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Planning the Unit in OCRPlanning the Unit in OCRDistrict E Literacy CoachProfessional Development

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AgendaAgenda

WelcomeCore Issues of Lesson DesignOverview of Unit PlanningReflectionHomework

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Core Issues of Lesson DesignCore Issues of Lesson Design

Today we will study Unit planning through the lens of:

Core Issue #1 What is the intended student learning?

Core Issue #2 To what standard(s) is the lesson connected?

Core Issue #3 What difficulties, misunderstandings or misconceptions might students have about this content?

Core Issue #9 How will students make public their thinking and learning?

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Goals of Instruction in a Goals of Instruction in a Standards-Based System Using a Standards-Based System Using a Common ProgramCommon ProgramOCR Unit Writing AssignmentOn-Demand End-of-Unit Writing TaskDistrict Performance AssignmentOCR Unit AssessmentActive student participation

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Planning a Unit in OCRPlanning a Unit in OCR

Discuss the theme with students Theme based realia Theme based exploration (across the curriculum) Chart ideas-Place ideas on the C/Q Board Browse the stories of the unit-Discuss student

ideas about stories and place on C/Q Board Students choose concepts from charted ideas and

write them on index cards or sentence strips. (What they know )

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Planning a Unit in OCR cont.Planning a Unit in OCR cont.

Students record what they know in Inquiry Journal. Discuss questions about theme.

Model questions about theme. Chart questions. Children select questions from chart or their own and write on sentence strips. Place Questions on C/Q Board. (What they Want to Know)

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Planning a Unit in OCR cont.Planning a Unit in OCR cont.

Assign Homework: Bring in pictures, articles, drawings to place on C/Q Board

Record questions in Inquiry JournalPass out Home Connection. Discuss

theme related activity. Add completed activity to Concept Board.

Display theme related items near C/QBAdd questions and concepts to board daily

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Unit Exploration/Unit OpenerUnit Exploration/Unit Opener

Consider the following before teaching the unit:

Identify the Learning GoalsDiscuss what concepts students need

to have before writingDiscuss what new vocabulary students

need to have before writing

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Unit Exploration/Unit OpenerUnit Exploration/Unit Opener

Consider the following before teaching the unit:

Discuss how to build background knowledge so that students make connections.

Discuss the language students will be able to use by the end of the writing assignment.

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Unit Exploration/Unit OpenerUnit Exploration/Unit Opener

Choose Read Aloud Books for Students (English/Primary Lang.)

Include books from the GenreCheck the Bibliography for

suggestionsRefer to elements of the Genre

when reading aloud

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Unit Exploration/Unit OpenerUnit Exploration/Unit Opener

Consider Technology Resource to reinforce the writing skills and to extend the unit exploration

Check the list of resources in the unitConsider music, videos, audiotapes, and

computer activities

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Unit Exploration/Unit OpenerUnit Exploration/Unit OpenerDetermine the writing process goal(s)Determine the writing product as outlined

in the Blue sectionUse the Skills Overview to reference all

the writing process pages in the Blue section

Determine the exact writing pieces for the unit

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Unit Exploration/Unit OpenerUnit Exploration/Unit Opener

Determine the Unit Exploration the students will do.

Decide which writing activity the students will do:-Unit Exploration (Red) or-Process Writing (Blue)-Both

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Unit Exploration/Unit OpenerUnit Exploration/Unit Opener

Identify the ELA standards andELD standards being supported or targeted.

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OCR Writing ComponentsOCR Writing Components

Reading and Writing WorkbookInquiry JournalComprehension and Writing AssessmentChallengeWriting Journal/NotebookWriter’s SeminarWriting ConferencesIndependent Work Time/Workshop

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ReflectionReflection

With a partner discuss how today’s session validated the importance of daily unit planning and planning the unit opener.

With your partner discuss what changes you will make in your daily planning and the unit opener?

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HomeworkHomework

Bring evidence (i.e. student work samples, pictures) to the next grade level meeting that supports unit planning.

Additional passport hours available for writing a reflection and including evidence of how you refined your Unit planning. (Applicable to Reading First Schools Only)