moving from the learning map to the lessons! - blogsomemoore · flip book planning big idea content...

Movingfromthelearningmaptothelessons!

Learnings&Questionsfromyesterday!

LearningMapsare…

HowtoBuildanadjustable“Plane”

•BackwardsDesign1.Chooseagradeandtopic2.Choosebigidea3.Choosegoalsforunit

• 1/3content• 2/3competencies

4.BuildaLearningMap

• BackwardsDesign• BigIdea

• Whatdoweneedto understand?• Content

• Whatdoweneedtoknow?• CurricularCompetencies

• Whatdoweneedtodo?

BackwardsDesign:Choosethegoals

FlipbookPlanning

FlipBookPlanning

BIGIDEA

Content

CurricularCompetencies

CoreCompetencies

Teache

rEvalua

tion

Stud

ent

Evalua

tion

Context(Teacher&Studentinterestsdecidewhatkidsneedto

understand)

Scope&Sequence(Society/departmentdecideswhatkidsneedtoknow)

Responsive(Teacherdecideswhattheir

classneedstodo)

Responsive(Kidsdecidewhatthey/their

classneedtobecome)

ShelleyMoore,2107

Whatelseisdifferent?Theratios!

Thegoalratioshaveshifted

FlipBookPlanning

BIGIDEA

Content

CurricularCompetencies

CoreCompetencies

Teache

rEvalua

tion

Stud

ent

Evalua

tion

Context(Teacher&Studentinterestsdecidewhatkidsneedto

understand)

Scope&Sequence(Society/departmentdecideswhatkidsneedtoknow)

Responsive(Teacherdecideswhattheir

classneedstodo)

Responsive(Kidsdecidewhatthey/their

classneedtobecome)

ShelleyMoore,2107

PlanningPyramid

Even more goals

More goals

Goals

Evenmoregoals

Moregoals

Goals

Access

Challenge

4.PlanningfortheRANGE:Extendingforfurtheraccessandchallenge

Rubricsvs.LearningMaps

deficit deficit Standard

goal


Standard More complex Morecomplex

goal


Standard More complex Morecomplex

goal

goal

goal

Course/Subject/Grade(s): PlanningTeam:

UnitBigIdea: UnitGuidingQuestion:

Goals Access All Most Few Extend

Content:

CurricularCom

petencies

BuildinganAssessmentMap!

GradeLevelCurriculum ChallengePriorknowledge



Goals ThisiswhatIneed toknow

anddo

This iswhatImustknow&do

This iswhatIcanknow&do

This iswhatIcouldknow&do

This iswhatIcantryto know

&do

Content:

CurricularCom

petencies:

WestBenchElementary

• Danielle(CT),Sachia (Librarian),Charlene(EA)• Grade4/5LanguageArts

• RTItriangle• Storywritingunitplan• Lessonplan• Implementedalesson




anddo





&do

Content:

CurricularCom

petencies:

AdaptedfromGregory&Cameron

Course/Subject/Grade(s):4/5 PlanningTeam:

UnitBigIdea:Languageandtext canbeasourceofcreativityandjoy UnitGuidingQuestion:What arestories?Howcanweuselanguagetobecreativethroughstory?

Goals ThisiswhatIneedtoknowanddo


This iswhatIcan know&do

This iswhatIcould know&do

This iswhatIcantryto know&do

Content:Iknowliteraryelements in story/ text

Iknowwhensomethinghappenswithmyself andmyfriends

IknowconflictI knowcharactersI knowsetting

I knowcharacterizationIknowplotI knowtheme

I knownarrativestructuresIknowpurpose

Iknowinfluence/lesson/moral

CurricularCom

petencies:Icancreateand

commun

icate

Icancreatetext Icanusepicturesandwordstotellastory

I cantell astoryorallyIcanusevisualtextIcanmakeaplananddraft

I canwrite astoryIcaneditmystory

I cancombinetextstotellastoryIcanrevise mystory

Icancreate astorywithapurpose

Icanuselanguage increativeandplayfulways

I canlabelmypictureswithdescriptivewords

I cantrytrysomethingnewinmywritingIcanplaywithwordsinmywriting

Icanplaywithformatinmywriting

Icanplaywithideasinmywriting

I canplaywithperspectiveinmywriting

Icancommunicateusingsentencesandparagraphs

Icanuseconventions

I canuse patternsentences

Icanusecapitalletters

IcanwritesentencesI canconnect multiplesentencestogether

IcanuseCanadianspellinginmy writing

Icanwriteparagraphs

Icanusepunctuationinmywriting

I canconnect multipleparagraphstogether

Icanusegrammar inmywriting

Icancreate athesisformywriting

1.ChooseBigIdea&turnintounitguidingquestions

2.Choosecontentgoals

6.Choosecurricular

competencygoals

7.Stretchcompetencygoals8.createaccess

9.Createchallenge

3.Stretchcontentgoals4.Createaccess

5.Createchallenge


UnitBigIdea:Languageandtext canbeasourceofcreativityandjoy UnitGuidingQuestion:What arestories?Howcanweuselanguagetobecreativethroughstory?

Goals ThisiswhatIneedtoknowanddo


This iswhatIcan know&do

This iswhatIcould know&do

This iswhatIcantryto know&do


Iknow storiesthatIlike





CurricularCom


commun

icate













Icanuseconventions





Icanwriteparagraphs





AdaptedfromGregory&Cameron


UnitBigIdea:Languageandtext canbeasourceofcreativityandjoy

UnitGuidingQuestion:What arestories?Howcanweuselanguagetobecreativethroughstory?

LessonGoal1:IknowstoriesthatIlike; Iknowconflict Materials/Prep

Connect:Whatdoesstorymeantome?Groupmindmap Chartpaper,feltsPcssymbols

Process:What makesastoryastory?Chooseatextinthelibrary,comparewithothertexts,whatdoallstorieshaveincommon(problem)

Thinking organizers

Transform&Personalize:waxmuseum– create atableauofaprobleminyourstory

Meaningful Task

NEED todo… MUSTdo… CANdo… COULDdo… Trytodo…

Icantellastoryaboutsomething

thathappens

Ican chooseastoryandtellwhyIloveit

Icancomparestories toseeowtheyarethesame

anddifferent

Icanfigure ourwhatallstorieshaveincommon

Icancreatecriteriafor

whatmakesastory

AdaptedfromBrownlie &Close

Whatmakesastory?

• Connect• Inyourtablegroups

• Usingwords,pictures,symbols– thinkabout…

• Whatisthefirststory youremember?

• Whatisanimportantstory inyourlife?

• Whereisstory inyourlife?

• Whatstorymeanstoyou?

Whatmakesastory?

• Process– step1• Inthelibrary

• Beremindedaboutshelfmarkers!

• Lookatstories thatyouknowand/orcouldsharetoday

• Choose1story thatyoulove

Whatmakesastory?

Process– step2• Yourjob

• Youmust – chooseagroup(3or4)andshareyourstoriesandwhyyouchosethem

• Youcan – compareyourstories(whatisthesame/whatisdifferent)

• Youcould – figureoutwhatallyourgroup’sstorieshaveincommon

• Comebacktogetherandshare• Whatissomethingimportantaboutstoriesthateveryoneneedstoknow?

• Storieshave…

Ichosethestory:________________________

Ichosethisstorybecause:_________________________________________________________________________________________________

Choosinga story- MUST

Comparingourstories- CAN

Story1: Story2:

Same

Diffe

rent

Different

Comparingourstories- COULDStory1: Story2:

Allourstorieshave…

Story3: Story4:

Whatmakesastory?

• Transform:Whatmakesastory?Aconflict/problem!

• WAXMUSEUM• Inyourgroups• Chooseastoryfrom• Figureoutwhatistheconflict(whathappensinthebook)

• Createagroupwaxstatuethattellsthestoryaboutwhathappens




anddo





&do

Content:

CurricularCom

petencies:


UnitBigIdea:Languageandtext canbeasourceofcreativityandjoy

UnitGuidingQuestion:What arestories?Howcanweuselanguagetobecreativethroughstory?


anddo





&do


Iknowwhensomethinghappenswithmyself andmyfriends





CurricularCom


commun

icate













Icanuseconventions





Icanwriteparagraphs





MovingForward

• Buildingalessonsequence!• Grade9– SolarRadiation• SummativeTask– LearningPortfolio(GuidedInquirythroughtheyear)



Goals Access All Most Few Extend

Content:

CurricularCom

petencies

BuildinganAssessmentMap!

GradeLevelCurriculum ChallengePriorknowledge

Science9

Needtokno

w

Needtounderstand

Needdo



Goals

Content:

CurricularCom

petencies

BuildingaLearningMap!

Course/Subject/Grade(s):Science9 PlanningTeam:

UnitBigIdea:Thebiosphere,geosphereandatmosphereareinterconnectedasmattercycles andenergyflowthroughthem

UnitGuidingQuestion:Whydoweneedthesun?

Goals

Content:EffectsofSolarRadiation

CurricularCom

petencies:

Que

stioning

Sustained intellectualcuriosity

Makeobservations

Hypothesize




Goals Access All Most Few Extension


Iknowthat thesungiveslight

IknowwhytheEarth needslightfromthesun

Iknowsolarradiation

Iknowthedifferenttypesoflightradiation

Iknowthe effects ofsolarenergyonthecyclingofmatter andenergy ontheEarth

Iknowtheconnectionofsolarradiationtothewatercycle

Iknowtheconnectionofsolarradiationtowindandoceancurrents

Iknowhowsolarradiationisconnectedtothedistribution ofenergyandnutrientsaroundtheplanet

CurricularCom

petencies:Que

stioning

Sustainedintellectualcuriosity

Icanwonderaboutaboutascientifictopic

Icanaskquestionsaboutascientifictopic

Icanaskquestions tofurthermyinquiryaboutascientifictopic

Icansustainmyinquiryaboutascientifictopicovertime

Icansustainaninquiryaboutascientific topicofmyowninterestovertime

Makeobservations Icanuse mysensestoobserveanddescribe

Icanmakeobservationstoidentifyquestions aboutatopic

Icanobservetofindpatternstohelpexplainorsupportahypothesis

I canobserve&makeconnectionstophenomenainthenaturalworldconnectedtomyinquiry

Icanobserveethicallyinthenaturalworld

Hypothesize Icancomeupwithpossibleexplanations tomywonderings

Icanmakeaninformedhypothesisaboutascientificquestion

Icancomeupwithmultipleinformedhypothesis aboutascientifictopic

Icanformulatenewhypothesisbasedonnewinformationinanscientificinquiry

Icanpredictmultipleoutcomesto myown inquiry

Course/Subject/Grade(s):Science 9

UnitQuestion:Whydoweneedthesun?

Minilessons

Q1 HowcanIbeintellectuallycurious?

Q2 HowcanIbeascientificobserver?

Q3 HowcanImakemeaningfulhypothesis?

Q4

UnitMiniLessonPlanner








Iknowsolarradiation






CurricularCom

petencies:Que

stioning



















Minilessons


Askingquestions Furtheringmy questions Sustainingmyquestions


Makingobservations Findingpatternsinobservations

Connectingobservationstotheworld


Making ahypothesis Makingmultiplehypothesis Adjustingahypothesis

Q4









Iknowsolarradiation






CurricularCom

petencies:Que

stioning



















Minilessons



SolarradiationTypesoflightradiation




Effectsofsolarradiation



Connectionsofsolarradiation

Q4




Minilessons











Q4 HowwillIshowmylearning?

Determining thegoalsIhavemet

Findingtheevidence ofmylearning

Reflecting onmylearning:AnsweringtheBIGquestion


Example

• Grade8Math• BigIdea(understand):HowdoesPythagoreanTheoryconnect,relate,describeandmeasure,linesandshapesinourworld?

• Content(know):WhatisPythagoreanTheory?

• CurricularCompetencies(do):HowcanIuseaportfoliotokeeptrackofmylearningandjustifywhatIhavelearned?

• CoreCompetency(be):Howcanwebecomepersonallyawareandresponsibleinmath?

Course/Subject/Grade(s):Math8 PlanningTeam:Graeme&Shelley

UnitBigIdea:Therelationshipbetweensurfaceareaandvolumeof3Dobjects canbeusedtodescribe,measure,andcomparespatialrelationships.

UnitGuidingQuestion:WhatisPythagoreanTheoryandhowdoesPythagoreanTheoryconnect,relate,describeandmeasure,linesandshapesinourworld?

Goals Access All Most Few

Content:PythagoreanTheorem

I know square root, square, area, right triangle, rectangle, Squares vs rectangle, square compared to other shapes, area of square, all sides are equal, square root, right triangle

I know Pythagorean theorem and where to find it useful in the world

I know how to derive the formula for Pythagorean theorem

I know how to find a missing side of a right triangle

CurricularCom

petencies

ReasoningandAnalysis

Estimating by comparing to something familiar

Using concrete materials to understand above concepts

Using perfect square numbersBuilding a model using concrete materials

Non perfect squares numbers

Drawing pictures/ diagrams

Using non whole numbers

Using/ applying an abstract formula

UnderstandingandSolving

Explore environment to find a right triangle OR find a rectangle and make it into a right triangle

Use an example connected to personal/ familiar experience

Use an example from a context unfamiliar (e.g. word problem)

Use an example connected to first the first nations constellations

Communicatingandrepresenting

Using math vocabulary (square, square root, rectangle, triangle, equal)Explain and justify your thinking in one way (abstract/concrete/pictorial)

Using math vocabulary (right triangle) Explain and justify your thinking in one way (abstract/concrete/pictorial)

Using math vocabulary (Pythagorean theory, formula, non-perfect squareExplain and justify your thinking in two ways (abstract/concrete/pictorial)

Using math vocabulary

Explain and justify your thinking in all ways (abstract/concrete/pictorial)

Connectingandreflecting

What does this problem this remind you of in the world?

Find another solution to a problem

Pose a new problem or question

Describe how Pythagorean connects to our self and world around us (connect to First Nations)

TheLearningMap

Selectingthegoals/strategiesPersonalAwareness&Responsibility


Competency Lens:PersonalTarget Competency:PersonalAwareness&Responsibly

SelfAssessmentPre

PostTargeted Skill(s)

HowcanIself-regulatetosupportmylearningandwellbeing?

I can identify choices, supports, strategies, that help manage my learning and emotions

I can choose activities in math class that support feeling comfortable learning and trying new things, I know how these choices help me

I can accept responsibility for my physical and emotional actions in math class

I can manage my feeling my in math class and emotions

I take ownership of my learning, goals, and behavior in math class

What is a new skill I learned? What is a skill I was reminded of that is useful?

Howdidtheseskillshelpmebemoresuccessfulduringthisclass?

How can I use the skills that I have learned in other contexts?

What other competency areas did I use in this unit and how did they help me?


UnitBigIdea:Therelationshipbetweensurfaceareaandvolumeof3Dobjects canbeusedtodescribe,measure,andcomparespatialrelationships.

UnitGuidingQuestion:WhatisPythagoreanTheoryandhowdoesPythagoreanTheoryconnect,relate,describeandmeasure,linesandshapesinourworld?

Goals Access All Most Few

Content:PythagoreanTheorem

I know square root, square, area, right triangle, rectangle, Squares vs rectangle, square compared to other shapes, area of square, all sides are equal, square root, right triangle

I know Pythagorean theorem

I know how to derive the formula for Pythagorean theorem

I know how to find a missing side of a right triangle

CurricularCom

petencies

ReasoningandAnalysis

Estimating by comparing to something familiar

Using concrete materials to understand above concepts

Using perfect square numbersBuilding a model using concrete materials

Non perfect squares numbers

Drawing pictures/ diagrams

Using non whole numbers

Using/ applying an abstract formula

UnderstandingandSolving

Explore environment to find a right triangle OR find a rectangle and make it into a right triangle

Use an example connected to personal/ familiar experience

Use an example from a context unfamiliar (e.g. word problem)

Use an example connected to first the first nations constellations

Communicatingandrepresenting

Using math vocabulary (square, square root, rectangle, triangle, equal)Explain and justify your thinking in one way (abstract/concrete/pictorial)

Using math vocabulary (right triangle) Explain and justify your thinking in one way (abstract/concrete/pictorial)

Using math vocabulary (Pythagorean theory, formula, non-perfect squareExplain and justify your thinking in two ways (abstract/concrete/pictorial)

Using math vocabulary

Explain and justify your thinking in all ways (abstract/concrete/pictorial)

Connectingandreflecting

What does this problem this remind you of in the world?

Find another solution to a problem

Pose a new problem or question

Continuing mylearningoutsidetheclassroom

Course/Subject/Grade(s):Math8

UnitQuestion:WhatisPythagoreanTheoryandhowdoesPythagoreanTheoryconnect,relate,describeandmeasure,linesandshapesinourworld?

Minilessons

Q1 HowdoImathematicallyreasonandanalyze?

Core- settingagoal/identifyingsupports

Concretely Pictorially Abstractly

Pythagoreantheory

Q2 HowdoImathematical understandandsolve?

Core- trying newthings/pushingmyself

Connectingtoself Connecttoworld Connect toFPP

Derivingaformula

Q3 HowdoImathematicallycommunicateandrepresentmylearning?

Core- managingmyemotions

Justifymythinkingin1way

Justifymythinkingin2ways

Justifymythinkingin3ways

Applyingaformula

Q4 HowdoImathematicallyconnectandreflectonmylearning?

Core- takingownershipformyself

Findingmultiplesolutions

Posingnewquestions Continuing mylearningoutsidetheclassroom

Sharing mylearning/reflectingonmycompetencies


Example

• Grade6/7languagearts• BigIdea(understand):Howdostories(andothertext)helpmebetterunderstandmyselfandtheworld?

• Content(know):WhatdoIneedtoknowaboutcharactersinastory?WhatdoIneedtoknowaboutparagraphwriting?

• CurricularCompetencies(do):HowcanIuseaportfoliotoshowwhatIknow?

• CoreCompetency(be):Howcanwebecomecriticalthinkers?

TheLearningMap

Selectingthegoals/strategiesCriticalThinking

Criticalthinkersquestion&investigate!Criticalthinkersquestionandinvestigateby…

…being curiousandexploringsomethinginteresting

…askingquestionstofindoutnewinformation

…figuringoutmorethanonewaytoansweraquestion

…keepingtrackofwhereIfindmyinformation

Setting mycriticalthinkinggoalsWeek1 Week3 Week6

OnestrategyIamalreadydoingwellis…



OnestrategyIwanttoworkonis… OnestrategyIwanttoworkonis… OnestrategyIwanttoworkonis…

Whatismyplantomakeithappen? Whatismyplantomakeithappen? Whatismyplantomakeithappen?

HowcanIbecomeacriticalthinker?

Example

• Grade3/4Science• BigIdea(understand):Howdolivingthingsinteractwithandrespondtoeachotherinourlocalenvironment?

• Content(know):Whatisthebiodiversityinourlocalenvironment?

• CurricularCompetencies(do):HowcanIuseafieldguidetohelpmeobserveandtoshowwhatIknowandamlearning?

• CoreCompetency(be):Howcanwebecomecreativethinkers?

TheLearningMap

Selectingthegoals/strategiesCreativeThinking

Creativethinkersgeneratenewideas!Creativethinkersgeneratenewideasby…

…usingtheirsenses … building onotherpeople’sideas

…learningon myownaboutsomethingthatisinterestingtome

… knowingwhat Ineedtofocus,learnandobserve

Setting mycreativethinkinggoalsWeek1 Week3 Week6




OnestrategyIwanttoworkonis… OnestrategyIwanttoworkonis… OnestrategyIwanttoworkonis…

Whatismyplantomakeithappen? Whatismyplantomakeithappen? Whatismyplantomakeithappen?

HowcanIbecomeacreativethinker?

Creativethinkersgeneratenewideas!Creativethinkersgeneratenewideasby…

…usingtheirsenses … building onotherpeople’sideas

…learningon myownaboutsomethingthatisinterestingtome

… knowingwhat Ineedtofocus,learnandobserve

KeepingtrackofmyprogressWeek3 Week6 Week9

ThisisanexamplewhenI usedmystrategy!



ThisisanexampleofwhenIusedmystrategyoutsideofschool !



ThisiswhereIthinkIcanusemystrategynext!



HowcanIbecomeacreativethinker?

Lessons!

LessonTips!– fromFayeandRichardAllington• Gradualrelease

• Model/guide/independentpractice/independentapplication• Lessonsequence:Connect/Process/Transform&Personalize

• Meaningfultasks• Whataretheactivitiescapturing

• Takethetime• Talking&conversations• Text

• Oral,visual,written• Multiplelevels&perspectives

• Feedback• Whatisworking?Whatisnot?Whatisnext?








Iknowsolarradiation






CurricularCom

petencies:Que

stioning



















Minilessons


















Competency GuidingQuestion:HowcanIbeintellectuallycurious?Minilesson:wondering/askingquestions

Supports

Conten

t:So

larrad

iatio

n

Connect:IntroduceunitquestionDrawingvocabactivity:Light,earth,sun,radiation,effect,cycle, matter,energy,wind,oceancurrents,watercycle,connection,solarradiation,nutrients,Earth

Word squares,pencils,scissors

Process:Picturesetofsolarradiationin theworld- whatdoyouwonderaboutwhatyousee?Brain stormquestionsusingvocabularywordsandinformationfromthepictureset,writequestionsonsentencestripsOrganize questionsintothemesonthewall

Sentence strips,markers

Transform:Chooseathemetoinvestigatefurtherforaninquiry,decidewhatsupportsyouneedtobesuccessfulinyourinquiry(e.g.individual,partner)

Questionplanningform

Task(s)Access MUSTdo… CANdo… COULDdo…

Matchvocabwordstoimages

Choosea questiontoinvestigatefurther

Comeupwith3 ormore followupquestionstobeginaninquiry

Makeapossible hypothesistooneofyourquestions



Minilessons


















Competency GuidingQuestion:HowcanIbeintellectuallycurious?Minilesson:scientificquestions/furtheringmyquestions

Supports

Conten

t:So

larrad

iatio

n

Connect:SharequestionschosenBrainstorm: Whatmakesagoodquestion?

Word squares,pencils,scissors

Process:Whatmakesagoodscientificquestion?(evidence canbefound,testable- datacollection,hypothesis,interesting)Groups– Maketheexamplequestionsmore“scientific”Groups/individuals – Maketheirownquestionsmore“scientific”

Sentence strips,markers

Transform:Exitslip:Whatareyourscientificquestionaboutthesun?Comeupwithascientificquestionaboutsomethingelsethatisinterestingthatyouwouldliketoinquireabout

Questionplanningform


Chooseaquestiontowonderabout

Addtoyourwondering/questiontomakeitmorescientific

Comeupwith3ormorefollowupscientificquestions

Trade yourquestionwithanotherpeerorgroupforfeedback

Grade3/4Whatmakesagoodfriend?\HowcanIbeabetterfriend?

Youwillbepresentingattheendofyearassemblygivingadvicetoyourschoolabouthowtobeabetterfriend.

Format:ChoiceAudience:300people,rangeofage

Course/Subject/Grade(s):Language ArtsGr.3/4 PlanningTeam: Blaschuck &Moore

UnitBigIdea(s):Storiescanbeunderstoodfromdifferentperspectives

UnitGuidingQuestion:Whatmakesagoodfriend? HowcanIbeabetterfriend?

Goals Access All Most Few Challenge

Content:Character

Problem

I knowthecharactersinmytext

Iknowan event inmytext

Iknowwhythecharactersareconnectedtotheevent

Iknowthedifferentcharacterperspectivesinconnection totheevent/problem

Iknowthemotivationsbehindtheperspectivesofthecharactersinconnectiontotheevent/problem

I knowhowtheperspectivesofthecharactershavechangedovertimeinrelationtoanevent/problem

CurricularCom

petencies

Comprehendandconnect:Usepersonalexperienceandknowledgetoconnecttotextandmakemeaning

Icanchoosean eventinatextthatremindsmeofmaneventinmylife

Icanconnectmytexttomyself

Icanconnectmytexttoanothertext

Icanconnectmytexttotheworld

Icanconnectmytexttoabiggerlifelesson

Engageactivelyaslisteners,viewers,andreaders,asappropriate,todevelopunderstandingofself,identity,andcommunity

Icantaketurnsresponding

Icanrespondtoideaswithacommentorconnection

Icanrespondtoideaswithclarifyingand/orextendingquestions

Icanrespondtoideasbybuildingonothers’ideas

Icanrespondtoideasbysupportingothermembersofmygroupto feelmoreincluded

Createandcommunicate:CommunicateusingsentencesandmostconventionsofCanadianspelling,grammar,andpunctuation

Icancommunicatemyideasclearlyinanyway

Icancommunicatemythinkinginoneway(writing,speaking,representing)

Icanconsider myaudience

Icancommunicatemythinkingintwoways(writing,speaking,representing)

Icancommunicatemythinkingin three ways(writing,speaking,representing)

Icanusedigitalformatstocommunicate mythinking

Createandcommunicate:Exchangeideasandperspectivestobuildsharedunderstanding

Icandescribethecharactersandan eventinmytext

Icandescribehowmycharactersareconnectedtoaneventinmytext

Icandescribe theperspectiveofmycharactersinrelationtoaneventinmytext

Icanexplain thecharacter’smotivationsfortheirperspectivestoanevent/probleminmytext

I candescribehowcharacter’sperspectiveshavechanged

Course/Subject/Grade(s):Grade 3/4

UnitQuestion: Whatmakesagoodfriend? HowcanIbeabetterfriend?

Minilessons

Q1 HowcanIconnecttostories?

Core competency goalsetting

Texttoself Text totext Text toworld

Characters/events

Q2 Howcan Ibeanactivelistener?

Core competency goal respond Question Buildon

Howcharacter/eventareconnected

Q3 HowdoI clearlycommunicatemyideas?

Core competency goal Visualform Oral form Writtenform

Perspectivesofcharacter

Q4 Howcan Iuseperspectivetobetterunderstandmytext?

Core competency goalreflection

Findingmultiplesolutions

Posingnewquestions Continuing mylearningoutsidetheclassroom

Charactermotivations


Course/Subject/Grade(s): PlanningTeam:UnitBigIdea:Storiescanbeunderstoodfromdifferentperspectives


LessonGoal:HowcanIconnecttostories?(t-s)Characters/events

Materials/Prep

Connect:chooseyourbook

Process:(Litcircles)Mini lesson:text– selfconnectsReadingroups– makingconnection (quadrantofthought)(Payattentiontocharacterandevents)Tasks

Transform:HowcanIconnecttostories?How didyouconnecttoyourtext?


Drawabodyofacharacterinyourtextandlabelwhat youknowaboutthem

Label thecharacterwithinsidetraits

Labelthecharacterwitheventsthateffectthem

Connectthetraitstotheeventsasevidence



LessonGoal:HowcanIconnecttostories?(t-t)Characters/events

Materials/Prep


Process:(Litcircles)Mini lesson:text– textconnectsReadindifferentgroups– makingconnections (quadrantofthought)(Payattentiontocharacterandevents)Tasks

Transform:HowcanIconnecttostories?How didyouconnectmultipletexts?


Character jigsaw WhatdothecharacterstraitshaveincommonVenndiagram

ComparecharactersmotivationsVenndiagram

How doIconnecttothecharactersmotivations(addabubble)



LessonGoal:HowcanIconnecttostories?(t-w)Characters/events

Materials/Prep


Process:(Litcircles)Mini lesson:text– worldconnectsBacktooriginalgroup– makingconnections (quadrantofthought)(Payattentiontocharacterandevents)Tasks

Transform:HowcanIconnecttostories?How doesmytextconnecttothe world?


Listeventsinyourtext

Chooseaneventthat isaprobleminthetextrelatedtoyourcharacter – anddescribewhyit’saproblem

Add toyourcharacterplacemat

Connecttheevent tosomethingyouhaveexperiencedinyourlife

Connecttheevent tosomethingintheworld(didn’thavetohappentoyou)

Grade8- FrenchHowisCanadianculturesimilar/differenttoFrancophoneculturesaroundtheworld?

Format:Introduction/presentationofpenpal

Audience:penpalfromanotherFrenchcommunity

Course/Subject/Grade(s):French8 PlanningTeam:Preddy,Fischer&Moore

UnitBigIdea(s):WecanexpressourselvesandtalkabouttheworldaroundusinFrench

UnitGuidingQuestion:HowisCanadian culturesimilar/differenttoFrancophoneculturesaroundtheworld?

Goals Access All Most Few Challenge

Content:Frenchculture IknowwhichcountriesspeakFrencharoundtheworld

IknowspecificfactsaboutaFrancophonecountry

Iknowsimilarities&differencesbetweenaFrancophonecountryandours

IknowhowFrancophonecountrieshaveinfluencesours

IknowhowFrancophoneCanadians havecontributedtosociety

CurricularCom

petencies

Identify&Shareinfo

IcanidentifyaplacethatisFrancophone

IcanchooseaFrancophonecommunityanddescribeit

IcanidentifypracticesofaFrancophonecommunityandshareit

Ican identifytraditionsofaFrancophonecommunityandshareit

IcanidentifywhatmakesaFrancophonecommunityuniquefromothers

Describesimilarities&differences

Icancompare aFrancophonecommunitytomyown(model)

IancompareFrancophoneholidays &celebrationstomyown

IcancompareFrancophonepracticesto myown

IcancompareFrancophonecustoms &traditions to myown

IcancomparerelevanceofFrancophoneHolidaystomyown

Exchangeideas&informationorally&inwriting

Icanorally respondtoquestionsaboutaFrancophonecommunity

IcanaskandanswerquestionsorallyaboutaFrancophonecommunity

IcandescribeapersonandtheirinterestsinaFrancophonecommunity

Icandescribeaperson andtheirbeliefsinaFrancophonecommunity

Icancompareaperson fromaFrancophonecommunityCharacteristicstomyself

DeborahPreddy &HeatherFischer– ThomasHaney

Course/Subject/Grade(s):French8

UnitQuestion:HowisCanadianCulturesimilar/different toFrancophoneculturesaroundtheworld?

Minilesson Sequence

Question1: HowdoIidentifyandshareinformationinFrench?

Minilessons 1.Vocabulary 2.Chooseafrancophonecommunity&describeit

3.Sharingpractices 4. SharingTraditions

StudentTasks Researching:MyFrancophonecommunity

Question2:HowdoIdescribesimilaritiesanddifferences inFrench?

Minilessons 5.Vocabulary 6.Compareholidaystomyown

7.Comparepracticestomyown

8.Comparecustoms&traditionstomyown

StudentTasks Comparing betweenmyFrancophone communityandmyown

Question3: HowdoIexchangeideasandinformationorallyinFrench?

Minilessons 9.Vocabulary 10.Ask&answerquestionsorally

11.Describeaperson&interests

12.Describebeliefs andopinions

StudentTasks HowFrancophonecountriesinfluenceour community

Question4: HowdoIshare whatIhavelearnedinFrench?

Minilessons 13.WhatgoalshaveImet?

14.Collectingevidence 15.Reflectingonmylearning

16. Sharingmylearning

StudentTasks Buildingour portfolio


• PlaceBased

• Wherewillweimplementourplan?• Whatisyourcurricularplace/community/location/land?• Teachskillsinthecontextandtransferoutvs.teachoutofthecontextandtransferin

• StartwithStrength

• Whatcanwealreadydoandwhatdoweneedtodonext?vs.Whereshouldwebeandwhyaren’twethere?

• Responsive

• Whatcompetenciesdoweneedtotarget?• Asanindividual• Asagroupasawhole

• ContinuumsofSuccess

• Whatisourrange?• Whoneedsthemostsupport?• Whoneedsthemostchallenge?

BCsRenewedCurriculum:BigIdeas

Reflections

• Whatdidyoutry(thatwasdifferentthanwhatyoudidbefore)?

• Whatdidyounotice?

• Whatdidyounoticeaboutyouroutsidepins?

• Whatareyournextsteps?

LearningMap/LessonFeedback!

• [email protected]

moving from the learning map to the lessons! - blogsomemoore · flip book planning big idea content...

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