Course Syllabus: Unlocking the Mystery

Transcription

1 Course Syllabus: Unlocking the Mystery Course Start Date: February 21, 2016 Course End Date: March 26, 2016 Instructor: AnnMarie Dull Welcome to Unlocking the Mystery! This interactive online course is intended to support high school ELA teachers as they teach or plan to teach the Sample 9 th Grade ELA CCLS Unit: Do the Ends Justify the Means? In this course, participants will explore and practice a variety of research-based instructional strategies for teaching a reading unit using a Sample CCLS unit on the Mystery Genre for 9 th grade English Language Arts. This course is intended for teachers who are teaching the unit. Participants will receive instruction on best practices in reading instruction that are featured in the sample unit including: Instructional Read Aloud annotation techniques different ways of assessing reading transforming suggested learning activities into lesson plans using journals to guide reading using discussions to support reading comprehension Formative & Performance Based Assessments and how to ensure that all students have access using data to plan for whole class and small group instruction best practices for small group instruction Using the content from the Sample 9 th Grade Unit, participants will write lesson plans each week based on the instructional plan in the unit to meet the specific needs of the students in their own classrooms. They will share their lessons with one another and receive targeted feedback from their peers and from the instructor before teaching the lessons in their classrooms. Participants will also analyze and share samples of student work and use the analyses to reflect on their lessons and tailor their instructional approach to meet the needs of their students. They will learn how to customize the suggested lesson activities and assessments to meet the needs of their students and explore ways for planning meaningful whole class and small group instruction. Pedagogical Approach This course is an interactive online course that features a variety of instructional strategies. Each week, participants will receive instruction and apply their knowledge through the following approaches: View videos that provide explicit instruction of the course content Online discussion through an asynchronous message board Live webinars on targeted areas of instruction and content Peer and instructor review of submitted lesson materials Reading and study of professional and academic journal articles Feedback on lesson plans and all course work Application to Classroom Practice Participants will immediately apply the strategies learned in the course to their own instructional practice. Participants are required to write lesson plans where they design unique classroom activities and tailor the sample instructional points featured in the unit to meet the individual needs of the students in their classrooms. Participants will then share their lesson plans and receive structured feedback from their peers and from the instructor. Finally, they will analyze samples of student work to determine whether or not the lesson strategies were effective in promoting student learning and engagement, and to identify areas of focus for whole class and small group instruction. 1

2 Assessment and Feedback All assignments are to be submitted via the WeTeach online course platform. Assignments should be saved as a Word document (.rtf,.doc, or.docx) and uploaded to the appropriate folders by 11:59 pm on the due date. Feedback will be provided via the comment feature in Word and uploaded by the instructor into the appropriate folder on WeTeach. Please note that all participants will be able and are encouraged to view each other s submissions and feedback. More detailed feedback and grades will be sent privately from the instructor to each participant through the /message feature in the WeTeach course platform.. Assignments include: A minimum of two discussion posts per week, including responding to at least two other participants discussion posts. Tentative discussion questions are included in the Syllabus Task List; however, they may change as a result of participants feedback, questions, and interests. Attendance at Virtual Office Hours (otherwise known as Unit Redux) and completion of the connected activities. Five sample lesson plans that include the strategies addressed in the coursework. The topics for each lesson are included in the Syllabus Task List. Participants may submit lesson plans in the format they use in their daily instruction; however a sample lesson plan template will also be posted and can be used as well. For full assignment credit, lesson plans must include, at minimum, the components that are featured in the Sample Lesson Plan Template. Two analyses of separate samples of student work that were produced as a result of the Sample Lesson Plans. In order to preserve student anonymity, teachers must complete this task using the Student Work Analysis Template that is featured in the online course platform. Midterm Project Teachers will submit a script for an Instructional Read Aloud. Sample scripts will be shared and posted to the online course platform. Final Project For the final exam, participants will identify at least three different small groups for which they will write individualized lesson plans. These small group lessons should match those students who require additional support (or who have mastered the skills and require further challenge) in meeting the unit goals and objectives. Grades (Rubrics are included at the end of the syllabus) Discussions: 20% Participation in Live Office Hours: 20% Assignments (Lesson Plans & Analysis of Sample Student Work): 20% Midterm Project: 20% Final Project: 20% 2

3 Course Calendar: Unlocking the Mystery Week of February 14- February 20 Welcome from instructor; Read SAMPLE ELA CCLS UNIT: Unlocking the Mystery M T W Th F S S February 21 Session 1 All course content will be available for viewing Begin viewing Unit 1 Content 28 Session 3 Begin viewing Unit 2 Content Instructor feedback on Lesson #1 will be available DUE: Unit 1 Discussion Lesson Plan #1 29 March 1 DUE: Unit 2 Discussion Lesson Plan #2 Analysis of Student Work # Session 2 Unit 1 redux Posted DUE: Unit 1 Redux discussion post Session 4 Unit 2 redux posted DUE: Unit 2 Redux discussion post 6 Session 5 Begin viewing Unit 3 Content Instructor feedback on Lesson #2 AND Analysis of Student Work #1 will be available DUE: Unit 3 Discussion Lesson Plan #3 Midterm Project Session 6 Unit 3 redux Posted DUE: Unit 3 Redux discussion post March 13 Session 7 Begin viewing Unit 4 Content Instructor feedback on Lesson #3 AND Midterm Project will be available 20 Session 9 Begin viewing Unit 5 Content Instructor feedback on Lesson Plan #4 AND Analysis of Student Work #2 will be available DUE: Unit 4 Discussion Lesson Plan #4 Analysis of Student Work # DUE: Unit 5 Discussion Lesson Plan # Session 8 Unit 4 redux Posted DUE: Unit 4 Redux discussion post Session 10 Unit 5 redux Posted DUE: Unit 5 Redux discussion post FINAL PROJECT 27 All revised assignments are due. No submissions will be accepted after 11:59 pm Feedback on all assignments will be posted. 31 3

4 Syllabus/ Task List Week & Session Topic & Objectives Task Name & Description Due Date Week 1 (Session 1) 2/21/2016-2/24/2016 Sample Unit & Elements of a Reading Unit Teachers will Define the goals and objectives of the sample CCLS Reading Unit Discuss the role of writing in a reading unit Explore different tools to aid students in tracking their own reading progress and monitoring their own comprehension Read Sample ELA CCLS Unit: Do the Ends Justify the Means? 2/24/2016 View all introductory course material, including Course Expectations, and How to Navigate the Course Platform. View all Unit 1 content. Includes the following topics: The role of writing in a reading unit Transforming suggested learning activities into lesson plans (week one of the Sample ELA CCLS Unit) Using Journals to guide reading (Using The Mystery Reader s Journal from the sample unit) Explore the benefits and challenges of providing students with multiple strategies for annotating a text and guide students to reflect on how these strategies support their reading Apply these strategies and concepts to prior or future units of study 2/24/2016 2/24/2016 Respond to Unit 1 discussion questions: What are the benefits and challenges to providing students with multiple strategies for annotating a text? How will this inform your practice going forward? In what other units can you apply these strategies? Lesson Plan #1 Due Requirements are featured at the end of the syllabus. Specific strategies to address in this lesson include: explicit instruction of reading comprehension strategies, explicit instruction and guided student practice of annotating a text. Specific student learning includes: What are some strategies for annotating a text? What strategies can I used to locate the central idea and themes for a text? This session will involve a participant-based discussion on the following: What are the benefits and challenges to providing students with multiple strategies for annotating a text? How will this inform your practice going forward? 2/24/2016 2/24/2016 4

5 Week 1 (Session 2) 2/27/2016 Elements of a reading unit Teachers will Explore additional annotation strategies Discuss ways to model annotation strategies for students Practice designing a lesson plan from the Suggested Lesson Activities in the Sample Unit View all Unit 1 Redux content The purpose of the unit redux will be to address specific areas of concern around the content that emerge in response to the lesson plans submitted and the discussions that are posted. The instructor will provide additional instruction in areas where participants need additional support in meeting the objectives for the unit. If all participants have met the unit objectives, the instructor will provide instruction on ways to even further enhance the participants practice in these areas. Respond to discussion prompt at the end Unit 1 Redux post An addition discussion question/prompt will be posted to extend the thinking initiated in the redux post. 2/28/206 2/28/2016 Week 2 (Session 3) 2/28/2016-3/2/2016 Elements of a reading unit Review instructor feedback on Lesson #1 2/28/2016 Building a reading toolkit for high school students Teachers will Explore protocols for analyzing student work Use a protocol to provide feedback on lesson plans Identify and practice a variety of reading comprehension strategies that will help support students independent comprehension of complex texts View all Unit 2 content. Includes the following topics: Teaching Reading Skills in High School - Building students reading toolkit - Preparing for reading in college, career, and life - Using an Instructional Read Aloud to model comprehension strategies for students Respond to Unit 2 discussion questions: What types of insight can we gain about our teaching practice from analyzing student work? What are the benefits of using an instructional read aloud to model reading comprehension strategies? What are the challenges? What are steps we can take to overcome any predictable challenges? Lesson Plan #2 Teachers will submit a lesson plan that features the teaching of a strategy to support close reading of a text. 3/2/2016 3/2/2016 3/2/2016 Analysis of Student Work #1 Teachers will analyze a student work sample from Lesson Plan #2 to determine what in the lesson was effective, what could be revised or refined, and what instruction needs to take place in future lessons. 3/2/2016 5

6 Week 2 (Session 4) 3/5/2016 Week 3 (Session 5) Building a reading toolkit for high school students Building a reading toolkit for high school students View all Unit 2 Redux content 3/6/2016 Respond to discussion prompt at the end Unit 2 Redux post 3/6/2016 Review instructor feedback on Lesson #2 and Analysis of Student Work #1 3/6/ /06/ /09/2016 Using discussion to support reading comprehension Teachers will Explore the research that supports using discussion to support the development of reading skills Analyze different discussion formats and protocols to determine how to match the type of discussion with the purpose of the discussion Analyze how text-based discussions can be used to model and practice close reading skills. View all Unit 3 content. Includes the following topics: The Role of Discussion in Reading - Selecting the right discussion format - Using discussions to model and practice close reading skills - Using the Whole-Class Student-Led Conversation prompt as a way to practice and model close reading skills. Respond to Unit 3 discussion questions: What are some predictable challenges for sustaining whole-class student-led discussions? What are some strategies that can be used to address these challenges in the classroom? What are some other types of discussion protocols you use in your classroom? What is the purpose of these protocols? (to assess, to deepen understanding, etc.) Lesson Plan #3 Teachers will write a sample lesson plan for an Instructional Read Aloud. The lesson plan should include: skill being modeled or coached in the Instructional Read Aloud, the text selection/excerpt, turn and talk prompts/questions, CCLS standards, and unit content and skills. 3/9/2016 3/9/2016 3/9/2016 Midterm Project Teachers will write a script for an Instructional Read Aloud. (Note that Lesson Plan #3 and the Midterm Project should be for the same Instructional Read Aloud.) 3/9/2016 Week 3 3/12/2016 General course content Mid-Course Evaluation Participants will receive a link to the Mid-Course evaluation and are expected to complete it. Responses will be used to refine course content and processes. 3/14/2016 Week 3 (Session 6) 03/12/2016 Using discussion to support reading comprehension View all Unit 3 Redux content 3/13/2016 Respond to discussion prompt at the end Unit 3 Redux post 3/13/2016 6

7 Week 4 (Session 7) Using discussion to support reading comprehension Review instructor feedback on Lesson #3 and Midterm Project 3/13/ /13/ /16/2016 Planning to assess Teachers will Explore ways to adapt assessments to meet the needs of all students in the classroom to limit any barriers that might prohibit accurate assessment of students skills Analyzing assessments to ensure that they accurately and efficiently measure students abilities in standards of focus Identifying different strategies for analyzing data and exploring how to use the information from the assessments to plan instruction View all Unit 4 content. Includes the following topics: Formative & Performance Based Assessments in the Units - Ensuring all students have access to all assessments - Adapting to meet your classroom s needs - Aligning assessments to standards of focus - What to do with the data planning for what to teach next Respond to Unit 4 discussion questions: What are some predictable challenges for implementing performance assessments? What are some strategies that you can consider when designing assessments to ensure that all students have access? How can you ensure that the assessment task matches the skills you wish to assess? Lesson Plan #4 The sample lesson plan should feature instruction to support the formative or performance based assessment. 3/16/2016 3/16/2016 3/16/2016 Analysis of Student Work #2 Teachers will analyze a student work sample from Lesson Plan #4 to determine what in the lesson was effective, what could be revised or refined, and what instruction needs to take place in future lessons. 3/16/2016 Week 4 (Session 8) 03/19/2016 Planning to assess View all Unit 4 Redux content 3/20/2016 Respond to discussion prompt at the end Unit 4 Redux post 3/20/2016 7

8 Week 5 (Session 9) 03/20/ /23/2016 Planning to assess Review instructor feedback on Lesson #4 and Analysis of Student Work #2 3/20/2016 Using assessments for grouping and refining instruction Teachers will Determine and explore best practices for small group instruction, including determining when to use heterogeneous and homogeneous grouping Explore ways to use data from formative assessments to plan for effective, targeted small group instruction Explore ways to develop centers or workstations for small group instruction. Analyze lesson objectives and targeted skills to identify predictable areas of challenge for students; devise plans for on demand small group instruction View all Unit 5 content. Includes the following topics: Small Group Instruction - Group work v. small group instruction - Centers and workstations - Homogenous grouping v. heterogeneous grouping when to do which - How to plan for on demand small groups Respond to Unit 5 discussion questions: When, in a reading lesson, might you want to group students heterogeneously? Homogeneously? Why? Lesson Plan #5 This lesson plan should outline small group instruction and what all students will be doing throughout the lesson. This lesson should be the larger lesson plan featured in the Final Project. 3/23/2016 3/23/2016 3/23/2016 View all Unit 5 Redux content 3/26/2016 Respond to discussion prompt at the end Unit 5 Redux post 3/26/2016 Final Project The final project should be a collection of mini-lessons (no more than 10 minutes) for small group instruction. These lessons should support the content and skills of the unit, particularly those featured in the Performance Based Assessment. Lesson Plan #5 and the Final Project should reflect one another. 3/26/2016 After Week 5 Final coursework Official Course End Date 3/26/2016 All revised assignments are due. No submissions will be accepted after 11:59 pm. 3/27/2016 Final Course Evaluations Due 3/28/2016 Feedback on all assignments will be posted and grades will be shared via private message. 3/30/2016 8

9 Connection to Danielson Framework and Integration of the Common Core Learning Standards Integration of Danielson Framework 1a Demonstrating Knowledge of Content and Pedagogy Participants will explore the cognitive processes involved in reading and write lesson plans that reflect a range of research-based effective pedagogical practices to support student learning in reading. Participants will practice predicting student misconceptions and pre-plan to address them when they emerge in the classroom. 1e Designing Coherent Instruction Participants write lesson plans that address the various needs of the students in the classroom and provide ways for all students to access the content and practice the skills. Teachers will plan for small group and large group instruction to meet the needs of specific groups of students in their classroom. Lessons that are developed will be aligned to instructional goals and will be differentiated to meet the needs of the students in the classroom. 4a Reflecting on Teaching Since this course requires that participants teach the Sample CCLS ELA 9 th Grade Mystery Unit, participants are required to routinely reflect on their own teaching practice and determine the effectiveness of the teaching strategies, lesson sequencing, lesson planning, and other instructional methodologies practiced in their own classrooms. Teachers are required to reflect independently and as a group to share best practices and challenges they face in the classroom with the teaching of this unit. Integration of Standards While the 9 th Grade Mystery Unit focuses on a variety of Common Core Learning Standards, the following standards will be explicitly addressed in this course: RL Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. SL Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9 10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively (a-d) SL Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. 9

10 Sample Lesson Plan Template (from uft.org) Topic/Theme Duration Essential Question/s Standards Key Student Learning Objectives Sequence of Key Learning Activities Key Texts to be Used Assessments 10

11 Student Work Analysis Template Student s Overall Strengths Student Profile Student s Overall Challenges Description of the Task: Instructional Information Summary of Instruction Provided Prior to this Task: 11

12 Analysis of the Student s Work from this Task What the student needs additional What the student excels at What the student does proficiently instruction on or support in How will this be addressed in future lesson planning? How will this be addressed in future lesson planning? How will this be addressed in future lesson planning? Goal for student based on this analysis: Goal for teacher based on this analysis: 12

13 Rubric for Posts to Discussion Board Contributions Description Level Response goes beyond simply answering the prompt; attempts to stimulate further thought 4 Provocative & discussion Substantial Response provides most of the content required by the prompt, but does not require further analysis of the subject 3 Superficial Response provides obvious information without further analysis of the concept; lacks depth of knowledge or reasoning 2 Incorrect Response does not accurately address the prompt; rambling and/or without consistency 1 None No response provided to the prompt within the associated timeframe 0 Rubric for Analysis of Student Work Samples Criteria Exemplary (4) Accomplished (3) Beginning/Developing (2-1) Analysis includes Standards. Standards are clearly evident to students. Standards are evident but not necessarily clear to student, ie. numbered only. Analysis includes identification of student strengths. Analysis includes areas where objectives were met, objectives were partially met or objectives were not met. Analysis includes next steps for student. Analysis includes next steps for teacher Rubric clearly references standards. Clear notation of student strength and why area was considered a strength were noted (even if the area was a good effort to ) Areas where requirements of rubric/task/standards were met, partially met or not met are clearly indicated. Nots specifically reference either rubric, standards or task. Next steps are written in student friendly language, are specific to task, rubric or standard and highlight no more than 1 or possibly 2 areas. Insight regarding specific content instruction needed or pedagogical approach to try specific to this student s needs is noted Rubric does not obviously reference standards. Notations such as good, or good job were used in place of specifics. Vague references to standards task or rubric were indicated. Next steps are vague and don t really offer student a focus for future work. Insight is superficial and not specific to this student s needs. Standards are not present. If rubric is present it does not mention or make reference to standards. No notations of student strengths were present. Comments were not aligned to task, rubric or standards. Next steps are unclear or not present. Insight is not present or generic. 13

14 Performance Expectation Connection to CCLS Objectives/Lear ning Targets Rubric for Lesson Plans (*Adapted from Alvenia University) Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Lesson instruction and Lesson instruction and activities Lesson instruction and activities are not aligned to the are partially aligned to the CCLS activities are aligned to the CCLS. CCLS Lesson objective(s) lack clarity Lesson objective(s) somewhat &/or measurability; connection clear & measurable; partial to standard not apparent connection to the standard Lesson objective(s) are clear, measurable, and specific to the standard Lesson instruction and activities are clearly aligned to the CCLS and ensure that all learners have access to the standards. Lesson objectives are clear & measurable; learning progression is evidenced Introduction Procedures Little or no attempt to gather Inadequate attempt to gather students attention and/or set a students attention and/or set a purpose for the lesson purpose for the lesson Lesson plan has no match between procedures and objective(s); no modeling; no evidence for guided or independent practice; plan missing necessary details for teacher s actions Lesson plan has limited match between procedures and objective(s); limited teacher modeling or examples provided; few opportunities for guided & independent practice; plan missing necessary details for teacher s actions Introduces the lesson by sharing purpose, relevance, and eliciting schema in student friendly language; partially states what the teacher will say Lesson plan has clear match between procedures and objective(s); adequate teacher modeling or examples provided; some opportunities for guided & independent practice; sufficiently details teacher s actions step- bystep in first person (I) Introduces the lesson by sharing purpose, relevance, and eliciting schema in student friendly language; fully states what the teacher will say Lesson plan has explicit match between procedures and objective(s); multiple teacher modeling or examples provided; with opportunities for guided & independent practice; thoroughly details the teacher s step-by-step actions in first person (I) Assessment (Formative & Summative) No assessment provided for Assessment provided for the the lesson, or assessment does lesson but inaccurately not measure objective(s) measures the objective(s) Formative and/or summative assessment has clear relationship to the lesson objective(s) Formative and summative assessments are defined, showing clear relationship to all objectives address in the lesson Closure Lesson ends without Lesson ends with limited summation; limited to clean-up summation; focus on clean-up and/or transition to next rather than student learning activity Teacher ends lesson by summarizing and/or reviewing what was taught; some student engagement Students review the lesson by summarizing and/or sharing what they learned; teacher revisits the purpose for the lesson, students reflect on their learning Differentiation Superficial or little attempt to differentiate Differentiation is not linked to learner characteristics Differentiation is linked to Anticipates and plans ahead for any individual learner necessary class-wide differentiation characteristics with adequate detail Professional Writing Poor quality of professional writing is evidenced by 8 or more errors in clarity of writing, spelling, usage &/or grammar Fair quality of professional writing is evidenced by 5-7 errors in clarity of writing, spelling, usage &/or grammar Professional writing is evidenced by 1-4 errors in clarity of writing, spelling, usage &/or grammar Professional attention to formal writing is evidenced by clarity in writing as well as absence of spelling, usage, and grammatical errors 14

15 Rubric for Midterm Project Performance Expectation Connection to CCLS Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Lesson instruction and activities Lesson instruction and activities Lesson instruction and activities Lesson instruction and activities are not aligned to the CCLS. are partially aligned to the CCLS are aligned to the CCLS are clearly aligned to the CCLS and ensure that all learners have access to the standards. Objectives/Lear ning Targets Connection to Instructional Read Aloud Introduction Procedures Assessment (Formative & Summative) Lesson objective(s) lack clarity Lesson objective(s) somewhat &/or measurability; connection clear & measurable; partial to Instructional Read Aloud is connection to Instructional not present or appropriate Read Aloud Little or no attempt to gather students attention and/or set a purpose for the lesson Lesson plan has no match between procedures and objective(s); no modeling; no evidence for guided or independent practice; plan missing necessary details for teacher s actions No assessment provided for the lesson, or assessment does not measure objective(s) Inadequate attempt to gather students attention and/or set a purpose for the lesson Lesson objective(s) are clear, measurable, and specific to Instructional Read Aloud Introduces the lesson by sharing purpose, relevance, and eliciting schema in student friendly language; partially states what the teacher will say Lesson plan has limited match Lesson plan has clear match between procedures and between procedures and objective(s); limited teacher objective(s); adequate teacher modeling or examples modeling or examples provided; few opportunities for provided; some opportunities guided & independent practice; for guided & independent plan missing necessary details practice; sufficiently details for teacher s actions teacher s actions step- by-step in first person (I) Assessment provided for the lesson but inaccurately measures the objective(s) Formative and/or summative assessment has clear relationship to the lesson objective(s) Lesson objectives are clear & measurable; learning progression is evidenced as a result of the Instructional Read Aloud Introduces the lesson by sharing purpose, relevance, and eliciting schema in student friendly language; fully states what the teacher will say Lesson plan has explicit match between procedures and objective(s); multiple teacher modeling or examples provided; with opportunities for guided & independent practice; thoroughly details the teacher s step-by-step actions in first person (I) Formative and summative assessments are defined, showing clear relationship to all objectives address in the lesson Closure Lesson ends without Lesson ends with limited summation; limited to clean-up summation; focus on clean-up and/or transition to next rather than student learning activity Teacher ends lesson by summarizing and/or reviewing what was taught; some student engagement Students review the lesson by summarizing and/or sharing what they learned; teacher revisits the purpose for the lesson, students reflect on their learning Differentiation Superficial or little attempt to differentiate Differentiation is not linked to learner characteristics Differentiation is linked to individual learner characteristics with adequate detail Anticipates and plans ahead for any necessary class-wide differentiation Professional Writing Poor quality of professional Fair quality of professional writing is evidenced by 8 or writing is evidenced by 5-7 more errors in clarity of writing, errors in clarity of writing, spelling, usage &/or grammar spelling, usage &/or grammar Professional writing is evidenced by 1-4 errors in clarity of writing, spelling, usage &/or grammar Professional attention to formal writing is evidenced by clarity in writing as well as absence of spelling, usage, and grammatical errors 15

16 Rubric for Final Project Criteria Excellent 4 Proficient 3 Needs Improvement 2-1 Planning and Preparation Lesson Purpose Input to Students Type of Instruction Guided Practice Independent Practice Assessment/ possible misunderstandings or misconceptions are anticipated Next Steps Specific group members are listed Rationale for this grouping is clear Number of meetings per week are indicated Approximate times allotted for each area in the lesson is noted Materials list is present Clearly identifies a high priority (standards related) skill/strategy Hook/explanation - explains clearly to students what they need to know and why it is important Identifies type of instruction ie. Direct Instruction/Modeling/Think Aloud, etc. Specific materials are listed which clearly make for targeted practice of skill/strategy/standard. Materials for activities focus on the specific skill/strategy/standard Activities are measurable Possible misunderstandings are noted Time allotted for share out seems reasonable to address/identify misunderstandings, misconceptions. Reference notes for the next meeting are charted with student input. One of the elements listed under the excellent criteria is missing Skill or strategy is either not high priority or identification of skill/strategy and its subsequent relationship to standards is vague Hook/explanation is a. unclear OR b. leaves out what students need to know/do to acquire the skill/strategy OR c. Leaves out an explanation as to why this skill or strategy is important to them. Identification is unclear Materials are generic with only a passing reference to skill/strategy/ standard being taught. Materials are generic with only a passing reference to skill/strategy/ standards OR activity is not measurable. Possible anticipated misunderstandings were not noted OR Time allotted for share out is insufficient. Reference notes for the next meeting are charted BUT student has no input. Two or more of the elements listed under excellent are missing Skill or strategy is not high priority AND identification of skill/strategy is vague Hook/explanation is missing 2 or more of the a,b,c, criteria listed under proficient is missing. Does not identify the type of instruction. Materials are not explicitly related to skill/ strategy /standard being taught. Materials are not explicitly related to skill/ strategy /standard and activity is not measurable. Possible anticipated misunderstandings were not noted AND time allotted for share out seems insufficient. Reference notes for the next meeting are not charted. 16