Setting a Purpose and Backwards Design: Structuring a Content Area Reading/Thinking Lesson

1. Setting a Purpose and Backwards Design: Structuring a Content Area Reading/Thinking Lesson EDC448 Dr. Julie Coiro

2. Agenda • Diverse Text Set – Questions? • Activity: Setting Your Purpose • Activity: Designing Your Goals • Review Lesson Plan Assignment • Looking ahead on syllabus and previewing homework

3. Diverse Text Set • 10 Texts around a theme/topic – select to make more accessible and maintain rigor • Examples are on the wikispace • Questions? • Optional reading: Laura Robb’s Text Sets article

4. Past Topics for Discussion • What do good readers do? (M&MDAAVISS) • How do good readers make sense of challenging texts? (wondering, inquiry) • Do texts in each discipline require specific strategies? • How skilled are adolescent readers? • How can I make my thinking visible? • How do issues of text complexity and instruction influence rigor & accessibility?

5. Today’s Learning Objectives • Understand the importance of setting a clear and relevant purpose for reading & learning • Understand how to plan a lesson using Backwards Design principles • Connect the main components of a good content literacy lesson (before, during, and after) to your lesson plan assignment • Craft a learning objective about reading in your content area that is clear, precise, and measurable

6. Why Am I Reading This?Tovani, Chapter 5 • Defining Purposes for Reading – What is essential for students to know? • What two places may cause difficulty? • What will you model to help students negotiate the difficult parts? • What do they need to DO with the information once they finish reading? • How will you hold their thinking while they read? ACTIVITY 1 Text complexity Think-Aloud ACTIVITY 2 Annotations, Reading Guides, Graphic Organizers, Two Column-Journals

7. Activity 1 • Purpose is Everything • Circle what you think is important. • Underline places in the text a robber would find important. • Squiggly line under places that a prospective home buyer might think are important. • Which time was the hardest? Why?

8. Working Backwards…to design a good lesson

9. Designing An Educational Trip to France • OBJECTIVE: (poorly written)Students will learn more about culture, geography, history, and language by visiting Paris for 2 weeks. • Groups 1: List the educational activities you will plan for students. • Groups 2: List what you hope students will understand when they return from their trip.

10. Learning Objectives for Paris Trip • Educational Activities • Check out famous sites (Eiffel Tower, Arc du Triumphe) • Take a tour of Versailles palace with questionnaire to compile learning of relevant content • Go to Louvre – questionnaire –discover artists and paintings • Nightlife – Go see traditional/authentic play and learn culture and go to dinner (authentic cuisine) • Practice speaking the language guided by speaking packet • What will students understand? • Experience real world use (colloquialism, slang words) • Identify geographical features of certain historical events and identify where these events took place on a map • Understand role of religion in culture • Hands-on interaction with historical sites – connect to prior knowledge and real-life experiences • Identify food, art, and interactions with locals to examine & reflect on French people’s social networks and daily lives

11. Why Backwards Design? (Wiggins & McTighe, 2005) • “Twin-sins” of traditional lesson design • “Hands-on without being minds-on”: engaging experiences that lead only accidentally, if at all, to insight & achievement • “Coverage”: marching through the text and/or curriculum to cover as many facts as possible

12. Understanding by Design • To understand: • To wisely and effectively USE (transfer) what we know in a certain context • To APPLY knowledge & skill effectively • What are your desired results? • Start your lesson design with these results…not with your instructional methods and activities • Communicate your desired results with clear purposes and explicit performance goals

13. Understanding by Design • 1. Identify desired results • What should students know, understand, and be able to do? How does this connect with your standards? • 2. Determine acceptable evidence • How will you know if students have achieved the desired results? What will you accept as evidence of proficiency? • 3. Plan learning experiences and instruction • What are the most appropriate instructional activities that students will need to equip them with the needed knowledge and skills?

14. Understanding the Main Components of Your Lesson Plan Assignment(Start to think about a topic, text, and a lesson objective)

15. Elements of Your Content Literacy Lesson Plan Assignment • Context of the Lesson • Objectives and Standards • Opportunities to Learn • Instructional Procedures (pre, during, and closure) - ** Explicit modeling is critical • Assessment • Reflection Connect these pieces Buehl’s three parts = (1) Frontloading learning, (2) guiding comprehension, and (3) consolidating learning

16. Promote Strategy Use and Independence by Gradually Releasing Responsibility • Model, think-aloud, and SCAFFOLD your strategy support; note Beuhl’s three phases of instruction in Ch. 2

17. Key Reading Strategies(M&M DAVIS) SYNTHESIZE MAKE CONNECTIONS DETERMINE IMPORTANT IDEAS SUMMARIZE MONITOR AND CLARIFY INFER PREDICT VISUALIZE ASK QUESTIONS ANALYZE

18. Lesson Plan Pieces to Hand In (Refer to this slide!) • Typed plan in lesson plan template (download from the wikispace) • Hard copy of your 2 texts with relevant think-aloud notes on text or stickies (mark up your text; explicit commentary of your thoughts about the strategy you are modeling) • Graphic organizer with title & directions • Assessment task with finished example • Your completed points sheet with questions • Your final reflection (after taught)

19. Introducing/Contextualizing your lesson: How do you “hook” your students? • Images, discrepant events, interactive websites, videos, picture books, current events, anticipation guides • Contextualize your lesson in this and RETURN to it at the end of your lesson to tie it all up and connect to their world!

20. Linking Lessons to the Standards • Be explicit - Kids have a right to know!

21. Writing Learning Objectives for your Lesson Plans

22. Three Criteria for a Learning Objective • Clear • Usually just one sentence • Precise • Precise verbs that reflect the thinking your students will be doing • Set a context(Given…; After…; Before…) • Measurable • How will you measure the “quality” (%age or criteria met) • Start with the top level and work backwards through average and below average

23. Writing Learning Objectives • Given _____, students will _____ (verb and specifics) with (measurable) ____% accuracy or to a certain level • Content: What will students learn? • Reading Process: How will students think/interact/engage with this content material? • (see Common Core Standards in your discipline and narrative or informational text)

24. Link reading/thinking strategy objectives to your content… • The student will • Set a purpose for reading … • Predict and confirm… • Summarize the key words… • Monitor their understanding of… • Ask questions/reflect … • Show the relationship between concepts … • Make inferences and support with evidence… • Draw conclusions… • Make connections between… • Visualize…

25. Some examples - English • CONTENT: Given a set of quotes, students will write a dialogue poem with high-level descriptive verbs to relate to the main character in Speak. • READING/THINKING: Given a graphic organizer, students will make inferences and connections from their quote set to examine the advantages and disadvantages of being an outcast in society.

26. Example - History • CONTENT: Students will summarize the main points to two sides of the argument about whether or not Japanese American internment camps were necessary. • READING/THINKING: Students will write an essay that compares and contrasts the prisoners’ views and the government’s views of the internment camps.

27. Example - Science • CONTENT: Given a graphic organizer, students will identify three differences between human and marine animal sound reception and three structures used by marine animals for sound reception with 80% accuracy. • READING/THINKING: Given graphic organizers and a guided note outline, students will organize main concepts on sound reception in Ch. 6, while identifying supporting ideas and identifying relationships between different anatomical sound receptors in marine animals with 80% accuracy.

28. Example - Math • CONTENT: Students will solve for a single variable involving two-step equations to 85% accuracy. • READING/THINKING PROCESS Students will recognize key phrases that correspond to an equation and formulate the correct equation from a given word problem involving a two-step equation to 85% accuracy.

29. Example: Foreign Language • CONTENT: Students will work collaboratively to create a French menu that shows their understanding of the French culture, new vocabulary, and creativity. • READING/THINKING: Given a sample restaurant dialogue in a French restaurant, students will interpret the meaning of key vocabulary in context and categorize the term as either food, verbs you would use in a restaurant, or items you would find in a restaurant.

30. Questions about Lesson Plan?

31. Today’s Learning Objectives • Review the lesson planning resources in your Strategy Guides text • Connect the main components of a good content literacy lesson to your lesson plan assignment • Begin planning your lesson using Backwards Design principles • Craft a learning objective about reading in your content area that is clear, precise, and measurable