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LWISD Lesson Planning Framework

2016-17

LWISD LessonPlanning Framework2016-17

What do I Teach? Texas Essential Knowledge and Skills

Provide instruction to students in accordance with Texas Administrative Code (19 Tex. Admin. Code § 74.1)

Step 1

Select the Standard: What standard is the priority of learning?

YAG (Year at a Glance)

Use the district YAG to help determine the units, standards, and priority standards for each grading period (6 or 9 weeks).

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Eduphoria

Go to Eduphoria, select "Forethought"; go to your grade level/subject; choose "Curriculum Overview".
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YAG

Choose "YAG" which means Year at a Glance which determines the required order in which standards are taught.
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Scope and Sequence

Also choose "Unit" to see the Scope and Sequences. Not all courses have a Scope in Sequence yet. LWISD is in the process of creating district curriculum.

Standards Documents

Refer to the Texas Essential Knowledge and Skills documents for the exact standard(s).

Which Standards?

What are the priority standards? (per the YAG)

What are the readiness standards?

What are the process standards?

What process skill(s) are necessary for the student to be able to master the standard(s)?

Chunking (grouping) Standards:

-Are there any TEKS that partner with this standard(s)?

-WHY would the partner standard(s) support student mastery of the priority standard?

Step 2

Unpack the Standard(s)

What are the parts of the standard?

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Use a Brace Map to determine the parts of the standard.

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Use a Tree Map to break down each part.

Clarify the Standard(s)

Content (What do students need to know?):

Cognitive rigor (What do students need to be able to do?)

Context (In what context will students know?):

Sample Assessment(s):

What do students need to DO in order to engage in the content, context, and cognitive rigor of the lesson standards? Examine the lesson standards and clarification documents to synthesize the overall learning represented in this lesson.

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TEKS Resource System Enhanced TEKS Clarification Documents

Step 3

Alignment

What do students have to know and do at the grade below and above?

Math and ELAR Vertical Alignment Documents

Step 4

Key Vocabulary

Determine the key vocabulary students must learn in order to learn the standard.

Step 5

Sequence Instruction

Use a flow map to determine the sequence of instruction.

Plan with the end of mind. Determine beginning and ending; plan the steps in between the two.

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Use a flow map to determine sequence of instruction.

Step 6

Evidence of Learning:

What evidence will you collect in order to know if students have mastered the lesson standards?

How will you assess the evidence (rubric, multiple-choice, observation, etc.)?

What formative assessments can be used throughout the lesson cycle to monitor student progress?

What summative assessment will be used to evaluate learning?

Step 7

Strategies and Structures


What strategies can I use to cause my students to engage in the content, context, and rigor of the standard(s)?

What is the purpose of each strategy I choose and how does it align to the standard(s)?

How can I use different groupings to structure learning?

What is the purpose of each structure I choose and how does it align to the standard(s)?

How will the strategies and structures utilized in the lesson support students’ abilities to perform at high levels on the designed task(s)?

Procedure:

-What activities and processes will I use to ensure that what I have planned in terms of grouping and strategies occurs in an efficient and effective manner?

Accommodations/Modifications/ Extensions:

-How can I plan for differentiation according to the varied needs of my students?

Step 8

Notes/Reflections:

-What will I do if students don’t get it? What other strategies could help my students?

-Do I need to re-teach (whole group, certain students)? How will I re-teach and why?