Planning

//This page contains activities, assignments, readings, and resources for teaching and learning about planning in world language education.//

**PLANNING OBJECTIVES:**


 * Students will develop a 3-month Scope & Sequence for a high school Spanish I textbook.
 * Students will write three well-formed objectives for Spanish I students that each address a different grammatical, linguistic, or cultural topic.
 * Students will create a well-scaffolded, culturally grounded, interdisciplinary lesson plan from a template using principles of thematic planning.

**CAN DO STATEMENTS:**

1) I can develop an effective scope and sequence for a Spanish 1 class. 2) I can write well-formed objectives to guide lesson planning. 3) I can use principles of thematic planning to create meaningful, standards-based, student-centered lesson plans.

=GUIDING QUESTIONS:=

1) Why is it important to develop a scope and sequence before planning any lessons? 2) What is the purpose of an objective and what does a well-formed objective for a Spanish class look like? 3) How does thematic planning different from other approaches to world language lesson planning?

=TODAY'S TOOLS:=

- This tool uses a lengthy list of questions to guide teachers through the process of selecting, evaluating, and scaffolding tasks for lessons in close reading that are aligned with the Common Core



- Beautiful, customizable software; click and point text entry; sometimes gets hung up

[|Google Docs Lesson Planning Templates]

- Very nice, clickable interface; allows teachers to save materials in a "portfolio"



[|Planboard]

- Very basic click and type calendar; allows you to repeat lessons, push to Google Calendar, and print

- Interface is a little old-fashioned, but it does provide both an outline view and a box view for typing, allows linking to Utah Core Standards (English/Language Arts, Math, Science, & Social Studies), allows linking to a curriculum map, has test creation features (including a place for reading passages), course website features, and professional networking features

=ACTIVITIES:=

1: Scope & Sequence
//(Get colored sheets and magnets from Dra. M.)//

1) List the months school is in session. 2) Number the weeks in each month (or insert dates). 3) Identify key holidays and insert them. 4) Identify key grammar and vocabulary covered in each chapter. 5) Think of a real-life context in which you might use the targeted grammatical structures. 6) Envision a project that would allow you to determine whether or not students can use the language. 7) Identify the vocabulary students will need to complete the project. 8) Block out how much time you will devote to each grammatical concept. Give more time for harder concepts.

2: Writing Objectives


1) What do you want students to DO by the end of the lesson? 2 ) What task could you give students that would allow you to observe or measure how well they can accomplish the task? 3) What parameters will allow you to determine whether students can do that task well enough? (Think real life)

3: Planning From a Textbook

 * Select a grammar-based lesson from the textbook.
 * Write an objective for the lesson that requires students to use the targeted grammatical structure in a cultural context.
 * Write down 5-7 tasks (each on its own Post-it note) students could DO to prepare students to meet the objective.

4: Pacing

 * Attach each Post-it note to a time card indicating how much time you will allot for it.
 * Sequence the cards in a logical order so that each activity builds on the previous one.
 * Prepare to explain the pedagogical reasoning behind the pacing of your lesson.

5: Debriefing
What did Activity 3 teach you about:


 * Planning?
 * Pacing?
 * Giving instructions?
 * Debriefing?
 * Layering?
 * Progressively building proficiency?

**6: Input - Packaging Knowledge for Students**
Packaging Knowledge for Students (Interactive PowerPoint) media type="custom" key="6986977"

1) What roles do organization, repetition, context, and patterns play in learning and memory? 2) What implications do these principles have for language teaching and learning?

7: Pedagogical Implications of How the Brain Learns
Pedagogical Implications of How the Brain Learns (PowerPoint slides)

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**Developing Thematic Units:**

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7: Elements of Effective Instruction
Elements of Effective Instruction (Handout)

8: Planning on a Block Schedule
45 min variations - What does the pacing of a typical 45-minute period look like? 80 min variations - What does the pacing of a typical 80-minute period look like?
 * Spread the stack of time cards on your desk (or the floor)
 * Use the cards to answer the questions below:

Each row of this photo depicts a possible lesson plan configuration for a 45-minute period. The numbers represent the number of minutes devoted to the activity. As you look at the photo, think about how well each configuration is likely to capture, sustain, and recapture students' attention. Contrast this photo with the next photo of configurations for 80-minute block periods.



This photo demonstrates some possible configurations for an 80-minute block period.

The middle row of this photo shows how a teacher might allocate time to different elements of effective teaching.

This photo shows how a teacher might use elements of effective teaching (on the yellow stickies) to guide planning. The colored papers represent different blocks of time. Laying out the time blocks first is one way to help you think about the "rhythm" of your class. Layer 4 lists the actual activities a teacher might "slot" into each time block. Layers 5 and 6 show how a teacher might strengthen the lesson by adding in tasks based on the National Standards. Layer 7 indicates how a teacher might integrate technology into specific activities during the lesson.

10: Giving Instructions & Scaffolding
media type="custom" key="6986995"
 * Giving Instructions
 * Scaffolding



=11: Planning Thematically=


 * Get out //La Peinata Colorada: A Thematic Unit [[image:PeinataColoradaThematicUnit.jpg link="http://wayback.archive-it.org/855/20101103145504/http://nflrc.iastate.edu/pubs/units/La_peineta_colorada_dl.pdf"]]// ([|More free thematic units] from [[image:NFLRC.png link="http://wayback.archive-it.org/855/20101103145038/http://nflrc.iastate.edu/pubs/homepage.html"]])
 * This is the model for your Teacher Work Sample, so look it over **CAREFULLY!**

12: Closure
(Get blank sheets of paper and the model from Dra. M. and turn on the Elmo projector)


 * Trace your hand on a piece of paper
 * Choose a finger
 * Read the question on that finger of the model
 * One "aha" I had during class today that I don't want to forget . ..
 * What I learned about planning and pacing today . ..
 * What I learned about pedagogy today . ..
 * One thing I understand now that I didn't before . ..
 * One question I still have . ..
 * Write a short phrase on your finger to answer the question
 * Your hand is your ticket out.

=ASSIGNMENTS:=

//**A. Planning (Read BOTH items and explore the sample units)**//


 * Curtain & Dahlberg - Thematic Planning
 * S hrum & Glisan - Section on Bloom's Taxonomy & Planning
 * Explore the sample thematic units located here (especially the first one): []

//**B. Writing Objectives** // 1) Read the handout on Writing Objectives. 2) Select a chapter from a high school Spanish I textbook (hint: chapters from the middle of the book will be easiest) 3) Flip through the pages of the chapter. 4) Choose one grammar point, one vocabulary topic, and one cultural topic from the chapter 5) Write one well-formed objective for __each__ of your choices in #3.


 * //C. Lesson Planning Graphic Organizer//**

1) Review the Elements of Effective Instruction: 2) Brainstorm at least 5 activities for each bubble of the graphic organizer (Hint: The activities should help students meet the objectives you wrote for Homework Activity A.)




 * //D. Scope & Sequence Planning// **

1) Look at a high school Spanish I textbook. 2) Select 3 months of the year during which school is typically in session. 3) Fill out the or the 3 months you have selected.

//** E. Transformative Teaching & Learning **//

Come prepared to discuss main ideas from ONE video and ONE article.


 * A) Choose ONE video to watch (you can watch more than one if you like):**

[|Can Skateboarding Save Our Schools] (14:51) media type="youtube" key="lHfo17ikSpY" width="560" height="315"

[|Changing Education Paradigms] (11:41) media type="youtube" key="zDZFcDGpL4U?rel=0" width="560" height="315"

[|Forget What You Know] (18:10) media type="youtube" key="Uq-FOOQ1TpE" width="560" height="315"

[|Hackschooling Makes Me Happy] (11:13) media type="youtube" key="h11u3vtcpaY" width="560" height="315"


 * B) Choose ONE blog post/article to read:**

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=READINGS:=

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3) [|Can Skateboarding Save Our Schools] (14:51) media type="youtube" key="lHfo17ikSpY" width="560" height="315"

4) [|Changing Education Paradigms] (11:41)

media type="youtube" key="zDZFcDGpL4U?rel=0" width="560" height="315"

5) [|Forget What You Know] (18:10) media type="youtube" key="Uq-FOOQ1TpE" width="560" height="315"

6) [|Hackschooling Makes Me Happy] (11:13) media type="youtube" key="h11u3vtcpaY" width="560" height="315"

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10) [|Ken Robinson Says Schools Kill Creativity]

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=RESOURCES:=

Lesson Planning Templates
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Teaching on a Block Schedule

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