Instructional Planning Documentation

Outcomes• Develop an understanding of Instructional

Planning Documentation rubric• Understand the process of lesson planning• Be able to develop measurable objectives• Use the lesson plan check list to analyze

current lesson plans

Fact or Fib• Objectives come from1st page of text book

Fib• Objectives are driven by the standards

Fact• Objectives and activities are the same thing

Fib• Objectives state the learning outcome

Fact

Fact or Fib

• Objectives are not necessary when lesson planning

Fib• Daily objectives are not necessary

Fib• Standards and objectives are not the same thing

Fact• Assessment data is not used in daily lesson plans

Fib

The teacher designs and plans instruction that develops students’ abilities to meet Arizona’s Academic Standards and District Assessments.

TIIES: Instructional Planning Documentation

• Based on alignment to state standards and effective use of assessment data, daily written lesson plans are sequential, easy to follow and includes:– Measureable objectives with aligned assessments– Essential sub-objectives– Modifications and Accommodations– Materials/ Resources Needed

• Long Range Plans or Pacing Guides include:– Notations of standards that have been taught– Sequenced timeline of standard that remain to be taught.

Know Your Target!!!

Whole to PartsRubicon Essential map

StandardsLong Range

Plans

Pacing Guides and curriculum

maps

Daily Lesson Plans(IEPs, 504s,

ELP standards)

Assess

Assess

Consensus Map

Diary Map

TIIES: Instructional Planning Documentation

• Based on state standards assessment data and sequential objectives:– Measureable objectives with aligned assessments– Essential sub-objectives– Modifications and Accommodations– Materials/ Resources Needed

• Long Range Plans or Pacing Guides– Notations of standards learned– Sequenced timeline of standard that remain to be

taught.

Where Do My Objectives Come From?

• Standards-Common Core, English Language Acquisition Standards

• Pacing Guide/Curriculum Map

• Assessment Data

Whole Objectives

W WHAT: CONTENT/ STANDARDS

H HOW: PROCESS/ ACTIVITY

O OBSERVABLE VERB (s)

L LEARNING OUTCOME

E EVALUATION

W + H + O = L + E = WHOLE OBJECTIVE

WHOLE Objective Essential Questions

Component Essential questions

W 1. What content/ standards need to be taught?2. What is the essential idea for the PO? What is the time frame

and level of understanding of my students ?

H 1. What PO am I teaching?2. What will the students need to able to do to reach the

planned level of understanding?3. What learning multisensory modalities can I use?

O What overt verb best describes what I want students to do with the ‘what’ and “how’ of the lesson?

L When I combine the what and how of the lesson does it provide a full picture of what students will be able to do by the end of the class?

E What assessment, evidence or final product will demonstrate individual levels of proficiency of the objective?

Where do the four PLC questions fit within the WHOLE Objective?

• What do we expect students to learn?• How will we know what students have

learned?• How will we respond to students who aren’t

learning? • What will they do if they already know it?

Activity vs. Objective

• Tables group will sort the strips into two categories: activities and objectives.

• When finished be prepared to share the differences between the two categories.

Activities Objectives

TSW complete problems 1-10 page 24 with w 80% accuracy.

TSW demonstrate proficiency in multiplying 2 digit by 2 digit numbers with 80% accuracy by completing pg 24, 1-10.

TSW Read the story and answer the questions at the end with 100% accuracy.

TSW recall important events and make inferences from a story by answering the questions at the end of the selection with 100% accuracy.

TSW do a word sort categorizing words into 2 groups 8 out of 10 times correctly.

TSW distinguish the difference between nouns and verbs by doing a word sort with 8 out of 10 correct.

TSW work in small groups to compare and contrast characters from a story. Accuracy will be measured by a 4 point rubric.

TSW compare and contrast the main characters from a story by creating a Venn Diagram. Accuracy will be measured by a 4 point rubric.

Activities Objectives

TSW complete problems 1-10 page 24 with w 80% accuracy.

WHAT

TSW demonstrate proficiency in multiplying 2 digit by 2 digit numbers with 80% accuracy by completing pg 24, 1-10.

TSW Read the story and answer the questions at the end with 100% accuracy.

WHAT

TSW recall important events and make inferences from a story by answering the questions at the end of the selection with 100% accuracy.

TSW do a word sort categorizing words into 2 groups 8 out of 10 times correctly. WHAT

TSW distinguish the difference between nouns and verbs by doing a word sort with 8 out of 10 correct.

TSW work in small groups to compare and contrast characters from a story. Accuracy will be measured by a 4 point rubric. HOW

TSW compare and contrast the main characters from a story by creating a Venn Diagram. Accuracy will be measured by a 4 point rubric.

Identify Verbs that are difficult to use in WHOLE objectives

1. discuss2. create3. match 4. understand 5. summarize in writing6. review 7. brainstorm 8. talk about

Identify verbs that are difficult to use in WHOLE objectives

1. discuss2. create3. match 4. understand 5. summarize in writing6. review 7. brainstorm 8. talk about

Why are they difficult?They are not MEASURABLE!

Now what am I supposedto do?

Identify WHOLE Obj. Components

By the end of the lesson, students will demonstrate distributive property of multiplication by building arrays using color tiles. Evidence of proficiency will be measured by a Problem Solving Rubric.

WHOLE Obj. Components

• By the end of the lesson, students will demonstrate the Distributive Property of Multiplication by (W) building (O) arrays using color tiles. (H) Evidence of proficiency will be measured by a Problem Solving Rubric. (E)

• L) - students will demonstrate the Distributive Property of Multiplication (W) by building (O) arrays using color tiles. (H)

Let’s look at your lesson plans!

• Individually choose an objective from yourlesson plans.

• Determine whether it is an activity or an objective

• Revise if your objective if needed • Share your revisions with your table partners.

Sub-Objectives

• Data driven!– Summative and formative assessments – Task analyze

• Prerequisite knowledge to be successful

• Stepping stones to reaching your WHOLE objective

Essential LearningOutcome

• Math Standard (Gr. 4)– 4.NBT.5 Students will be able to multiply a whole number up to 4 digit by 1 digit

and multiply two, 2 digit numbers using strategies based on place value and properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays and/or area models.

• Rubicon Skill D:– Solve multiplication equations based on the Multiplication Principle of Counting

and justify reasoning using arrays, charts, systematic lists such as tree diagrams.

• Daily Objectives: – By the end of the lesson, students will demonstrate the Distributive Property of

Multiplication by building arrays using color tiles. Evidence of proficiency will be measured by a Problem Solving Rubric.

• Possible Sub-Objectives:– Properties of multiplication– Arrays

Let’s Practice

• As a group choose one objective from your lesson plans that you brought and identify the appropriate sub-objectives for that lesson.

Objective

Sub objectives

TIIES: Instructional Planning Documentation

• Based on state standards assessment data and sequential objectives:– Measureable objectives with aligned assessments– Essential sub-objectives– Modifications and Accommodations– Materials/ Resources Needed

• Long Range Plans or Pacing Guides– Notations of standards learned– Sequenced timeline of standard that remain to be

taught.

Modifications and Accommodations

• ALL kids are capable of success NO EXCEPTIONS!

• How do I do this?– Modifications- Changing the content or materials

for an individual or small group of students – Accommodations- Adjustment made to student

participation or teacher actions to enable learning to occur

Modifications (What) Accommodation (How)

•Moving up or down on Bloom’s Taxonomy based on student need• Adjust material to instructional level (lower level reading material on same topic) Example 1: Students working on 2-3 digit multiplication and an LD student may need to be working on a single digit multiplication in order to be successful.

Example 2: Eighth grade student who reads at a 4th grade level needs content material at a 4th grade reading level.

•Extended time•Frequent breaks•Read, reread, clarify directions•Read out loud the math, writing, science portion of assessments•Take assessments in a small group setting•Enlarge print•Script•Allow verbal responses

Lesson Plan Checklist

What are my objectives for this lesson? (WHOLE and sub-obj.)

What assessment data drives this lesson?What materials and resources will I use? (Do I

need supplemental materials?)How will I meet the needs of all of my students?

(Modifications and Accommodations)What measureable evidence will I use for student

learning documentation?

Mentor Support

My Big Campus- Application Points

Use the lesson plan checklist to develop a lesson that you will upload into My Big Campus.

Post a question to the group that you would like feedback on in regards to your lesson.