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KIPP NYC DAILY LESSON PLAN FORMAT – ANNOTATED VERSION

KIPP NYC DAILY LESSON PLAN FORMAT – ANNOTATED VERSION

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05/12/2014

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KIPP NYC MIDDLE/HS ANNOTATED LESSON PLAN
The KIPP NYC Annotated Lesson Plan is a guide that KIPP NYC has developed over the years.It is intended to provide guidance and structure, while providing teachers with ample room for the intuitiveness,creativity, and freedom necessary to maximize student learning.
Aim:
y
 
Are we beginning with the end (aim) in mind?Are we being extremely clear what we want our students toknow/be able to do by the end of the lesson and then designing activities and selecting materials to helpus accomplish this goal?
Potential pitfall 
to avoid is starting with the activities and materials and then just attaching an aim to it.
y
 
Are our aims specific and doable in the allocated time?Is it bite-sized enough to ensure studentsuccess?Have I broken up complex skills into bit-sized, do-able aims?
y
 
Along the lines of the above, are our lessons focused on the essential content items/facts/ideas and skillsthat are essential to accomplishing the aim?Are we avoiding unproductive tangents?Are we overloadingthe students with unessential information in which the critical ideas are being lost (the less-is-moreline)?
y
 
Are we checking (throughout the lesson as well as at the end) to see if the kids are learning what we wantthem to be learning (accomplishing the aim)?What are the ways that we are going to check forunderstanding?What products will our students have at the end of class to demonstrate that they aremastering the aim?How will our students show us that they are mastering the aim?
y
 
Are we using student data from tests, homework and independent practice to guide the development of our aims?
y
 
Are our aims aligned with the state standards, scopes/sequences, state exams, teacher generated tests?
y
 
Are we utilizing a variety of HOTS verbs in our aims as a way of pushing ourselves to push the KIPPsters tohigher levels of thought, questioning and understanding?
Potential Pitfall:
a) starting at too high of a levelb) never reaching a high enough level
y
 
Are we picking the most effective and efficient way to teach the standard?
y
 
D
o we have just 1 aim per lesson? This would mean that we would have 2-3 aims in a 90 minute block andperhaps even 2 aims in a 45 minute class?
y
 
Are we at least occasionally formatting our aims differently, including the use of a question as an aim?
y
 
D
o we have our aims written clearly on the board?
D
o we spend time during class going over the aim withstudents?
D
o we cycle back to the aim during closure/summary to ensure that all students have masteredthe aim?
y
 
How do we measure the students mastery of the aim everyday?In other words, how do we determinewho needs review and who is ready to move on?
Agenda:
y
 
D
o we have a consistent and engaging agenda?
 
y
 
D
o the KIPPsters know how to transition from each part of the agenda?
y
 
D
o we write the agenda on the board before class starts?
y
 
C
an the KIPPsters explain what each part of the agenda means, why the class is doing that agenda item,and what the expectations for that agenda item are?
y
 
D
o we spend time going over the agenda with our classes?
D
o we do that in a way that buildsenthusiasm/excitement for the class?
Opening Routine (Everything before the actual lesson begins) = Entrance + Do Now+ HW check + ???
y
 
Is our 
D
o Now motivational, short (less than 5 minutes), related to the aim or spiraled to previous aims,self-explanatory, organized/neat/consistent?
Potential pitfall 
here is having an opening routine (including checking homework) that takes too long.Abest guess on this is an opening routine (
C
ompleting the do now, checking the do now, reviewinghomework, etc of around 5-8 minutes in a 45 minute class and 14-18 minutes in a 90 minute class.
Potential pitfall II  
Kids not knowing what to expect when they walk into class.The opening routineshould have a large measure of consistency and must set the tone for the entire period and mustimmediately move the kids into their academics.
y
 
D
oes our "
D
o Now" provide strategic, cumulative review? Are we using student data to ensure that allstudents can be successful on the "
D
o Now"?
y
 
D
oes our "
D
o Now" require all students to have the necessary materials for class?
D
oes it start the class ina way that sets a positive, rigorous feel to the class?
y
 
D
o we have a mechanism for quickly grading/checking our "
D
o Now" activities?
Cumulative Review (which should be integrated daily into the various elements of the lesson)
y
 
D
oes our cumulative review systematically cover all the skills/standards that we have previously taught?
y
 
Are we using student data to pick the right standards for cumulative review?
y
 
Are our students consistently successful on cumulative review activities?
y
 
Are we using a different mode for review than we have for our lesson?
y
 
Are we varying the ways in which we do cumulative review from lesson to lesson?
y
 
D
o we use cumulative review both in stand alone sections as well as spiraled throughout our lessons?This includes reviewing material from earlier in the lesson as well as previous lessons.
y
 
Have we prepared our vocabulary, algorithms, questions, homework, to review in advance?
y
 
Are we able to fire them off in a rapid pace, developing quick recall and memorization?
y
 
Have we created a technique for ensuring that every student is participating? (such as earn your seat,ticket rewards, mandatory answering etc.)
Motivation/Purpose/Hook/Catalyst:
 
y
 
If we consider each lesson as its own universe then this is the primordial force that gets everythinggoing.If we consider each lesson as a firecracker then this is lighting the fuse.If we consider each lesson agiant snowball rolling down a hill then this is the initial push.
 
y
 
This should be the hook that contextualizes what the kids are about to learn and focuses the studentsattention either by linking the aim to the real-world, the kids lives, a prior lesson, some made-upmnemonic anchor, etc.
y
 
Is our motivation directly connected to the aim, interactive, interesting, and varied in style/tone/etc fromlesson-to-lesson and day-to-day?
y
 
Is my motivation/purpose/hook/catalyst in a different modality than my
D
o Now,
C
umulative Review, andGuided/Independent Practice?
y
 
Is my motivation SHORT and QUI
C
K
GUIDEDand INDEPENDENT practice
M
adeline Hunter basically described Guided Practice and Independent Practice as a four-step instructionalprocess.1)Watch how I do it (modeling/guided practice)2)
D
oing it together (guided practice)3)Ill watch you do it and praise and correct immediately (guided practice)4)Youll do it alone (independent practice)
Guided Practice (I-We and We):
y
 
Are we overtly modeling our thinking for the KIPPsters in a step-by-step manner?
 
y
 
D
o students have the opportunity to watch us do(model)/think through the skill/problem/activity/concept/examples enough times so that they have enough confidence to do some together (we) and thenby themselves (you)?
 
y
 
D
o we have a mechanism for knowing when to go from Guided(I-We) to Guided(We)?
y
 
Are we providing opportunities for clear, directed, and organized student note taking.This is a critical partof each lesson.Students need effective notes so that they can review and study the material on theirown.The KIPPsters should be able to flip through their notebooks and have an accurate and thoroughguide to everything that we have taught.
y
 
D
o our students note-pages reflect the spiral, sequence, and variety of what is happening in our classes?
y
 
Are we effectively using the black board to model, organize, demonstrate concepts as well as reach ourvisual learners?
y
 
Are we planning/scripting activities/questions that differentiate by level of difficulty, depth, spiraling, andlearning style?
y
 
Are we deliberately planning key questions that move students across the various levels of criticalthinking during GP?Are we scripting these questions as needed?Are we actually asking these questions?
y
 
Are we aware of our Ratio during all parts of Guided Practice,
M
ini-Lessons, etc..?
Guided Practice (We):
y
 
Are our Guided(we) problems/activities at the same level of difficulty as our Guided (I-we) activities?

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