Office of Facility Schools
September-October, 2014
Objectives for the session:
 Awareness of the curricular resources available to you
 Understanding of how to use the curriculum resources to
effectively plan instruction
Pre-assessment – On your green pre-post evaluation form
please circle the number to the left of each question that best
represents your knowledge or skill level. The first question
relates to this afternoon’s session.
2
 Be an active listener
 Turn sound off and put away electronics
 Respect others’ views
 Be an active participant
 No side-bar conversations
 Start and end on-time
 Be open to new ideas and thinking
 Assume positive intensions
3
 What is curriculum?
 We have access to two “curricula” for Facility Schools
 Current Facility Schools curriculum, ELA 3-8 grades
 Colorado District Sample Curriculum
4
ACTIVITY
At your tables, briefly talk about what curriculum is and then
we’ll share out a few of your thoughts.
Review each curriculum document. Let’s note the key elements
from each –
www.cde.state.co.us/standardsandinstruction/samplecurriculu
mproject
5
6
7
8
9
11
12
13
Knows
and
Dos
14
15
Extended Evidence Outcomes (EEO)
 On August 3, 2011, the State Board of Education unanimously adopted the
Extended Evidence Outcomes (EEOs). EEOs provide the alternate academic
achievement standards in Mathematics, Science, Social Studies and
Reading, Writing and Communicating for students with significant cognitive
disabilities who qualify for the alternate assessment. These alternate
expectations are directly aligned to the grade level expectations for all
students.




16
Mathematics with EEOs
Reading, Writing and Communicating with EEOs
Science with EEOs
Social Studies with EEOs
17
Curriculum
An organized plan of
instruction that engages
students in mastering the
standards
Standards
Textbooks
Resources
Instructional
Materials
Key elements of a curriculum:
 Outcomes – the indication/evidence that a student is meeting an
expectation at the mastery level
 Activities/Learning experiences - significant learning “events”
designed to build student mastery of the generalizations
 Assessment - formative
 Resources - student and teacher
 Scope and sequence
 Vocabulary – academic and technical
 Intentionality – connections and purpose
 Differentiation – multiple means for students to access content
and multiple modes for student to express understanding
20
In addition to the State Sample curriculum overviews, one
instructional unit for each grade level and content area has been
built out. This includes the storyboard, which outlines, in
sequence, each of the learning experiences for the unit; and a
more detailed overview of the instructional unit and key
information for each learning experience.
http://www.cde.state.co.us/standardsandinstruction/instructio
nalunitsamples
21
ACTIVITY:
At your tables –
 Compare and contrast both curriculum, Facility Schools and
State Sample.
 What connections do you see or could you make between the
two documents?
 What is missing?
 Note similarities and differences, connections and what is
missing on chart paper
24
10 minute break
During break feel free to walk around and see what other groups
have identified on their chart paper regarding the two
resources.
25
“If you don’t know where you are going, any path will take you
there.”
Cheshire Cat
Alice in Wonderland
26
ACTIVITY
At your tables you’ll find an envelope with three strips of paper
with sentences on them.
Put the sentences in sequential order for curriculum /
instructional planning.
27
1. What are the desired results?
2. What is the evidence of learning?
3. Plan learning experiences and
instruction.
28
Effective lesson planning leads to student engagement, learning
and understanding.
We Learn…
10% of what we READ
20% of what we HEAR
30% of what we SEE
50% of what we SEE and HEAR
70% of what is DISCUSSED with OTHERS
80% of what is EXPERIENCED PERSONALLY
95% of what we TEACH TO SOMEONE ELSE
William Glasser
29
“The key to student engagement is to design the work so
students are doing the thinking. Simply put, students do NOT
learn from work they do not do.”
Dr. Phil Schlechty
30
What are the essential components of a lesson plan?
Write a list of “must haves” for your lesson plans. What are the
essential components of a lesson? What elements should you
always think through?
Capture these on chart paper at your tables
31
Gallery walk –
Find someone at a different table and respond to these
questions based on what you saw from the gallery walk –
What are common themes? What is a component you’d like to
improve on when lesson planning? What is a new component
that you’d like to include in your planning?
32
Common elements of a lesson plan:
 Target/Standard AND Assessment
 Hook/Grabber (Anticipatory Set)
 Essential questions
 Relevancy/”What’s in it for me?”
 Differentiation Ideas
 Steps in How Students Acquire and Process Information
 Closure
 Resources/Materials
 Vocabulary
33
WHERETO:
W = What students will be learning, Why they are learning it, and What
evidence will demonstrate their learning?
H = How will I Hook and engage learners?
E = How will I Equip students to master standards, What learning Experiences
will help develop understanding?
R = Students will Rethink previous learning, I will encourage ongoing
Revision and Refinement.
E = How do I promote students’ self-Evaluation and reflection?
T = How will I Tailor the learning activities and my teaching to address
student needs?
O34= How will the learning experiences be Organized to ensure learning?
WIPPEA:
W = Warm-up
I = Introduction
P = Presentation
P = Practice
E = Evaluation
A = Application
35
 Texts for independent reading in Instructional Units
 Reading & Writing for Literacy in History and Social Sciences
Texts for independent reading or for class read aloud to support the content
Informational/Non-Fiction
Fiction
Beah, I. A Long Way Gone. Lexile: 920
Friedman, M. Africa. Lexile: 780
Lekuton, J.L. Facing the Lion: Growing Up Maasai on the African
Savanna. Lexile: 720
Macaulay, D. Pyramid. Lexile: 1110
Morley, J. You Wouldn’t Want to be a Pyramid Builder. Lexile: 940
Yomtov, N. Ancient Egypt. Lexile: 1110
Ferish, T. The Good Braider. Lexile: 630
McDermott, G. Anansi the Spider: A Tale from the Ashanti. Lexile:
290
Park, L.S. A Long Walk to Water. Lexile: 720
Steptoe, J. Mufaro's Beautiful Daughters. Lexile: 720
Whelan, G. Listening for Lions. Lexile: 900
CCSS Reading Standards
for Literacy in
History/Social Studies 68
CCSS Writing Standards
for Literacy in
History/Social Studies 68
CCSS.RH.6-8.1
CCSS.RH.6-8.7
CCSS.RH.6-8.8
CCSS.WHST.6-8.2
CCSS.WHST.6-8.4
CCSS.WHST.6-8.6
Key Components of Lesson Activities:
 Aligned to objectives and assessments
 Aligned to the level of thinking in the standards
 Aligned to resources and materials used
 Engages the learner in relevant, meaningful learning
47
Mike Schmoker said,
“Alignment means that goals, learning activities, assessments,
and instruction are well matched in content and emphasis.”
48
ACTIVITY
Using the lesson plan template in your folders, begin to develop
a lesson plan.
 The focusing theme/concept for English Language Arts and
Social Studies, is controversy –
 The focusing theme/concept for Mathematics and Science, is
quantity –
 For elective and specials content areas, choose a concept that
could be differentiated across grade levels in a mixed skill
classroom if either of the above concepts don’t apply.
49
Think, Pair, Share –
 Share some of the learning activities and strategies you
proposed in your lessons.
 In your draft lesson plan, did you think about or did the
template provide space for you to:
 Plan for ELL students in your class
 Differentiate the performance tasks or activities based on student
skill level
 If you are planning for students operating from the alternate
standards, did you differentiate activities/learning experiences and
assessments or performance tasks appropriately based on the
standards?
51
 We will post various lesson plan templates on our website on
the Meeting/Training page
http://www.cde.state.co.us/facilityschools/meetings
52
Thank you
Please complete the right side of the green sheet, pre-post evaluation form
(questions 2-4).
At the end of the day please complete the right side for question 1 and
answer the questions at the bottom.
This will be your exit ticket to receive your contact hours certificate as you
leave today.
Please see Judy or myself to turn in your evaluation and get your certificate
53
 Colorado Department of Education website
 www.cde.state.co.us
 Integrating Differentiated Instruction + Understanding by
Design, by Tomlinson and McTighe
 Concept-Based Curriculum and Instruction for the Thinking
Classroom, by Erickson
 Understanding by Design, by Wiggins and McTighe
54
 CDE Office of Standards and Instruction
 Content area resources
 Sample curriculum unit overviews
 Instructional unit samples
 Extended Evidence Outcomes
 Colorado English Language Proficiency standards
 Colorado Education Initiative
 Literacy Design Collaborative Toolkit– research-based approach to
incorporating literacy into all content areas
 Office of Facility Schools
 Current ELA Curriculum
55
 Other websites and entities