Week 6 dq2

SGA-302

Lesson Plan Template

Lesson Plan

Standard/

Objective

· A learning standard (CCSS, NGSS, state standard, etc.)

· A standards-aligned objective that has the following: a clear and appropriate skill, concept, context, and “by” statement

· Name if objective is procedural or conceptual with rationale

Intro to New Material

· Script What, Why, and How Key Points

· Identify 2+ Misconceptions (State, rationale, and plan to address)

· Identify 2+ Instructional Delivery methods (w/ rationale for selection)

· Script your Instructional Delivery method (i.e. Think Aloud, Model, Demonstration, etc)

Engagement Strategies

· Script 2+ examples of engagement strategies (Wait Time, Cold Call, Everybody Write, Call and Response, and Turn and Talk)

CFUs

· Script 1 example of AAA

· Script 1 example of Gestures /Whiteboards

· Script an Adjustment for each CFU (including Do Over, Check In, and Pinpoint) for how will address student misconceptions.

Practice

· Provide rationale for alignment of practice

· At bats: Name number of at bats and provide rationale for the number of at bats of the standard

· Gradual Release: Provide rational for how practice becomes more independent

· Monitor and Adjust: Identify 2+ strategies for how you will monitor student practice and adjust instruction

· Script plan/rationale for collecting data and adjusting at each stage of practice

· Script exemplar responses for each question in practice

Name:

Date:

School:

Grade/Subject:

Collaborator(s), if applicable[footnoteRef:1]: [1: All collaboration should be verbal in nature and each teacher should submit unique, individual written work for each assessment. Any additional resources consulted should be listed at the end of the assessment. The primary volume of your work should be yours and yours alone. ]

Lesson Objective

Total Lesson Time:

What is the associated standard?

Is this objective PROCEDURAL or DECLARATIVE?

· SKILL: Aligned to the standard; uses an operational verb

· CONCEPT: Aligned to the content in the standard

· CONTEXT: Specific to what the students will use (e.g., text, source, lab, center) to practice the skill

· “BY” STATEMENT: Previews what will happen in class to work towards the objective on that day

· ATTAINABLE: Spans the length of the lesson

Key Points

What are the key ideas (WHAT) or steps (HOW) you are teaching? Why is this objective important to learn and master?

· Key points represent the WHAT, HOW, and WHY of what you’re teaching.

· Key points are in student-friendly language.

Anticipated Misconceptions and Confusion

What are the potential misconceptions or confusions that may arise during the lesson? Where and how will you address them in your lesson?

· At least 2 identified misconceptions: each is reasonable and aligned with the objective

· Rationale is provided for why this is a realistic misconception

· A plan for addressing the misconception is outlined here (punch the error, emphasize the opposite, etc) and that outline is ALSO included in the lesson itself.

Opening

Time:

How will you preview the lesson and hook students’ interest?

Introduction to New Material

Time:

How will you introduce the material to students?

In 3-4 sentences, answer the following questions.

Which instructional delivery methods will you use? What is your rationale for using these?

· MATERIAL: The plan presents key points in bite-sized chunks and using multiple explanatory devices that are likley to be accessible to almost all students. We recommend that GS us the Explanatory Device How-To Guide to support their planning here.

· DELIVERY: The plan shows that the teacher plans to vary delivery in a way that is likely to reach all students and addresses all key points

· CONFUSION: The plan anticipates and clarifies likely student misconceptions

Student Practice

Time:

How will you provide practice opportunities for students? LABEL your practice as I do, you help; you do, I help; you do, I monitor and adjust; or you do.

In the space below, provide any rationale and/or context necessary to justify your plan’s alignment with the four components of student practice (At-Bats, Gradual Release, Alignment, Monitoring and Adjusting).

· AT BATS: given the type of objective, there is a sufficient NUMBER of at-bats, those at-bats are appropriate and likely to lead to student mastery of the objective, and include opportunities for truly independent practice.

· GRADUAL RELEASE: teacher gradually releases cognitive responsibility to students over the course of the lesson in alignment using either Shared, Guided, or Interactive Writing.

· ALIGNMENT: practice aligns to the objective.

· MONITORING AND ADJUSTING: The plan includes an exemplar, a plan to collect and analyze data, and a plan to address misunderstandings.

Closing

Time:

How will this lesson be summarized?

How will you assess student mastery of the objective? Include your assessment and your exemplar.

· SUMMARY: The planned Closing allows for a teacher-led summary of what was accomplished by the lesson; the summary is focused on the key ideas and/or objective

· ASSESSMENT: The teacher plans an efficient lesson assessment

· EXEMPLAR: The teacher includes an exemplar, not simply an answer key, for student responses to the assessment.

Student Materials

Include a copy of any student materials used in this lesson such as student practice or problem sets, reading passages, writing prompts, exit tickets, and exemplars, etc. You can copy and paste below or upload documents directly to Canvas.

SGA-302

Adjusted Final Portfolio Template

Name:

Date:

School:

Grade/Subject:

Collaborator(s), if Applicable

Teacher-Generated Exemplar

2. Exemplar: In the space below, paste your teacher-generated exemplar (or share the file name if you intend to zip the file with this template).

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SGA Tracker

3. Share Your Tracker File Name: In the space below, share the file name of your SGA Tracker, which you should zip with this template.

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Data-Driven Instruction

4. Strengths: Using the data gathered on your SGA tracker reflect on student strengths that accurately reflect trends in data gathered within the tracker.  Describe patterns of learning for the whole class and differences for groups or individual learners, and share your reflections:

Please limit your response to 250 words. 

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5. Areas for Growth: Using the data gathered on your SGA tracker reflect on student growth areas that accurately reflect trends in data gathered within the tracker.  Describe patterns of learning for the whole class and differences for groups or individual learners, and share your reflections:

Please limit your response to 250 words. 

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6. Plan an Intervention: Based on the areas for growth you listed above, share an intervention you would plan to implement based on a standard (refer to your standard mastery tracker) or reading skill (refer to your reading growth tracker) or domain/standard (refer to your developmental pathway). Provide the following:

· The focus of your intervention

· The group size for your intervention (i.e., whole-group, small-group, or individual)

· The intervention you used (e.g., Think Aloud, Show Call, focused feedback, specific questions)

· A brief description of your intervention plan or an annotated lesson plan, indicating where you would incorporate the intervention (e.g., the questions you would ask, points you would highlight in a Think Aloud)

Please limit your response to 400 words.

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Student Growth and Achievement

7. Data Analysis & Outcome Reflection: Reflecting on your student achievement data from your SGA Tracker(Note: You can use the SGA tracker submitted previously. Use previous feedback to update the SGA tracker to ensure it includes a set of honest, accurate, complete, error-free data. If you were able to acquire an additional data collection round, add that to your tracker and reflect on the updated data set.) 

· Explain how your final round of outcomes compare to what you anticipated at the start of the year. What are your reactions to these results?

· Did any of your data-driven interventions this year have a positive impact on your students’ outcomes? If so, please describe the change you saw in your data

· Overall, what do these results signify for your students going forward (e.g., Are they prepared for the next grade? What content will they struggle with? Where will they excel?)

Please limit your response to 300 words.

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