Unpacking Resources

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Unpacking Standard Guide Unpacking Steps What Step Entails… Example

Step 1: Choose and Annotate a Standard

Use curriculum or pacing guides (school-based or district generated) to determine what standards are being taught Circle important verbs and underline key terms, and discuss unclear words with colleagues. Annotate to dig into the standards and determine what the standard means.

5.NF.1: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3+5/4=8/12+15/12=23/12 (In general, a/b +c/d=(ad+bc)/bd)

Step 2: Determine rigor level of what students need to know, understand, and be able to do to meet/achieve the standard

Refer to the circled and underlined information in Step 1, and get clarity around what the standard is cognitively demanding of students by using the Hess Cognitive Rigor Matrix. The Cognitive Rigor Matrix applies DOK levels to the revised Bloom’s taxonomy of six types of thinking The steps are below. Step 1: Determine the level of thinking for what students need to know, understand, and be able to do. How deeply do you want students understand the standard and successfully interact with it? How complex is the content? (Webb) Step 2: Determine the type of thinking (i.e., verbs) is needed to complete a task? (Bloom) Step 3: Find the intersection of the Webb (how deep) and Bloom (type of thinking).

Know: Students need to know how to find a common denominator by finding the product of both denominators in order to add/subtract fractions, how to express fractions in terms of new denominators, and how to simply to get the smallest denominator (DOK1, Recall). Understand: Students need to understand that while multiplying denominators it will always give a common denominator, this may not result in the least common denominator (DOK1, Understand). Do: Students will need to express both fractions in terms of a new denominator with adding unlike denominators. Students should apply their understanding of equivalent fractions and their ability to rewrite fractions in an equivalent form to find common denominators. (DOK1, Understand).

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Step 3: Read the domain heading and clusters to identify connected/ related standards

Identify related standards and begin to make connections among either previously taught or upcoming content Note: This is critical in scaffolding student learning

Domain heading: Number and Operations – Fractions

This standard is related to 5.NF.2: “solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators…” 5.NF.1 seems to be a precursor to the standard noted above. This standard refers to number sense, which means students’ understanding of fractions as numbers that lie between whole numbers on the number lines. Number sense in fractions also includes moving between decimals and factions to find equivalents.

Step 4: List/discuss potential student misconceptions, misunderstandings, or mistakes

Anticipate where students might miss the mark or struggle, which will help with instruction planning (strategy selection and differentiation)

Students might get confused when finding a common denominator by taking the least common multiple of the denominators. They may even then convert all addends to have this common denominator and then add for the solution.

Step 5: Identify Academic and Domain-Specific Language

Determine discipline-specific vocabulary to teach explicitly Note: This is critical in helping students use “precise” language when engaging in class conversations

Add , Subtract, Equivalent Fraction, Equivalent Sum, Mixed Number, Denominator

Step 6: Determine how students can demonstrate mastery

Ensure rigor level of the assessment is aligned to the rigor level of what students should know, understand, and do

Problem 1: 5 1 8⁄ - 14

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Answer: 41/8-28/8=13/8 (Simplified: 1 5/8) Problem 2: 33/7+28/6 Answer: 4 30/32 + 4 28/42= 8 58/42 (simplified: 9 16/42) Problem 3: 5 ¼ + 19/8= Answer: 5 2/8 + 2 3/8=7 5/8a

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RCSS Lesson Planning Template Descriptions

Grade Level/Course Unit #, Day #

Standard(s)

The language of the standard(s)/elements is explained and used during the opening. Teachers and students insert phrase or synonym beside key words in the standard/elements that are not readily understood by students.

Learning Target(s)

“I can” statements aligned to the standards/elements are established.

Essential Question(s)

List the essential question(s) for this lesson. Be sure that the EQ is aligned to the standard.

Key Vocabulary List the language of the standards and content vocabulary. During the lesson, when applicable…

The six-step process for teaching vocabulary can be articulated by teachers, and appropriate steps are demonstrated when teaching new vocabulary. (Marzano)

Students can explain ways new vocabulary words are routinely taught and can show practice of vocabulary in notebooks through thinking maps, drawings, context etc.

Students can explain words from the word wall and use them accurately in context. Writing Connection Identify how the students are communicating their level of understanding of the standard through

writing/responding to the standard.

Technology Connection

Identify innovative technology integrated strategies and/or websites that are integrated in the lesson.

Content Specific Strategies English Language Arts – Consider text complexity and background knowledge Mathematics – Identify spiral review activity (EXAMPLE: Number Talks, Number Routine Activity) and common misconceptions. Science – Consider 3 D learning, phenomenon Social Studies – Consider SWIRL elements See SAMPLE lesson plan template for specific examples.

Opening- Engage

Mini Lesson Launch/Hook

Materials Needed: List materials here.

What is your activating strategy? How will you engage learners? Include real-world connection. Reference to the standard/learning target/EQ.

Lesson Students and teachers collaboratively develop rubrics for a project/ assignment as new elements are taught. Students can explain the daily routine that occurs during an opening. Students can explain the real-life application of the lesson.

Note: An assessment system is in place to determine each student’s understanding during the opening. Examples: Numbered Heads Together, selecting random Popsicle sticks, technology responders, Thinking Maps, informal conferencing, etc. (Note that calling on students who raise their hands cannot be considered an effective formative assessment system for the class.)

Work Session – Explore, Explain, and Elaborate

Materials Needed: List materials here.

Assignments aligned to the specific verbs and concepts of standards/elements Group roles or expectations

Students are allowed time to problem solve and apply information learned during the opening. Students are routinely provided the opportunity to work independently, with partners and in small groups. Formative assessments are used to alter instruction and differentiation of tasks. Instructional small group sessions are a part of the work session for students who need additional support to master specific standard(s). Students can explain the task(s) to be done during the work session.

Closing – Evaluate

Materials Needed: List materials here.

Norms and protocols for closings are developed collaboratively by the teacher and students. Students respond to classmates who present their work by asking clarifying questions and providing affirmation using the language of the standards/elements Teachers or students clarify misconceptions in closing presentations and answer questions raised during the closing

Lesson Planning Template

Grade Level/Course Unit #, Day #

Standard(s)

Learning Target(s)

Essential Question(s)

Key Vocabulary

Writing Connection

Technology Connection

Content Specific Strategies

Opening- Engage

Mini Lesson Launch/Hook

Materials Needed:

Lesson

Work Session – Explore, Explain, and Elaborate

Materials Needed:

Closing – Evaluate

Materials Needed:

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Corrective Instruction

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RCSS Corrective Instruction Framework

Guiding Questions

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Activity

1. Revisit your unpacked standard.

2. List the common misconceptions, misunderstandings, or mistakes?

3. List two or three DIFFERENT strategies to address the common misconceptions,

misunderstandings,

or mistakes.

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Types of Corrective Instruction Activities Many teachers find it useful to organize corrective activities into three groups: those to be done with the teacher, those to be done with a friend, and those to be done by oneself. These are a few corrective activities that many teachers find to be effective:

Corrective Activity With the Teacher

With a Peer By Oneself

Small Group/Explicit Instruction The teacher explains difficult concepts again using a different approach/presentation and level of engagement.

X

Cooperative Teams Heterogeneous groups (3-5 students) discuss learning gaps. Any concept missed by 1 or more students is explained by another team member who understands it.

X

Academic Games Students work together to solve a particular problem or accomplish a task that relates to specific learning goals.

X X X

Learning Centers/Laboratories Students get help on specific learning problems, usually engaged in hands-on and manipulative tasks

X X

Computer Activities Activities that require technology (e.g., interactive videos, online resources, tutorial programs).

X X

Modified from Guskey December 2007/January 2008

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Classroom Setup

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Teacher as a Designer...

What is your design style?

How will you arrange your room to promote collaboration (i.e. student desks)?

Where will your learning centers (i.e. computers and classroom libraries) be located?

Where will your teacher station be located?

Are your instructional resources organized and easily accessible to the students?

Are your bulletin boards aligned to the standards?

Where will you display your anchor charts, exemplars, standards, learning targets,

etc. in your classroom so they are easily visible for your students to reference?

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Teacher as a Communicator

How will you communicate your….

• vision for the class to your students and parents?

• classroom expectations with the students and parents?

• grading policy and assignments to students and parents?

• students’ progress with students and parents?

• classroom expectations with the parents?

• How often will you communicate with your parents?

• Weekly, Bi-Weekly, Monthly

• What information will you share with your parents?

• iReady Reports, Weekly Progress Reports, Conduct, etc.

• What form of communication will you use to communicate with students and parents?

• Email, Phone call, Written Message, Edmodo, Class Dojo, etc.

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Teacher as a Manager...

• Are your rules mean or necessary?

• Which rules and routines do you want your students to know?

• Will your students have input?

• Which rituals will maximize learning?

• How will you teach your rituals and routines? How often?

• How will you re-establish order in your classroom?

• Where will you post your expectations?

• What will be your system of consequences?

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Teacher as a Cheerleader...

• How will you celebrate your students’ successes?

• How will you motivate your students?

• How will you promote perseverance?

• How will you actively engage your students?