Daily Lesson Visions

1. Daily Lesson Visions Sit with your CMA group!  Take out your Daily Lesson Vision draft from your Pre-Work & PLEASE OPEN ON YOUR COMPUTERS: ATL.CM.FD.2012 --> #CMIM Handouts --> Week1.Handouts --> CS Handouts --> Daily.Lesson.Vision.CD.HANDOUTS.2012

2. WELCOME!!!!

3. What are CS sessions all about? Teachers are made not born!

4. I DO (INM) WE DO YOU DO

5. Contact Info chloewiley@gmail.com (225) 892-2563 (call me maybe) Office Hours: Tuesday 5:30-6:30Resource Room CS Site:

6. CS Session Norms • Operate as a professional • Make each session work for you • Create a respectful environment

7. Do Now Bottom Line of Today’s Vision-Setting Sequence: VISION PRECEDES ACTION Come up with a non-teaching example that supports this statement. Ex. -- If I wanted to bake cookies, I wouldn’t just start by throwing random ingredients into a bowl… and hoping that it resulted in something delicious. First I would decide what kind of cookie I wanted – chocolate chip? oatmeal raisin? peanut butter? I would also probably find a recipe for this type of cookie. These steps are my vision for my cookie – they help me determine both what I’m working toward, and also the steps I’ll need to take to get there. Once I have that vision, I can start the action – mixing the ingredients that will turn that vision into a tasty reality!”

8. In the words of Juvenile… If you wanna teach good, you gotta back that plan up! CODE for Backwards Planning is WORTH IT!!!! ---WINK!

9. Establishing Purpose: Two Lessons Kelsie, 1st-grade Reading Clip #1: SWBAT identify cause-and-effect in Cinderella. Clip #2: SWBAT describe character traits by making connections with the text A Chair for My Mother What’s the difference between these two lessons? • Effective planners are backwards planners who start with an objective-driven • daily lesson vision that includes: • Key Points • Lesson Assessment • Exemplar Student Response (for the lesson assessment)

10. Session Overview: Objective & Agenda • Understand the purpose of writing a strong daily lesson vision. (WHY?) • Provide additional practice with process with our Bunche Team (HOW?) • CMA work time with your objective.

11. Reflection: Daily Vision-Setting ATL.CM.FD.2012 --> #CMIM Handouts --> Week1.Handouts --> CS Handouts --> Daily.Lesson.Vision.CD.HANDOUTS.2012 Handout 1: Key Points for Daily Vision-Setting (soft copy pages 2-3) • PARTS • Key Points. • Lesson Assessment. • Exemplar Student Response. PROCESS First: Understand the Objective. Then: Draft the Vision. Last: Check Your Work. Pre-work Chat?

12. Session Overview: Objective & Agenda Objective: Corps members will backwards plan their daily lesson by developing an objective-aligned daily lesson vision (key points, lesson assessment, exemplar student response) that provides a clear picture of student outcomes for the lesson, and that will drive the development of a strong sequence of aligned methods.

13. FIRST: Understand Your Objective WHY do we take this step? • To build our understanding of the knowledge and skills required by the objective HOW do we take this step? • Examine exemplar assessments, curricular materials, student work, etc. • Connect the objective to the big ideas at the heart of this content Ms. Wiley Think Aloud

14. Upper Elementary Math Objective SWBAT convert numbers between decimal and percent notation.

15. Understand the Objective: Action #1 • Examine exemplar assessments, curricular materials, student work, etc. SO THAT we can build a picture of desired student outcomes.

16. Takeaway #1: What do they need to know and be able to do? SWBAT convert numbers between decimal and percent notation. Knowledge and Skills • Convert decimals to percents. • Convert percents to decimals • Do these conversions in the context of simple word problems • Work with percents up to 100% • Work with decimals to the hundreths place

17. Understand the Objective: Action #2 • Connect the objective to the big ideas at the heart of the content SO THAT our planning isn’t too narrow in scope. • ISAT Big Idea • Upper-elementary Math is about building problem-solvers for whom math makes sense. Daily objectives, units, and entire courses of study should build toward students who can: • Accurately solve problems in a variety of ways • Clearly communicate how and why they approached the problems as they did • Use experience and prior knowledge to make sense of new knowledge

18. Understand the Objective: Action #3 • SWBAT convert numbers between decimal and percent notation. • What does this big idea mean in terms of our objective? • It’s not enough for ____________________________________________________. • The ability to make this conversion needs to be grounded in • _____________________________________________________________________. • The conversion process needs to ______________________________________. • Students need to be able to explain ____________________________________. students to know a “trick” for the conversion process an understanding that decimals and percents represent the same quantity make sense why it works

19. Your Turn! With a partner in CMA group (10) Handout D-1: Resources for Understanding Obj. soft copy pg. 26 Secondary Math: SWBAT find and explain rules for simplifying expressions with zero/negative exponents. Brain Dump: Take 2 min. to try and list the knowledge and skills students to master this. • 8 min: unpack it! • What do they need to know and be able to do? • Connect the objective to the big ideas at the heart of the content SO THAT our planning isn’t too narrow in scope.

20. Understand Your Objective: Debrief (5-1-Share) What do you now understand about this objective? How did the resources help you come to this understanding? Why is this step so important? What is challenging about taking this step?

21. WRITING TIME!!! PROCESS First: Understand the Objective. Then: Draft the Vision. Last: Check Your Work.

22. BIG PICTURE CONNECTION 4 Inputs to designing a kick butt vision? Academic Achievement

23. Collaborative Drafting: Write & Check Handout 2: Hard copies at table for Chloe Remix  • Key Points Drafting • Perform the objective yourself, possibly using an exemplar assessment, while analyzing your own thinking and process. • Use the “Accurate” and “Appropriate” criteria questions to drive your work. (Handout 1) • Lesson Assessment Drafting • Consider what form your lesson assessment should take (often mimicking existing exemplar resources). Options include exit tickets and/or quizzes, responses to oral questions, drafts of work-in-progress, completion of practice tasks, anecdotal teacher notes on student actions during practice, etc. • Use the “Aligned” and “Scaffolded” criteria questions to drive your work. (Handout 1) • Exemplar Student Response as Checking Mechanism • Is this the type of work students need to do to drive toward both the daily objective at the right level of rigor, and toward the broader (summer school) vision and goals? • Will my key points drive toward this type of work?

25. Then: Draft Key Points WHY do we take this step? • Key points tell the knowledge and skills students need to master an objective • All instructional methods and activities are built around these key points HOW do we take this step? • Use the NOUNS in the objective to draft knowledge-based key points (WHAT?) • Use the VERB(S) in the objective to draft skill-based key points (HOW?) • Use the “BIG IDEAS” to ensure that our key points drive not only toward the knowledge and skills required for objective mastery but also toward the lasting understandings that will eventually help students “connect the dots” between daily lesson objectives (WHY?) • Use the CRITERIA to fine-tune

26. SWBAT convert numbers between decimal and percent notation • Decimals and percents are two other ways of representing fractions. Any number can be expressed equivalently as a fraction, decimal, and percent. • 25/100 = .25 = 25% 6/100 = .06 = 6% • Decimal: a way to represent a part that’s less than a whole • If I answered 62 out of 100 questions correctly on a test, I got 0.62 of them correct. • If I needed $1.00 but had only collected 72 pennies, I have 0.72 of the total. • Decimals to the hundredths place should be read as “_____ hundredths” • .25 = twenty-five hundredths = 25/100 .09 = nine hundredths = 9/100 • Percent: a way to represent a number if it’s out of 100 • If I answered 93 out of 100 questions correctly in a test, I got 93% of them correct. • If I made 57 out of 100 practice free throws, I am shooting 57%. • The word percent means “_____ out of 100” and also means “hundredths” • 35% = thirty-five percent = thirty-five hundredths = 35/100 • 60% = sixty percent = sixty hundredths = 60/100 • Because they represent the same number, decimals can be converted to equivalent percents and percents can be converted to equivalent decimals by asking: What are these numbers saying? What part of 100 do they represent? • Decimal to Percent: .25 = twenty-five hundredths = 25/100 = 25% • Percent to Decimal: 35% = thirty-five percent = thirty-five hundredths = 35/100 = .35 WHY? WHAT? HOW?

27. Key Points Check List (side of H2) Accurate: Is this the “right stuff?” • Do I know the WHY (conceptual big picture)? • Do I know the WHAT (nouns/content)? • Do I know the HOW (verbs/processes)? Appropriate: Is this at the right level of rigor – not too hard and not too easy? Do I have the right number for this lesson – not too few and not too many? Logically Sequenced: Are they in the right order to build student mastery? Student-Friendly: Will these words mean something to my students?

28. Smile Notes:  Nobody is perfect!  Just do it!  Being an expert is within reach if you do the dirty work!

29. Key Points Drafting (6 minutes) • Share Your Work (2-2) • What’s strong? • What could be improved? • Do it yourself: Think like a kid • Write 3 statements:-WHAT do my student need to know? (nouns, knowledge, content)-HOW do you do it? (verbs, process, steps)-WHY is it important? (link to big picture vision/goals) • Check ‘em

30. Key Points Exemplar Check • REFLECT • What’s strong? • How does this compare to what we did?

31. THEN: Draft Daily Lesson Assessment WHY do we need to take this step? • Lesson assessments give us preliminary information about whether students mastered the objective and, if they didn’t master it, where they stumbled along the way HOW do we take this step? • MODEL assessment after exemplar assessments, curricular materials, key points, and other aligned resources • Ensure that assessment contains both “BIG-PICTURE” and “BUILDING-BLOCK” items • Create a lesson assessment that considers CONTEXT (the content, time available in class, age of students, etc.) • Use the CRITERIA to fine-tune

32. SWBAT convert numbers between decimal and percent notation. • How would you say the following numbers in different ways? • 83 = ____________________ = ____________________ = ____________________ • 100 (spell it out) (decimal) (percent) • 2) 3 = ____________________ = ____________________ = ____________________ • 100 (spell it out) (decimal) (percent) • Change the following numbers. • 3) .24 =__________________ 5) 38% =________________ • (percent) (decimal) • 4) .90 =____________________ 6) 7% =________________ • (percent) (decimal) • Solve the following problems. • 7) Orange sodas cost $1.00 and Kristen only has $0.75. What percent of a dollar does she have? • a. 75% c. 75% • b. .075% d. .75% • 8) Tanisha completed 84% of her math homework, and proudly told her mother she can write this as the decimal 8.4 Identify and correct Tanisha’s mistake.

33. Assessment Check list Your Daily Lesson Assessment should be: o ALIGNED: Modeled after exemplar assessments, curricular materials, key points, and other aligned resources so it assesses the knowledge and skills required by the objective and nothing else. o SCAFFOLDED: Contains both “big-picture” and “building-block” items so you know where student learning broke down.

34. Lesson Assessment and Response Drafting (6 minutes) • Share Your Work (2-2) • What’s strong? • What could be improved? 1. Can you make yours mirror one of the resources you examined during “Understanding Your Objective” step? 2. Check it 3. Exemplar SR: What is the highest level of performance you would want to see on that lesson assessment?

35. Assessment Exemplar Check • REFLECT • What’s strong? • How does this compare to what we did?

37. Session Overview: Objective & Agenda Objective: Corps members will backwards plan their daily lesson by developing an objective-aligned daily lesson vision (key points, lesson assessment, exemplar student response) that provides a clear picture of student outcomes for the lesson, and that will drive the development of a strong sequence of aligned methods.

38. Reflection Stickies Self-Assessment • GOT IT! • What do I completely understand from this session? • HUH? • What am I utterly confused about from this session? • I’M STICKING WITH IT! • Why am I really excited about this whole daily vision-setting process?

39. Next Steps: Grit it UP!  • On the Immediate Calendar • CM Work-Time: Daily Lesson Visions • Session: Lesson Methods • CM Work-Time: Lesson Planning Clinic • Staff Support • CMA Review of Draft Lesson Plans • Small-Group & One-on-One Coaching • Additional / Independent • Explore Content-Specific Resources • Review Exemplar Plans • Watch Teaching Clips