategies are active and group-focused and may be connected to music, art, current events or other areas of student interest. Examples Graphic Organizers Writing Activities Fact and Opinion Diagrams/Draw Pictures Brainstorming Think-Pair-Share Word Maps/Word Walls Anticipation/Reaction Guide Concept Maps

Resources you will need for Activating Strategies: Please take a moment to open and print out the following reference information that goes along with this module. Locate these resources inside the OIEP online File Cabinet Document Name 1. Activating Strategies Handout 2. Activating Strategies Quick Reference Guide 3. How do activating strategies help OIEP File Cabinet web address: https://sites.google.com/a/wvde.k12.wv.us/oiep-principal-e- book/oiep-professional-development-file-cabinet https://sites.google.com/a/wvde.k12.wv.us/oiep-principal-e- book/oiep-professional-development-file-cabinet

Exemplars 5 Words, 3 Words Individually, students brainstorm five words on a particular topic. In pairs or small groups students share and discuss the words. Each small group selects three words to share with the entire group. Acrostic Students are given a word, which is listed vertically on paper, and are asked to create sentences or phrases for each letter. Anticipation Guide Students are given sentences related to the topic to be learned and are asked to write, agree or disagree for each sentence. After the lesson the students may review their predications in the anticipation guide and revise their initial answers, if necessary. Brainstorm Students are introduced to a topic and are asked to think of as many words about the topic as possible. Brainstorm and Categorize Same as Brainstorm but students are then asked to put the words into separate categories. Draw a Picture Students are asked to use their prior knowledge of the subject to create a picture or a diagram. Carousel Brainstorm A question or subtopic is written on various charts around the room. Students are divided into small groups, each with a different colored marker. Students will have a specified amount of time at each chart, recording the information on the chart that they have brainstormed about the question or subtopic. Each groups ends at the chart where they began and can group the ideas into categories. Dear Teacher Students write a brief letter to the teacher describing what they already know about a topic. KWL Students list what they know, what they want to know and what they learned about a subject. The K and W portion can be completed as the activating strategy while the L can be completed as a summarizing strategy. KWL Plus - This is the same as KWL with the addition of a final categorization piece.

Exemplars Medium Size Circle This is a forum to share ideas, opinions, concerns, etc. about a topic. A group of 5 10 students sit in a circle and listen, non-judgmentally, to one person who is speaking. Each person may or may not take his/her turn to share but after 5 or so responses there is a time to reflect on what has already been stated. This continues for the time that has been allotted for this activity. Sort Cards The teacher creates a set of cards, one set of cards for each 4 5 students, that contain concepts, terms, pictures or examples associated with the topic. Students sort the cards into categories and label each category. Afterward, students explain why each card belongs to that category. Think, Pair, Share - During this activity, students will have individual time to think about a question related to the topic of study. They will then pair up with a partner to share their thoughts. Finally, the pairs will select one major idea to share with the entire class. Treasure Hunt Students are given a grid filled with statements about a topic. Students search for other students in the class that have had certain experiences or knowledge about the topic. When someone is found that fits the description written in the rectangle the student writes in that students name. Video Students are shown a short video on the content to be learned. Please see the website www.unitedstreaming.com for access to short video clips. Whats Already in my Head? - Students fill in a thought bubble (dialogue callout) with words and/or pictures that come to mind when they think about the topic to be studied. Wordsplash Selected words related to the topic are presented to students all at once in a random order. Students are asked to write a sentence or two, using all of the words, to connect the vocabulary that has been presented. As the students learn about the topic they are asked to go back and check their statements.

Activating Strategies Website Resources http://its.gcsnc.com/act/strategies/Activati ng.htm http://its.gcsnc.com/act/strategies/Activati ng.htm http://www.montgomeryschoolsmd.org/d epartments/development/resources/activa tors/index.shtm http://www.montgomeryschoolsmd.org/d epartments/development/resources/activa tors/index.shtm

Teaching Strategies

Section #6 Teaching Strategies A variety of teaching strategies are employed to help students understand the concept in depth. The best strategies require active student involvement, making the switch from a teacher-centered to a student-centered classroom. Ideally, the lesson will provide multiple opportunities for practice and collaboration. Graphic organizers are used to help students store and process information as it is learned. Examples Collaborative Learning Cooperative Learning Project Based Learning Blending Goal Sharing Discovery Based Learning Guided Practice Demonstration/Presentation Individualized Instruction Debates Hands-on/Lab Distributed Practice/Summarizing Lecture/Large Group Instruction Direct Instruction Role Play Activities

Resources you will need for Teaching Strategies: Please take a moment to open and print out the following reference information that goes along with this module: Document Name Cognitive Teaching Strategies Handout Extending and Refining Handout Summarizing Strategies Teaching Strategies Handout Complete Glossary of Teaching Strategies Locate these resources inside the OIEP online File Cabinet OIEP File Cabinet web address: https://sites.google.com/a/wvde.k12.wv.us/oiep-principal-e-book/oiep- professional-development-file-cabinet https://sites.google.com/a/wvde.k12.wv.us/oiep-principal-e-book/oiep- professional-development-file-cabinet

Exemplars Cooperative learning: a range of team based learning approaches where students work together to complete a task. Hands-on, active participation: Designing activities so that students are actively involved in the project or experiment. Hands-on participation is as important as verbal participation in the activity. Model-lead-test strategy instruction (MLT): 3 stage process for teaching students to independently use learning strategies: 1) teacher models correct use of strategy; 2) teacher leads students to practice correct use; 3) teacher tests students independent use of it. Once students attain a score of 80% correct on two consecutive tests, instruction on the strategy stops. Peer tutoring: Having students working pairs with one student tutoring the other student on a particular concept. K-W-L: know, want to know, learned, routine. A form of self-monitoring where students are taught to list what they know already about a subject, what they want to know, and later what they learned. Graphic organizers: visual displays to organize information into things like trees, flowcharts, webs, etc. They help students to consolidate information into meaningful whole and they are used to improve comprehension of stories, organization of writing, and understanding of difficult concepts in word problems.

Exemplars Direct Instruction : This is the most widely used and most traditional teaching strategy. It is teacher centered and can be used to cover a great amount of material in the amount of time teachers have to cover what students need to learn. It is structured and is based on mastery learning. Inquiry-based Learning: Inquiry-based learning has become very popular in teaching today. It is based on the scientific method and works very well in developing critical thinking and problem solving skills. It is student centered and requires students to conduct investigations independent of the teacher, unless otherwise directed or guided through the process of discovery. Information Processing Strategies: Teaching students "how to" process information is a key factor in teaching students how to strategically organize, store, retrieve, and apply information presented. Such strategies include, but are not limited to, memorization, KWL, reciprocal teaching, graphic organizing, scaffolding, or webbing.

Teaching Strategies Website Resources http://glossary.plasmalink.com/glossary.ht ml http://glossary.plasmalink.com/glossary.ht ml http://honolulu.hawaii.edu/intranet/commi ttees/FacDevCom/guidebk/teachtip/teacht ip.htm http://honolulu.hawaii.edu/intranet/commi ttees/FacDevCom/guidebk/teachtip/teacht ip.htm http://serc.carleton.edu/NAGTWorkshop s/coursedesign/tutorial/strategies.html http://serc.carleton.edu/NAGTWorkshop s/coursedesign/tutorial/strategies.html

Resources

Resources for the Lesson- Ask? What resources will be used during the lesson? Can technology tools be integrated? Is the textbook the only resource? What graphic organizer could be used to make the concepts more concrete? Will software products provide students with concept practice?

Section #7 Resources Textbook Technology Tools Novel/Authentic Lit OIEP Best Practices School Library/Media Practice books Audio/Visual Handouts Guest Speaker Assessment Tools Key Vocabulary Manipulatives Virtual Field Trips

Show me! Select the Activating Strategies Select the Teaching Strategies Select the Resources Used Simply click on the open box and a check mark will appear. If you change your mind or click the wrong one, click the same box again and the checkmark will be removed. These small boxes are toggle switches- one click on, one click off A place for other that may not be listed on the template

Differentiated Instruction

Section #8 Differentiated Instruction Compacting Independent Work Interest Centers/Groups Remediation Groups Tiered Assignments Flexible Grouping Learning Centers Coaching Adjusting Questions Mentoring Learning Contracts One-on-one

What is differentiated instruction? Differentiated Instruction is based on the following beliefs: Students differ in their learning profiles Classrooms in which students are active learners, decision makers and problem solvers are more natural and effective than those in which students are served a "one-size-fits-all" curriculum and treated as passive recipients of information "Covering information" takes a backseat to making meaning out of important ideas.

The key to a differentiated classroom is that all students are regularly offered CHOICES and students are matched with tasks compatible with their individual learner profiles. Curriculum should be differentiated in three areas: 1.Content: Multiple options for taking in information 2.Process: Multiple options for making sense of the ideas 3.Product: Multiple options for expressing what they know

How to Plan For Differentiate Instruction Step 1- Know Your Students Determine the ability level of your students. Survey student interests. Is behavior management a problem? Step 2- Have a Repertoire of Teaching Strategies Step 3- Identify a Variety of Instructional Activities Step 4- Identify Ways to Assess or Evaluate Student Progress

Why is Differentiated Instruction critical today? Enables teachers to open up learning opportunities for all students by offering varied learning experiences. Allows teachers to put research-based best practices into a meaningful context for learning. Helps teachers to understand and use assessment as a critical tool to drive instruction. Adds new instructional strategies to teachers' "toolboxes" introducing or reinforcing techniques to help teachers focus on essentials of curriculum. Gives administrators, teachers, and students an instructional management system to more efficiently meet the demands of high stakes testing. Meets curriculum requirements in a meaningful way for achieving students' success.

Using Technology to Differentiate Existence of wide gaps in student experience and ability Motivating factor of using technology Flexibility of the medium Preparing students for the real world Decreases amount of time required by teachers to create differentiated content

Technology Examples- Differentiation Tools WebQuests Software Internet Sampler Internet Scavenger Hunt PowerPoint Excel Web 2.0 Tools: Blogs, Podcasts, Wikis and more

Resources you will need for Differentiated Instruction: Please take a moment to open and print out the following reference information that goes along with this module: Document Name Differentiated Instruction Differentiated Instruction Challenges Differentiated Instructional Strategies Student Learning Styles Locate these resources inside the OIEP online File Cabinet OIEP File Cabinet web address: https://sites.google.com/a/wvde.k12.wv.us/oiep-principal-e-book/oiep- professional-development-file-cabinet https://sites.google.com/a/wvde.k12.wv.us/oiep-principal-e-book/oiep- professional-development-file-cabinet

Differentiated Instruction Website Resources http://www.frsd.k12.nj.us/rfmslibrarylab/di/differentiated _instruction.htm http://www.frsd.k12.nj.us/rfmslibrarylab/di/differentiated _instruction.htm http://www.weac.org/kids/1998-99/march99/differ.htm http://rtecexchange.edgateway.net/cs/rtecp/view/rtec_st r/11 http://rtecexchange.edgateway.net/cs/rtecp/view/rtec_st r/11 http://www.glencoe.com/sec/teachingtoday/subject/di_m eeting.phtml http://www.glencoe.com/sec/teachingtoday/subject/di_m eeting.phtml http://www.cast.org/publications/ncac/ncac_diffinstruc.h tml http://www.cast.org/publications/ncac/ncac_diffinstruc.h tml

21 st Century Skills

Section #9 21 st Century Skills Information and Media Learning Communication Skills Self Direction Skills Critical Thinking/Systems Creativity/Intellectual Curiosity Accountability/Adaptability Skills Problem Identification/Formulation Interpersonal/Collaborative Skills Social Responsibility Skills

Six Elements of a 21st Century Education Emphasize core subjects Emphasize learning skills Use 21st century tools to develop learning skills Teach and learn in a 21st century context Global Awareness, Financial, Economic and Business Literacy and Civic Literacy Teach and learn 21st century content Use 21st century assessments to measure 21st century skills

21st Century Skills Are Key to Future Student Success CHARLESTON, W.Va. _ Twenty-first Century Learning skills are part of a proactive approach to teaching higher level, analytical thinking that will help West Virginia students succeed in the global economy, West Virginia Superintendent of Schools Steve Paine said Wednesday. Read the full article at http://wvde.state.wv.us/news/1520/

21st Century Learning Chronicle The Chronicle provides an overview of the journey West Virginia took on its way to become a leader in 21st century education. It covers all changes from the original idea, joining the partnership, and making radical changes to all aspects of the educational system. 21st Century Learning Chronicle What are 21st Century Learners? A 21st century learner is part of a generation that has never known a world without the Internet, without computers, without video games and without cell phones. They are digital natives who have grown up with information technology. What are 21st Century Learners? What are 21st Century Skills? This document provides a list of the types of 21st century skills grouped in three broad and distinct categories. What are 21st Century Skills? Read the full article at http://wvde.state.wv.us/21st/http://wvde.state.wv.us/21st/ and WVDE

Resources you will need for 21 st Century Skills: Please take a moment to open and print out the following reference information that goes along with this module: Document Name Learning for the 21 st Century Skills 21 st Century Learning- Preparing Students for Their Future Locate these resources inside the OIEP online File Cabinet OIEP File Cabinet web address: https://sites.google.com/a/wvde.k12.wv.us/oiep-principal-e-book/oiep- professional-development-file-cabinet https://sites.google.com/a/wvde.k12.wv.us/oiep-principal-e-book/oiep- professional-development-file-cabinet

21 st Century Skills Website Resources http://www.21stcenturyskills.org/ http://www.21stcenturyschools.com/Wha t_is_21st_Century_Education.htm http://www.21stcenturyschools.com/Wha t_is_21st_Century_Education.htm http://www.thinkfinity.org/21stCenturyHo me.aspx http://www.thinkfinity.org/21stCenturyHo me.aspx http://21centuryconnections.com/node/65 3 http://21centuryconnections.com/node/65 3

Depth of Knowledge

Section #10 Depth of Knowledge Recall and Reproduction Skill/Conceptual Understanding Strategic Reasoning Extended Reasoning

51 Why Depth of Knowledge? Mechanism to ensure that the intent of the standard and the level of student demonstration required by that standard matches the assessment items (required under NCLB) Provides cognitive processing ceiling (highest level students can be assessed) for item development

Recall and Reproduction: Level 1 DOK 1 requires recall of information, such as a fact, definition, term, or performance of a simple process or procedure. Answering a Level 1 item can involve following a simple, well-known procedure or formula. Simple skills and abilities or recall characterize DOK 1.

53 DOK Level 1 Examples List animals that survive by eating other animals. Locate or recall facts explicitly found in text Describe physical features of places Determine the perimeter or area of rectangles given a drawing or labels Identify elements of music using musical terminology Identify basic rules for participating in simple games and activities

Skills/Concepts: Level 2 DOK 2 includes the engagement of some mental processing beyond recalling or reproducing a response. Items require students to make some decisions as to how to approach the question or problem. These actions imply more than one mental or cognitive process/step.

55 DOK Level 2 Examples Compare desert and tropical environments Identify and summarize the major events, problem, solution, conflicts in literary text Explain the cause-effect of historical events Predict a logical outcome based on information in a reading selection Explain how good work habits are important at home, school, and on the job. Classify plane and three dimensional figures Describe various styles of music

Strategic Thinking: Level 3 DOK 3 requires deep understanding as exhibited through planning, using evidence, and more demanding cognitive reasoning. The cognitive demands at Level 3 are complex and abstract. An assessment item that has more than one possible answer and requires students to justify the response they give would most likely be a Level 3.

57 DOK Level 3 Examples Compare consumer actions and analyze how these actions impact the environment Analyze or evaluate the effectiveness of literary elements (e.g. characterization, setting, point of view, conflict and resolution, plot structures) Solve a multiple-step problem and provide support with a mathematical explanation that justifies the answer

58 DOK Level 3 Examples Develop a scientific model for a complex idea Propose and evaluate solutions for an economic problem Explain, generalize or connect ideas, using supporting evidence from a text or source Create a dance that represents the characteristics of a culture

Extended Thinking: Level 4 DOK 4 requires high cognitive demand and is very complex. Students are expected to make connectionsrelate ideas within the content or among content areasand have to select or devise one approach among many alternatives on how the situation can be solved. Due to the complexity of cognitive demand, DOK 4 often requires an extended period of time.

60 However, extended time alone is not the distinguishing factor However, extended time alone is not the distinguishing factor.

61 Extended Reasoning/Thinking Examples: Level 4 Gather, analyze, organize, and interpret information from multiple (print and non print sources) to draft a reasoned report Analyzing authors craft (e.g., style, bias, literary techniques, point of view) Create an exercise plan applying the FITT (Frequency, Intensity, Time, Type) Principle

62 Extended Reasoning/Thinking Examples: Level 4 Analyze and explain multiple perspectives or issues within or across time periods, events, or cultures Specify a problem, identify solution paths, solve the problem, and report the results Write and produce an original play

63 What it is NOT The Depth of Knowledge is NOT determined by the verb, but the context in which the verb is used and the depth of thinking required.

DOK Example DOK 3- Describe a model that you might use to represent the relationships that exist within the rock cycle. (requires deep understanding of rock cycle and a determination of how best to represent it) DOK 2- Describe the difference between metamorphic and igneous rocks. (requires cognitive processing to determine the differences in the two rock types) DOK 1- Describe three characteristics of metamorphic rocks. (simple recall) Same verbthree DOK levels

Remember Depth of Knowledge (DOK) is a scale of cognitive demand. DOK requires looking at the assessment item/standard-not student work-in order to determine the level. DOK is about the item/standard-not the student. The context of the assessment item/standard must be considered to determine the DOK-not just a look at what verb was chosen.

New Blooms Taxonomy

Section #11 New Blooms Taxonomy 1.Remember 2.Understand 3.Apply 4.Analyze 5.Evaluate 6.Create

Original Terms New Terms Evaluation Synthesis Analysis Application Comprehension Knowledge Creating Evaluating Analysing Applying Understanding Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

BLOOMS REVISED TAXONOMY Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging Analysing Breaking information into parts to explore understandings and relationships Comparing, organising, deconstructing, interrogating, finding Applying Using information in another familiar situation Implementing, carrying out, using, executing Understanding Explaining ideas or concepts Interpreting, summarising, paraphrasing, classifying, explaining Remembering Recalling information Recognising, listing, describing, retrieving, naming, finding BLOOMS REVISED TAXONOMY Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging Analysing Breaking information into parts to explore understandings and relationships Comparing, organising, deconstructing, interrogating, finding Applying Using information in another familiar situation Implementing, carrying out, using, executing Understanding Explaining ideas or concepts Interpreting, summarising, paraphrasing, classifying, explaining Remembering Recalling information Recognising, listing, describing, retrieving, naming, finding

Remembering The learner is able to recall, restate and remember learned information. Recognising Listing Describing Identifying Retrieving Naming Locating Finding Can you recall information?

Understanding The learner grasps the meaning of information by interpreting and translating what has been learned. Interpreting Exemplifying Summarising Inferring Paraphrasing Classifying Comparing Explaining Can you explain ideas or concepts?

Applying The learner makes use of information in a context different from the one in which it was learned. Implementing Carrying out Using Executing Can you use the information in another familiar situation?

Analysing The learner breaks learned information into its parts to best understand that information. Comparing Organising Deconstructing Attributing Outlining Finding Structuring Integrating Can you break information into parts to explore understandings and relationships?

Evaluating The learner makes decisions based on in-depth reflection, criticism and assessment. Checking Hypothesising Critiquing Experimenting Judging Testing Detecting Monitoring Can you justify a decision or course of action?

Creating The learner creates new ideas and information using what has been previously learned. Designing Constructing Planning Producing Inventing Devising Making Can you generate new products, ideas, or ways of viewing things?

Practical Blooms Suitable for use with the entire class Emphasis on certain levels for different children Extend childrens thinking skills through emphasis on higher levels of the taxonomy (analysis, evaluation, creation) Possible approaches with a class could be: All children work through the remembering and understanding stages and then select at least one activity from each other level All children work through first two levels and then select activities from any other level Some children work at lower level while others work at higher levels All children select activities from any level Some activities are tagged essential while others are optional A thinking process singled out for particular attention eg. Comparing, (done with all children, small group or individual) Some children work through the lower levels and then design their own activities at the higher levels All children write their own activities from the taxonomy (Black, 1988, p. 23).

Resources you will want for the New Blooms Please take a moment to open and print out the following reference information that goes along with this module: Document Name Bloom (one page poster) Blooms Planning Sheet for Teachers Blooms Posters for your Classroom Locate these resources inside the OIEP online File Cabinet OIEP File Cabinet web address: https://sites.google.com/a/wvde.k12.wv.us/oiep-principal-e-book/oiep- professional-development-file-cabinet https://sites.google.com/a/wvde.k12.wv.us/oiep-principal-e-book/oiep- professional-development-file-cabinet

Bloom Web Resources http://www.tedi.uq.edu.au/Assess/Assessment/bloomtax.html http://www.acps.k12.va.us/hammond/readstrat/BloomsTaxonomy2.html http://www.teachers.ash.org.au/researchskills/dalton.htm http://www.officeport.com/edu/blooms.htm http://www.quia.com/fc/90134.html http://www.utexas.edu/student/utlc/handouts/1414.html http://schools.sd68.bc.ca/webquests/blooms.htm http://www.coun.uvic.ca/learn/program/hndouts/bloom.html http://caribou.cc.trincoll.edu/depts_educ/Resources/Bloom.htm http://www.kent.wednet.edu/KSD/MA/resources/blooms/teachers_blooms.html http://www.hcc.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/questype.htm http://www.nexus.edu.au/teachstud/gat/painter.htm http://scs.une.edu.au/TalentEd/EdSupport/Snugglepot.htm

Show me! Select the Differentiate d Instruction Select the 21 st Century Skill Select the DOK Simply click on the open box and a check mark will appear. If you change your mind or click the wrong one, click the same box again and the checkmark will be removed. These small boxes are toggle switches- one click on, one click off A place for other that may not be listed on the template Select the Bloom Level

Section #12 Lesson Planning Section Monday Tuesday Wednesday Thursday Friday

Show me! Type in the daily plan instructions here!

Assessment

Section #13 Assessment After a new concept is taught, students apply that new knowledge in authentic and meaningful ways during extending and refining activities. These activities force students to use, transfer and apply what they have learned in a new way.

Types of Assessment Traditional Assessment helps determine how well students retain basic facts or concepts. Traditional Assessment has a right or wrong answer. This type of assessment usually comes in the form of standardized tests such as true or false, fill in the blank, or multiple choice. Alternative/Performance Assessment is a performance based type of evaluating students. The student is evaluated by how they learn and solve problems. The students work out problems rather than memorize facts. It is active learning, where the students exercise higher level thinking skills. Formative Assessment is when a teacher evaluates the students in a continuous manner, enabling the student to learn in a more efficient manner. It is an ongoing measurement designed to evaluate an individual's knowledge and skills. It evaluates critical thinking, decision making, and problem solving skills. Formative Assessment often provides the student with written or oral feedback from the teacher rather than a letter or number grade. Summative Assessment is an attempt to summarize the student's learning all at one time. Summative Assessment is what most standardized tests are used for. Authentic Assessment is "A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills" -- Jon Mueller

Samples of Assessments Product Assessments Bulletin Board Display Conducting a Survey and Constructing a Data Table Display Newspaper Article Nonfiction Booklet or Pamphlet Oral Interview Oral Presentation Poster Song Web Page

Samples of Assessments Process Assessments Concept Maps Graphic Organizers Group Work Student Self-Assessment Teacher Assessment

Samples of Assessments Reading/Writing Assessments Language in Use Responding to Literature-Analyzing Information Responding to Literature-Locating Information Writing to Inform, to Persuade, and for Personal Expression Content Quizzes and Tests/Teacher Created Rubrics, etc.

Section #14 Culminating Product/Project Outcomes What will the student produce? What will signify the end of the lesson?

Section #15 Re-teaching Focus and Strategy Now that the lesson is complete what re- teaching (if any) needs to be done? What concepts did the students struggle with? What strategy will be deployed to assist with the re-teach?

Section #16 Remediation Plan Response to Intervention

Section #17 Comments Notes area on lesson comments For Teacher use as a reference Lesson Plan is a living document to refer back to an make adjustments to teaching and instruction

Show me! Enter Assessment Information Enter Culminating Product Info Re-Teach Focus Enter Remediation Plans Teacher Comments

Saving and Closing the Lesson Plan File Save-As Save the file with a good naming convention-make it easy to retrieve Keep lesson plans in a specific file for easy reference Make files-within-a-file for good organization

Show me! 1.File 2.Save As 3.Give it a file name for easy reference 4.Save your file in a folder for easy retrieval 1. 2. 3. 4. Please note! The document will always save as a macro enabled workbook. Dont change this default setting this way the macros will always work.

Completion If you have any questions, please do not hesitate to contact me Tracy L. Chenoweth [email protected] [email protected] 304-558-8833 my extension is 53252 Thank you for participating in the learning module.

Documents

Lesson Plan Template Training Negotiating the New Lesson Plan Template Juvenile Facilities