Putting All the Pieces Together: Understanding this Puzzle Called Autism
Putting the Puzzle Together
description
Transcript of Putting the Puzzle Together
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PUTTING THE PUZZLE TOGETHER
Planning Process and Integration
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How can one incorporate all the different curricular
pieces to help students achieve more?
Essential Question
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Planning with the STANDARDS in mind…
Viewed the Polk County
Curriculum Maps
Viewed the 09/10 Language
Arts NGSSS standards
Compared both items
Wrote my Student
Learning Map
Asked peer teacher to
review
Began planning my unit using
Toolbox
It is important for me as a teacher to ensure I am covering all the standards and not just the curriculum map.
Looked for standards missing from county maps
Using scaffolding and kid-friendly
language
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• Added scaffolding (for myself and for students)• Split up vocabulary words (no more than 5-6
key vocab for each concept)• I reworked it so I would be cognizant of the
standards I was covering throughout the unit.
Transition from Curriculum Map to Student Learning Map
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HANDOUT A
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HANDOUT B
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Launch Activity
HANDOUT C
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I wanted a lesson that would…□ Engage students□ Tap into their prior knowledge□ Incorporate THINKING MAPS□ Have frequent “checks” for understanding□ Be fun for the students□ Have flexibility for differentiation
Planning my Launch Activity
HANDOUT C
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• I wanted to have three different activities for the 90 minute period to keep students engaged:– Defining “poetry” using circle map– “I Am From” poems to gauge prior knowledge– Poetry Survivor pendants – as a summary activity
Structuring the Launch Activity
HANDOUT C
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Final EATS Lesson of the Unit
HANDOUT D
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In my lesson I wanted…□ Engaged students□ To use relevant materials□ Include color-coding text□ Have frequent “checks” for understanding□ Be fun for the students□ Teach in DETAIL how to analyze a poem with TPCASTT□ Challenge students to think outside the box
Planning my EATS Lesson
HANDOUT D
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• First, I needed to review essential vocabulary with them.
• Introduce them to the TPCASTT acronym • Have students take two-column notes• Use the WRITE-COMPARE-SHARE structure of
CISM to keep students engaged throughout the lesson
• Ensure students were able to identify symbolism and figurative language in a poem/text.
Structuring my EATS Lesson
HANDOUT D
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• I scripted out my lesson plan for ME!• I put approximate times on my lesson plan and
tried my absolute BEST to stick to them.• I knew already what I wanted them to know
about poetry before they left the class and I wrote that on my lesson plan as a reminder.
• I used a consistent strategy so, when I didn’t pay attention to my lesson plan, students called me out on “skipping a step” in the process.
Scripting it OUT!
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Pretend you are the administrator who is doing my evaluation. Use the following to evaluate my lessons:
1. Video clips (observation)2. Unit Plan (SLM)3. Lesson plans (EATS and LAUNCH ACTIVITY)
*Pull out your EPC Domain 2 rubric to complete your evaluation
Your Turn
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Watch the Video
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In my lessons, I was able to integrate:- Thinking Maps- Two-column Notes- Collaborative Pairs- CISM strategies- Proficient Reading Practices- Writing- Summarization- Checks for understanding- Higher Order Thinking - Discussion (whole group and small group)- Rigor, relevance, and relationships
Integration