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Effective Lesson Planning

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Effective Lesson Planning

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    1. Middle School Department Chairperson Meeting Tuesday, November 22, 2011 Effective Lesson Planning

    2. Before Planning: How do our students retain knowledge? Before planning lessons, teachers should review how students retain knowledge best so they can design lessons with instructional methods and activities that have the highest retention of knowledge skills.Before planning lessons, teachers should review how students retain knowledge best so they can design lessons with instructional methods and activities that have the highest retention of knowledge skills.

    3. Lesson Planning…What to Focus On… Lessons that encourage discussions, practice by doing, and teaching others. More depth and rigor… -Webb’s Depth of Knowledge -Social Studies Task cards integration -Primary Source document analysis -Writing activities Using the recommended Social Studies lesson plan template Following the Pacing Guides All information can be found at socialsciences.dadeschools.net Making sure all lesson plans have more depth and rigor and that encourage discussions, practice by doing and teaching others (as that is how students retain knowledge), it is highly suggested and recommended that to achieve these results, lessons should integrate the pacing guides from the Division of Social Sciences and Life Skills. Also, teachers should utilize the recommended Social Studies lesson plan template along with activities analyzing primary source documents, Webb’s Depth of Knowledge, the Social Studies task cards and more writing. Information on these sources to implement more depth and rigor can be found on the Social Studies district website socialsciences.dadeschools.net.Making sure all lesson plans have more depth and rigor and that encourage discussions, practice by doing and teaching others (as that is how students retain knowledge), it is highly suggested and recommended that to achieve these results, lessons should integrate the pacing guides from the Division of Social Sciences and Life Skills. Also, teachers should utilize the recommended Social Studies lesson plan template along with activities analyzing primary source documents, Webb’s Depth of Knowledge, the Social Studies task cards and more writing. Information on these sources to implement more depth and rigor can be found on the Social Studies district website socialsciences.dadeschools.net.

    4. This is a recommended template that teachers could use to lesson plan to have rigorous and effective instruction in their classes.This is a recommended template that teachers could use to lesson plan to have rigorous and effective instruction in their classes.

    5. This is a continuation of the Social Studies recommended lesson plan template.This is a continuation of the Social Studies recommended lesson plan template.

    6. Lesson Planning using the NGSSS-SS Pacing Guide Pacing guides for all grade levels can be found at the Social Sciences district website at: http://socialsciences.dadeschools.net on the main page, under title: NGSSS-SS Pacing Guides Pacing guides are divided into the four nine week grading periods. Pacing guides are the driving force of our instruction and our lesson planning. The structure of the pacing guides is divided into the four nine week grading period and is our driving force in our daily class instruction and lesson planning.The structure of the pacing guides is divided into the four nine week grading period and is our driving force in our daily class instruction and lesson planning.

    7. NGSSS-SS Pacing Guide Format Each Social Studies Pacing Guide is divided into the following headings/categories to assist teachers in developing lesson plans: Grade Level or Course Title - The grade level and course title are listed in the heading of each page. Course Code - The Florida Department of Education Course Code is listed for the course. Topic - The general topic for instruction is listed; e.g., Westward Expansion. Pacing - An estimated number of traditional or block instructional days needed to complete instruction on the topic is provided. Strands and Standards – Strands and Standards from the Next Generation Sunshine State Standards (NGSSS) are provided for each topic. Nine Week Grading Period - Grading periods (1-4) are identified. Essential Content – This critically important column provides a detailed list of content/topics and sub topics to be addressed during instruction. NGSSS-SS Benchmarks – This critically important column lists the required instructional Benchmarks that are related to the particular topic. The Benchmarks are divided into Content Benchmarks and Skill Benchmarks. These benchmarks should be identified in the teacher’s lesson plans. Instructional Tools - This column provides suggested resources and activities to assist the teacher in developing engaging lessons and pedagogically sound instructional practices. The Instructional Tools column is divided into the following subparts: Core Text Book, Key Vocabulary, Technology (Internet resources related to a particular topic), Suggested Activities, Assessment, English Language Learner (ELL) Instructional Strategies, Related Programs (National, State, and/or District programs as they relate to a particular topic), and SPED (A link to the NGSSS-SS Access Points for Students with Cognitive Disabilities). On this slide, information is provided as to the specific format or categories that one can see on the new pacing guides for social studies grade levels/course that support instruction with the Next Generation Sunshine State Standards for Social Studies. On this slide, information is provided as to the specific format or categories that one can see on the new pacing guides for social studies grade levels/course that support instruction with the Next Generation Sunshine State Standards for Social Studies.

    8. NGSSS-SS Pacing Guide Format Introduction/Header: Topic 7: Influencing the Government Pacing: Traditional 8 Days Block: 4 Days Strand(s) and Standard(s): Civics and Government: (Standard 2: Evaluate the roles, rights, and responsibilities of United States citizens, and determine methods of active participation in society, government and the political system) Geography: (Standard 4: Understand the characteristics, distribution, and migration of human populations) The Pacing Guide format for the NGSSS-SS in the header section includes Topic, Pacing and Block schedule. It also includes the strands and standards.The Pacing Guide format for the NGSSS-SS in the header section includes Topic, Pacing and Block schedule. It also includes the strands and standards.

    9. NGSSS-SS Pacing Guide Format The middle portion of the pacing guide contains three important columns that will facilitate a teacher when lesson planning. The essential content column drives the topics that need to be covered. The content and skill benchmarks detail the student objectives. The middle portion of the pacing guide contains three important columns that will facilitate a teacher when lesson planning. The essential content column drives the topics that need to be covered. The content and skill benchmarks detail the student objectives.

    10. The last column of the middle portion of the pacing guide details instructional tools that need to be added into the lesson, such as vocabulary ideas, technology assistance and many suggested classroom activities to perform with your students. The last column of the middle portion of the pacing guide details instructional tools that need to be added into the lesson, such as vocabulary ideas, technology assistance and many suggested classroom activities to perform with your students.

    11. What do I write on my lesson plans? The Essentials from the Pacing Guide: 1. General student learning objectives ( from standards) 2. Essential Topics/Subtopics (your covered content) 3. Benchmarks (from pacing guide) – performance objectives Example: SS.912.A.2.1: Review causes and consequences of the Civil War. 4. Instructional Tools Vocabulary, Technology, Activities ------------------------------------------------------ 5. Detailed steps in delivering instruction It is better to overplan!!! Just as in CBC, the NGSSS-SS benchmarks will be included on teachers’ lesson plans. The example above, SS.912.A.2.1: Review the causes of and consequences of the Civil War, should be written in its entirety on the lesson plan. The “SS” refers to social studies; the 912 indicates that this benchmark is a senior high school benchmark; the “A” refers to the Strand for American History; the “2” refers to the Standard #2, in this case, “Understand the causes, course, and consequence of the Civil War and Reconstruction and its effects on the American people; and the “1” Review the causes and consequences of the Civil War, refers to the specific benchmark (in this case the first one (1) of this particular standard (#2). Also, when teachers design their lesson plans the student objectives, essential topics/subtopics, benchmarks and instructional tools can be attained from the pacing guide. It is always best to overplan with a detailed list of steps in delivering instruction.Just as in CBC, the NGSSS-SS benchmarks will be included on teachers’ lesson plans. The example above, SS.912.A.2.1: Review the causes of and consequences of the Civil War, should be written in its entirety on the lesson plan. The “SS” refers to social studies; the 912 indicates that this benchmark is a senior high school benchmark; the “A” refers to the Strand for American History; the “2” refers to the Standard #2, in this case, “Understand the causes, course, and consequence of the Civil War and Reconstruction and its effects on the American people; and the “1” Review the causes and consequences of the Civil War, refers to the specific benchmark (in this case the first one (1) of this particular standard (#2). Also, when teachers design their lesson plans the student objectives, essential topics/subtopics, benchmarks and instructional tools can be attained from the pacing guide. It is always best to overplan with a detailed list of steps in delivering instruction.

    12. 1. Student Objectives (from standards) Strand(s) and Standard(s): Civics and Government: (Standard 2: Evaluate the roles, rights, and responsibilities of United States citizens, and determine methods of active participation in society, government and the political system) Geography: (Standard 4: Understand the characteristics, distribution, and migration of human populations) The student will be able to evaluate the roles, rights, and responsibilities of United States citizens, and determine methods of active participation in society, government and the political system. The student will be able to understand the characteristics, distribution, and migration of human populations. The student objectives on the lesson plans can be derived from the standards in the pacing guide.The student objectives on the lesson plans can be derived from the standards in the pacing guide.

    13. 2. Essential Topics/Subtopics (your covered content) Essential Content Development of American Political Party Origins of Our Two-Party System: (i.e., Jeffersonians v. Hamiltonians) Democrats Republicans Third Parties Other Party Systems: (One Party, Two Party, Multi-Party systems) Your covered content for instruction should come from the essential topics and subtopics (listed in the first column of the pacing guide).Your covered content for instruction should come from the essential topics and subtopics (listed in the first column of the pacing guide).

    14. 3. Benchmarks (from pacing guide) NGSSS-SS Benchmarks Content Benchmarks: SS.7.C.2.8: Identify America's current political parties, and illustrate their ideas about government.   Skill Benchmarks: LA.7.1.6.2: The student will listen to, read, and discuss familiar and conceptually challenging text. The content and skill benchmarks derive from the pacing guide (center column). This should be included in all lesson plans.The content and skill benchmarks derive from the pacing guide (center column). This should be included in all lesson plans.

    15. 4. Instructional Tools Vocabulary, Technology, Activities Vocabulary/ Identification: Political party, two-party system, third party, etc. Technology: Center for Civic Education http://www.civiced.org/ White House Website: Elections and voting http://www.whitehouse.gov/our-government/elections-and-voting Activities: Have students compare and contrast the two major political parties (democrats and republicans) using a Venn Diagram. Have students research the platform of a modern political party and write a 5-paragraph expository essay explaining the party’s beliefs. Make sure to implement in your lesson plans vocabulary, technology and activities integration (ideas can be found in the third column).Make sure to implement in your lesson plans vocabulary, technology and activities integration (ideas can be found in the third column).

    16. 5. Detailed Description of Procedures for the Lesson (90 min Block Planning) Steps to Deliver Instruction Do Now / Bell Work – 5 min Direct/Whole Group Instruction – 20 min Differentiated Instruction – 20 min Cooperative Learning – 25 min Individual Learning – 10 min Assessment / Extension Activities / Home Learning Assignment – 10 min If teachers have block scheduling, this is a model breakdown of the procedures in lesson planning when using the pacing guide as a tool.If teachers have block scheduling, this is a model breakdown of the procedures in lesson planning when using the pacing guide as a tool.

    17. Detailed description of learning activities for bell work, direct/whole group instruction and differentiated instruction for instructional planning.Detailed description of learning activities for bell work, direct/whole group instruction and differentiated instruction for instructional planning.

    18. Detailed description of learning activities for cooperative learning, individual learning and assessment/homelearning activities for instructional planning. Detailed description of learning activities for cooperative learning, individual learning and assessment/homelearning activities for instructional planning.

    19. PACING GUIDE + LESSON PLANNING = GETTING READY FOR THE CIVICS END OF COURSE TEST

    20. How to use the pacing guide to lesson plan (for Civics tested benchmarks) Current: Topic 7 – Influencing the Government Tested Benchmarks for Topic 7: SS.7.C.2.10: Examine the impact of media, individuals, and interest groups on monitoring and influencing government. SS.7.C.2.11: Analyze media and political communications (bias, symbolism, propaganda). SS.7.C.2.13: Examine multiple perspectives on public and current issues. Look at Essential Content Column (first column) and cover topics in your instruction Public Opinion: (Mass Media, Print Media, Electronic Media, Public Agenda, Watch Dog Role) Measuring Public Opinions: (Public Opinion Polls) Interest Groups: Economic Interest Groups (e.g., Labor Unions), Public Interest Groups, Social Interest Groups Public Policy: Election Activities, Challenging Laws in Court, Lobbyists Propaganda: Various Techniques Using the pacing guide to lesson plan for specific Civics tested benchmarks requires the following. Look at your current topic and see what are the tested benchmarks. Look at the essential column (first column of pacing guide) and cover those topics in your instruction. Using the pacing guide to lesson plan for specific Civics tested benchmarks requires the following. Look at your current topic and see what are the tested benchmarks. Look at the essential column (first column of pacing guide) and cover those topics in your instruction.

    21. How to use the pacing guide to lesson plan (for Civics tested benchmarks) Integrate Vocabulary, Technology, and Suggested Activities from the Pacing Guide: Have the students plan a talk radio program with a political message. Have students form groups with the following roles: talk show host, government official and a call-in listener. The students can also include a commercial break supporting the political message. Have students create a PowerPoint for an interest group or influential person from an interest group such as Cesar Chavez, A. Philip Randolph, etc. Have students write a job description for a professional lobbyist. The description should include the skills and experience required for the job as well as a list of duties Have students design graphics and illustrations that depict the methods used by special interest groups to influence the public such as television advertising, newspaper articles, bumper stickers, flyers, etc. Design a detailed lesson with procedures (using textbook, other resources, warm up, lesson, activities, differentiated instruction, assessment, closure, etc. ) By integrating the vocabulary, technology and suggested activities in the pacing guide plus designing a detailed lesson plan with procedures, the students will have gained the knowledge to know the benchmark and be successful in the Civics EOC test.By integrating the vocabulary, technology and suggested activities in the pacing guide plus designing a detailed lesson plan with procedures, the students will have gained the knowledge to know the benchmark and be successful in the Civics EOC test.

    22. How to use the pacing guide to lesson plan (for Civics tested benchmarks) Adding it all up from the pacing guide to cover each tested benchmark! Look at Current Topic and Tested Benchmarks +cover each essential content + integrate vocabulary, technology, suggested activities + design a lesson with detailed instructions and procedures (using textbook, other resources, warm up, lesson, activities, differentiated instruction, assessment, closure, etc. ) = FINAL RESULT: Tested benchmark is completely covered by student = SUCCESS! A tested benchmark is covered by the teacher and student if the teacher looks at current topics and tested benchmarks (from the pacing guide), the essential content is covered in the instruction, vocabulary, technology and suggested activities are added and a detailed lesson with procedures is completed and performed.A tested benchmark is covered by the teacher and student if the teacher looks at current topics and tested benchmarks (from the pacing guide), the essential content is covered in the instruction, vocabulary, technology and suggested activities are added and a detailed lesson with procedures is completed and performed.

    23. Getting our Students Prepared! You!!! Spreading the Information and upcoming PD Elementary Lessons – Civic Integration – Grades 3, 4,5 Middle School Lessons – Civic Integration – Grade 6 7th Grade Pacing Guide Forthcoming: Highlighted tested Benchmarks (on pacing guide) Lessons for tested Benchmarks (on pacing guide) Pre/Post Assessments (Edusoft) Use pacing guide to lesson plan (integrate) as an instructional tool. The pacing guide is not your lesson plan but your guide for instruction. This slide is a quick reference on how we are getting our students prepared and the forthcoming efforts by the Division of Social Sciences and Life Skills. First, it all starts with the teacher and producing effective and rigorous lesson plans. Second, spreading the information to colleagues and your department members. Third, attend the upcoming professional development workshops that will include Best Practices and more depth of information and latest updates on the Civics EOC Test. Next, the district is currently providing lessons in elementary, grades 3, 4, 5 and middle school, grade 6 that integrate Civic knowledge and skills. Lastly, the 7th grade pacing guide is updated and should be a part of your everyday lesson planning (for 7th grade teachers). Forthcoming actions by the Division of Social Sciences and Life Skills include the highlighted tested benchmarks on the pacing guides, lessons that go with the tested benchmarks and pre and post assessments in Edusoft. Remember, the pacing guide is not your lesson plan but your guide for instruction. This slide is a quick reference on how we are getting our students prepared and the forthcoming efforts by the Division of Social Sciences and Life Skills. First, it all starts with the teacher and producing effective and rigorous lesson plans. Second, spreading the information to colleagues and your department members. Third, attend the upcoming professional development workshops that will include Best Practices and more depth of information and latest updates on the Civics EOC Test. Next, the district is currently providing lessons in elementary, grades 3, 4, 5 and middle school, grade 6 that integrate Civic knowledge and skills. Lastly, the 7th grade pacing guide is updated and should be a part of your everyday lesson planning (for 7th grade teachers). Forthcoming actions by the Division of Social Sciences and Life Skills include the highlighted tested benchmarks on the pacing guides, lessons that go with the tested benchmarks and pre and post assessments in Edusoft. Remember, the pacing guide is not your lesson plan but your guide for instruction.

    24. Finally, when lesson planning for the Civics EOC test, remember this breakdown of the cognitive complexity levels and plan lessons that have more moderate type questioning and inquiry as that will shape 45% to 65% of the exam questions.Finally, when lesson planning for the Civics EOC test, remember this breakdown of the cognitive complexity levels and plan lessons that have more moderate type questioning and inquiry as that will shape 45% to 65% of the exam questions.

    25. Examples of different activities to promote across cognitive complexity levels.Examples of different activities to promote across cognitive complexity levels.

    26. Questions/Concerns Thank you for your attention. Guillermo Ramos, Curriculum Support Specialist gramos1@dadeschools.net 305-995-1781 Questions.Concerns.Assistance.Questions.Concerns.Assistance.

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