enry County

Public schools

Lesson Plans School

Teacher

HCPS

Curriculum User Guide Table of Contents

Differentiation of Instruction Information Daily Schedule Plans Resources •

Contact info

•

SOL Information  On-Line Links

•

HCPS Resources

•

Elements of the Effective Lesson Plan

•

Marzano’s Strategies

•

Bloom’s Taxonomy (New)

© Henry County Schools 2016

HCPS

Differentiation of Instruction Differentiated Instruction is responsive instruction. It occurs as teachers become increasingly proficient in understanding their students as individuals, increasingly comfortable with the meaning and structure of the disciplines they teach, and increasingly expert at teaching flexibly in order to match instruction to student need with the goal of maximizing the potential of each learner in a given area. Teachers who differentiate instruction are quite aware of the scope and sequence of curriculum prescribed by their state, district, and school. They are also aware that the students in their classrooms begin each school year spread out along a continuum of understanding and skill. These teachers’ goal is to maximize the capacity of each learner by teaching in ways that help all learners bridge gaps in understanding and skill and help each learner grow as much and as quickly as he or she can. Carol Ann Tomlinson

© Henry County Schools 2016

HCPS

Lesson Plan Checklist for Differentiation 1. I’m clear on what I want the student to…

know (facts, information). understand (principals, generalizations, ideas). be able to do as a result of this learning experience.

2. In deciding content, I’ve thought about and selected…

alternate sources/resources. varied support systems (reading buddies, digital, digests, direct instruction groups, organizers, extenders, etc.). varied pacing plans.

3. I’ve pre-assessed student readiness to…

make appropriate content and/or activity assignments. get a picture of understanding and skill vs. facts only. focus the lesson squarely on what students should know, understand and be able to do.

4. As I assign students to groups or tasks, I’ve made certain…

student group assignments vary from recent ones. students are encouraged to "work up". if appropriate, provisions are made for students who need or prefer to work alone. group size matches student need.

5. As I create differentiated activities, I’ve made certain…

all of them call for high-level thinking. all appear about equally interesting to my learners. if readiness based, they vary along a continuum of Bloom’s taxonomy. if interest based, students have choices about how to apply skills and understandings or how to express them.

© Henry County Schools 2016

HCPS varied modes of learning opportunities accommodate varied learning profiles. each activity is squarely focused on one, or a very few, key concepts and/or generalizations. student choice is maximized within parameters needed for focus and growth. appropriate skills have been integrated into the activity requirements. expectations for high-quality task completion are clear for all students. I have a plan for gathering ongoing assessment data from the activity. I have a means for bringing closure and clarity to the tasks.

6. When creating assignments for differentiated products, I’ve made certain they…

vary along a continuum of Bloom’s taxonomy based on student readiness. require all students to use key concepts, generalizations, ideas, and skills to solve problems, extend understandings, and/or create meaningful products. maximize student choice within parameters necessary to demonstrate essential understandings and skills. include a core of clear and appropriately challenging expectations for the content of the product (what understandings and skills it must demonstrate, what resources, must be used); processes involved in production (planning, goal-setting, time line use, process log, selfevaluation, drafts, etc.); and production requirements for the product (rubric for criteria and levels of quality).

provide for formative evaluation and modification of the product. sampling students to assess understanding, group processes, production needs. involve and inform parents as appropriate.

7. I’ve also thought about…

instructional strategies like learning contracts, centers, interest groups, compacting, etc. to vary learning options. small groups for reteaching and extension activities. meaningful tasks for reinforcement, extension, and exploration when students complete required work.

SOURCE: Carol Ann Tomlinson, University of Virginia, 1996

© Henry County Schools 2016

HCPS

Daily Schedule

Time

Notes:

© Henry County Schools 2016

Subject

Room

Stage 1 - Desired Results ESTABLISHED GOALS SOL

Transfer Students will be able to independently use their learning to… T1. T2. T3.

Meaning Making UNDERSTANDINGS

ESSENTIAL QUESTIONS

Students will understand that…

EQ1.

U1.

EQ2.

U2.

EQ3.

U3.

Acquisition Students will know…

Students will be skilled at…

K1.

S1.

K2.

S2.

K3.

S3.

Stage 2 - Evidence

HCPS Evaluative Criteria

Assessment Evidence

DOK Level:

P1. P2.

Success Criteria for Content:

P3.

Alignment Check:

Success Criteria for 4 Cs: Other Evidence

Stage 3 – Learning Design Summary of Key Learning Events and Instruction Pre-Assessment:

Unit Hook:

© Henry County Schools 2016

HCPS ___________________________________________________________________________________________________________________ Day 1: Procedures/ Activities:

Differentiated Instruction: _____Yes ______No If so, how?

Higher Level Thinking Questions:

Formative Assessments:

Anchor Activity:

Closure:

© Henry County Schools 2016

Resources

HCPS

Henry County Public Schools Instruction Office Contact Information Superintendent Dr. Jared Cotton [email protected]

(276) 634-4711

Assistant Superintendent of Teaching and Learning Sandy Strayer [email protected] (276) 634-4721 Director of Special Education and Student Support Services Rebecca Wells [email protected] (276) 634-4719 Director of K12 Instruction Wendy Durham [email protected]

(276) 634-4764

Director of Accountability and Assessment Lisa Milner [email protected]

(276) 634-4761

Curriculum Coordinator (Elementary) Elizabeth Motley [email protected]

(276) 634-4726

Curriculum Coordinator (Elementary & Preschool) Denise Fultz [email protected] (276) 634-4716 Curriculum Coordinator (Secondary) Janet Lewis [email protected]

(276) 634-4769

Donna Hicks

(276) 634-4767

[email protected]

Coordinator of Student Data (Records Management) David Finney [email protected] (276) 634-4737 Data Coordinator Shonna Pilson [email protected]

(276) 634-4546

© Henry County Schools 2016

HCPS

SOL Information

Henry Count Public Schools Pacing Guides http://www.henry.k12.va.us/Pacing-Guides.html SOL, Enhanced Scope and Sequence, Blueprint, Curriculum Framework, SOL Released Test Questions http://www.doe.virginia.gov/instruction/esl/standards_resources/index.shtml

ELL Standards and Resources http://www.wida.us/standards/elp.aspx

© Henry County Schools 2016

HCPS

HCPS Resources Textbook Resources Technology Resources Hardware

Software*

SMART Boards Overhead projectors CD players LCD Projectors Desktop/Laptops Computers Sound Amplification System Scanners Test Answer Sheet Scanners Opaque Projector Laminator Television/DVD/VCR Camera (photo & video) Interactive Response Systems GPS Individual Response Systems Elmos IPADS IPod Touch Interactive Slates

BrainPOP BrainPOP Jr. (k-3) Reading A-Z Knowledge Box Schoolwires Website Management Marco/Polo (Thinkfinity) Accelerated Reader World Book On-line Gale Databases SIRS Knowledge Source Skills Connection Textbook Resources Safari Montage Interactive Achievement READ 180 System 44 STAR Smart Trax Power Teacher/Power School *Your school may have additional software packages.

DI Resources Books

Fulfilling the Promise of the Differentiated Classroom by Carol Ann Tomlinson Differentiation in Practice by Carol Ann Tomlinson and Caroline Cunningham Eidson Classroom Instruction that Works by Robert Marzano, Debra J Pickering, Jane Pollock DI Coach Lead Teacher

© Henry County Schools 2016

HCPS

Elements of the Effective Lesson Plan Hook –brief activity or event at the beginning of a lesson that effectively engages students’ attention and focuses their thoughts on the learning objective. (motivators, stimulus) KUD – to make sure students focus on what’s really important Know – Facts, names, dates, places, information Vocabulary – essential terms from DOE Curriculum Framework Understand – Essential Truths that give meaning to the topic. The big idea of why we are studying the topic. Big ideas that transfer across time and cultures. Do (be able to do) – Skills the student will be able to do after the lesson (not the activities in the lesson). Materials – equipment and supplies needed to implement lessons Procedures/Activities – steps of a lesson, may cover several days Marazano’s Strategies Bloom’s Taxonomy* Anchor Activities – enrichment, remediation students can do when assignment is complete Assessments - diagnose student readiness, interests, and learning profile; gauge student progress; instructional guide; analyze student accomplishment against specific goals and criteria. (tests, exhibits, surveys, observation, authentic assessments) Diagnostic pre-assessment – precede instruction to check prior knowledge, lesson is based on outcome. Identify strategies to pre-assess student knowledge of the selected standard(s), benchmark(s) and indicator(s). Data from pre-assessment helps educators select specific instructional strategies and determine appropriate complexity and pacing for the lesson. Pre-assessments may be as informal as a reflection on students’ prior learning, a conversation about concepts or warm-up problems at the beginning of class that are not scored. They may be more formally structured, such as a quiz or an assigned writing topic. Define scoring guidelines for the pre-assessment and student self-assessment which may take the form of teacher judgment, a checklist or another scoring format. Scoring guidelines should reveal whether or not students have met the indicator or benchmark so that instruction can be modified and targeted to learners accordingly. Teachers should conduct ongoing teacher assessment and student self-assessment throughout instruction. These can be planned or conducted as opportunities for observation or reflection arise. © Henry County Schools 2016

HCPS Rubric – scoring guide; reliable guideline for teacher and students; students can self assess Post assessment – May be written, oral, hands-on, or observation Identify strategies to assess student learning as a result of the lesson. Provides data that helps plan subsequent instruction. Closure - The time when you wrap up a lesson plan and help students organize the information into a meaningful context in their minds. Another helpful activity is to engage students in a quick discussion about what exactly they learned and what it means to them now. Resources – accessible supplies or information that can be drawn from when necessary Teacher Reflection –Record observations and suggested modifications to facilitate instruction and student learning in the lesson. Attachments - List and attach any additional materials created for the lesson, including student handouts, blackline masters, overheads, etc. Differentiated Instructional Support - Describe how instruction can be differentiated according to learner needs, to help all learners either meet the intent of the specified indicator(s) or, if the indicator is already met, advance beyond the specified indicator(s). Extension - These are ideas for all students to continue learning on the topic – in class or outside of class.

*See resource pages

© Henry County Schools 2016

HCPS

Marzano’s Strategies Classroom Instruction that Works by Robert Marzano, Debra J Pickering, Jane Pollock Identifying Similarities and Differences Guidance in identifying similarities and differences enhances students' understanding of and ability to use knowledge. Independently identifying similarities and differences enhances students' understanding of and the ability to use knowledge. Representing similarities and differences in graphic or symbolic form enhances students' understanding of and ability to use knowledge. Identifying similarities and differences can be accomplished in a variety of ways: comparing, classifying, creating metaphors, and creating analogies.

Summarizing and Note Taking To effectively summarize, students must delete some information, substitute some information and keep some information. To effectively delete, substitute, and keep information, students must analyze the information at a fairly deep level. Being aware of the explicit structure of information is an aid to summarizing information.

Reinforcing Effort and Providing Recognition People generally attribute success at any given task to one of four causes: ability, effort, other people and luck. Not all students realize the importance of believing in effort. Students can learn to change their beliefs to an emphasis on effort. Rewards do not necessarily have a negative effect on intrinsic motivation. Reward is most effective when it is contingent on the attainment of some standard of performance. Abstract symbolic recognition is more effective than tangible rewards.

Homework and Practice Less homework should be assigned to younger students than to older students.

© Henry County Schools 2016

HCPS Parent involvement in homework should be kept to a minimum. The purpose of homework should be identified and articulated. If homework is assigned, it should be commented on. Mastering a skill requires a fair amount of focused practice. While practicing, students should adapt and shape what they have learned.

Nonlinguistic Representations A variety of activities produce nonlinguistic representations. Creating graphic representations. Generating mental pictures. Drawing pictures and pictographs. Engaging in kinesthetic activity. Nonlinguistic representations should elaborate on knowledge.

Cooperative Learning Organizing groups based on ability should be done sparingly. Cooperative groups should be kept small in size. Cooperative learning should be applied consistently and systematically, but not overused. Cooperative Learning five defining elements: 1. Positive interdependence 2. Face-to-face interaction 3. Individual and group accountability 4. Interpersonal and small group skills 5. Group processing

Setting Objectives and Providing Feedback Instructional goals/objectives narrow what students focus on. Instructional goals/objectives should not be too specific. Students should be encouraged to personalize the teacher's goals.

© Henry County Schools 2016

HCPS Feedback should be "corrective" in nature by explaining to students what they are doing correctly and incorrectly. Feedback should be specific to a criterion. Feedback should be timely. Students can effectively provide some of their own feedback.

Generating and Testing Hypotheses Hypothesis generation and testing can be approached in an inductive or deductive manner. In general, students produce better results when using the deductive thinking process. Deductive thinking requires students to apply current knowledge to make a prediction about a future action or event. Inductive thinking involves students in a process of drawing new conclusions based on information they know or have presented to them. Teachers should ask students to clearly explain their hypotheses and their conclusions. Research has shown the power of asking students to explain, in a variety of communication modes, their predictions and results.

Questions, Cues, and Advance Organizers Cues and questions should focus on what is important as opposed to what is unusual. "Higher level" questions produce deeper learning than lower level questions. "Waiting" briefly before accepting responses from students increases the depth of student answers. Questions are effective learning tools even when asked before a learning experience. Advance Organizers should focus on what is important as opposed to what is unusual. "Higher level" advance organizers produce deeper learning than the "lower level" advance organizers. Advance Organizers are most useful with information that is not well organized. Different types of advanced organizers produce different results.

© Henry County Schools 2016

HCPS

Bloom’s Taxonomy (New)

© Henry County Schools 2016

HCPS

Bloom’s Taxonomy (New) SAMPLE SAMPLE VERBS BEHAVIORS Write Arrange Student recalls or List The student will Duplicate recognizes Label define Memorize information, Name the 6 levels of Order Remembering ideas, and principles State Bloom's Recognize in the approximate Define taxonomy of the Relate form in which they Recall cognitive domain. Reproduce were learned. Repeat Translate Classify Express Discuss The student will Student translates, Identify Locate explain Indicate comprehends, or Recognize the purpose of Report Understanding interprets information Explain Bloom's based on prior Summarize Restate taxonomy of the learning. Paraphrase Review cognitive domain. Describe Select Illustrate Schedule Choose Student selects, trans- Sketch Demonstrate The student will fers, and uses data Use Employ write an instructional and principles to Compute Illustrate objective for each Applying complete a problem Solve Interpret level of Bloom's or task with a mini- Demonstrate Operate taxonomy. Apply mum of direction. Practice Construct Write Appraise Criticize Student distinguishes, Analyze Discriminate classifies, and relates Categorize The student will Differentiate the assumptions, compare and contrast Compare Calculate Analyzing the cognitive and hypotheses, evidence, Contrast Distinguish or structure of a affective domains. Separate Examine statement or question. Question Experiment Test LEVEL

DEFINITION

Evaluating

Student appraises, assesses, or critiques on a basis of specific standards and criteria.

Creating

Judge Critique Justify Defend Estimate

Create Design Student originates, Hypothesize integrates, and Invent combines ideas into a Develop product, plan or Plan proposal that is new Prepare to him or her. Propose Set up

Appraise Assess Compare Support Evaluate

The student will judge the effectiveness of writing objectives using Bloom's taxonomy.

Arrange Assemble Collect Compose Formulate Organize Construct Manage Write

The student will design a classification scheme for writing educational objectives that combines the cognitive, affective, and psychomotor domains.

© Henry County Schools 2016