Elementary World Languages PLC Sept 2, 2015 Marzano Domain 2 lesson planning and Domain 1 DQ 2

1. ELEMENTARY PLC #3
WEDNESDAY SEPT. 2, 2015
DOMAIN 2 PLANNING AND PREPARING
DOMAIN 1 – DQ 2

3. PLANNING AND PREPARING
•INDICATOR 43 – LESSONS WITHIN UNITS
•INDICATOR 42 – EFFECTIVE SCAFFOLDING OF
INFORMATION WITHIN LESSONS (DQ 2 , DQ 3, DQ 4)
Reflecting on Teaching
• Indicator 51 – Evaluating the
Effectiveness of Individual Lessons
and Units

4. INDICATOR 43 – PLANNING
LESSONS WITHIN UNITS

5. WHAT WILL I DO TO DEVELOP
EFFECTIVE LESSONS ORGANIZED
INTO A COHESIVE UNIT?

7. CURRICULUM – WHAT WE TEACH
INSTRUCTION – HOW WE TEACH
What you will teach + how you will teach it
= LESSON PLANNING

8. • Curriculum Guides
• Standards
• Descubre Resources
• Frequency and time with
students
• Age level of students

9. EXAMPLE:
EXISTING CURRICULUM INFORMATION:
•SEE STUDENTS 2 – 3 DAYS A WEEK EVERY WEEK
FOR YEAR.
•SAME STUDENTS FROM YEAR TO YEAR SO
CONTENT EACH YEAR MUST BE SCAFFOLDED AND

10. STEP ONE:
KNOW HOW MANY TIMES YOU WILL SEE
STUDENTS. THIS WILL DETERMINE HOW MANY
LESSONS YOU WILL NEED.

11. STEP TWO:
LOOK AT CURRICULUM GUIDES* TO LAYOUT YOUR
YEARLY PLAN AND DETERMINE WHICH
TOPICS/UNITS YOU WILL BE ABLE TO COMPLETE
AND HOW MANY DAYS FOR EACH UNIT.
*Curriculum Guides based on Descubre el Español for Spanish

12. STEP THREE:WHAT SHOULD THE STUDENTS KNOW AND BE ABLE TO DO?
DETERMINE THE VOCABULARY AND
STRUCTURES YOU WILL BE ABLE TO DO WITH
THE SCHEDULE YOU HAVE
Consider time with students per lesson, time between lessons

13. STEP FOUR:
GATHER YOUR RESOURCES (STANDARDS
DOCUMENT, “CAN DO” STATEMENTS,
DESCUBRE, ETC.) TO MAP OUT YOUR DAILY
LESSONS SKELETON

14. Unit Title:
Cultural Focus:
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6
Theme:
Learning Goal:
Language Functions:
Cultural Focus:
Link to Lesson Plan:
Link(s) to Resources:
Theme:
Learning Goal:
Language Functions:
Cultural Focus:
Link to Lesson Plan:
Link(s) to Resources:
Theme:
Learning Goal:
Language Functions:
Cultural Focus:
Link to Lesson Plan:
Link(s) to Resources:
Theme:
Learning Goal:
Language Functions:
Cultural Focus:
Link to Lesson Plan:
Link(s) to Resources:
Theme:
Learning Goal:
Language Functions:
Cultural Focus:
Link to Lesson Plan:
Link(s) to Resources:
Theme:
Learning Goal:
Language Functions:
Cultural Focus:
Link to Lesson Plan:
Link(s) to Resources:

15. Mis amigos, mi familia y yo
Cultural Focus: Mexico/Culturally appropriate Greetings and polite expressions
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6
Theme: Saludos y
despedidias &
Procedures/Learning a
language
Learning Goal:
Language Functions:
Resources:
Lesson Plan:
Theme: Saludos y
despedidias &
Procedures/Learning a
language
Learning Goal:
Language Functions:
Cultural focus:
Resources:
Lesson Plan:
Theme: La familia, letra “a”
Learning Goal:
Language Functions:
Cultural focus:
Resources:
Lesson Plan:
Theme: La familia, letra “a”
Learning Goal:
Language Functions:
Cultural focus:
Resources:
Lesson Plan:
Theme: Los amigos
(introductions)
Learning Goal:
Language Functions:
Cultural focus:
Resources:
Lesson Plan:
Theme: Los amigos
(descriptions with soy/es),
letra “e”
Learning Goal:
Language Functions:
Cultural focus:
Resources:
Lesson Plan:
Nuestra comunidad
Cultural Focus: Boliva/El mercado
Lesson 7 Lesson 8 Lesson 9 Lesson 10 Lesson 11 Lesson 12
Theme: La casa
Learning Goal:
Language Functions:
Cultural Focus:
Resources:
Lesson Plan:
Theme: La casa/location
(using estar)
Learning Goal:
Cultural Focus:
Resources:
Lesson Plan:
Theme: La comunidad/El
mercado, letra “i”
Learning Goal:
Language Functions:
Cultural Focus: traditional
clothing of Bolivia, el
mercado
Resources:
Lesson Plan:
Theme: La comunidad/El
mercado
Learning Goal:
Language Functions:
Cultural Focus:
Resources:
Lesson Plan:
Theme: Places in the
Community
Learning Goal:
Language Functions:
Cultural Focus:
Resources:
Lesson Plan:
Theme: People in the
community, letra “o” y “u”
Learning Goal:
Language Functions:
Cultural Focus:
Resources:
Lesson Plan:

16. Break timeBreak time

17. INDICATOR 42 – EFFECTIVE
SCAFFOLDING OF
INFORMATION WITHIN
LESSONS
(DQ 2, DQ 3, DQ4)

18. WHAT WILL I DO TO DEVELOP
EFFECTIVE LESSONS ORGANIZED
INTO A COHESIVE UNIT?

19. LESSON DESIGN ELEMENTS
1. SEGMENTS THAT WILL MOST LIKELY BE PART OF EVERY LESION (ROUTINE
COMPONENTS) (DQ 1, DQ 6)
2. SEGMENTS THAT FOCUSES ON CONTENT (DQ 2, DQ 3, DQ 4)
3. SEGMENTS THAT ADDRESS ACTIONS THAT MUST BE TAKEN ON THE SPOT
(DQ 5, DQ 7, DQ 8, DQ 9)

20. PLAN FOR LESSON SEGMENTS THAT
WILL BE ROUTINE COMPONENTS OF
EVERY LESSON
• DQ 1: What will I do to establish and communicate learning
goals, track student progress and celebrate success?
• DQ 6: What will I do to establish or maintain classroom
rules and procedures?
Action Step ONE

21. PLAN FOR LESSON SEGMENTS THAT
WILL BE ROUTINE COMPONENTS OF
EVERY LESSON
• What procedures and routines will be used? Will
students be reminded or specific rules and
procedures or will new ones be established?
• Will students be reminded or already established
learning goal, or will new goal be set?
• How will I track student progress?
• Will students be provided with some form of
recognition for progress on their learning goals?
QUESTIONS TO ASK YOURSELF

22. 2. PLAN FOR CONTENT SPECIFIC
LESSON SEGMENTS (3 TYPES)
#1 DQ 2: What will I do to help students effectively interact
with new knowledge?
#2 DQ 3: What will I do to help students practice and deepen
their understanding of new knowledge?
#3 DQ 4: What will I do to help students generate and test
hypotheses about new knowledge?
Action Step TWO – The majority of lesson time is spent here!

23. DQ 2 WHAT WILL I DO TO HELP
STUDENTS EFFECTIVELY
INTERACT WITH NEW
KNOWLEDGE
CRITICAL INPUT EXPERIENCESIndicators
6-13

24. DQ 2 – HELPING STUDENTS INTERACT WITH NEW
KNOWLEDGE
6 IDENTIFY CRITICAL INFORMATION
7 ORGANIZING STUDENTS TO INTERACT WITH NEW KNOWLEDGE
8 PREVIEWING NEW CONTENT
9 CHUNKING CONTENT (INTO DIGESTIBLE BITES)
10PROCESSING OF NEW INFORMATION WITH STUDENTS
11 ELABORATING ON NEW INFORMATION
12 RECORDING AND REPRESENTING KNOWLEDGE
13REFLECTING ON LEARNING
Always
together

25. CRITICAL INPUT EXPERIENCES
AKA WHAT THE TEACHER DOES
Visual – 77%*
*Percent of information recalled one year after completion of Unit
Dramatic– 57%*
Verbal– 53%*

26. STEP ONE: IDENTIFY A VARIETY OF
POSSIBLE CRITICAL INPUT EXPERIENCES
FOR THE FOLLOWING LEARNING GOAL
VISUAL DRAMATIC VERBAL
Each Learning Goal should have 2-3 (related) critical input experiences
Learning Goal:Learning Goal:
Students will be able to introduce themselves using basicStudents will be able to introduce themselves using basic
culturally appropriate greetings and memorized expressionsculturally appropriate greetings and memorized expressions

27. 6. Identifying Critical information

28. 7. Organizing Students to interact with new knowledge

29. 8. Previewing New Content
The teacher engages students in activities that help them link what they
already know to the new content about to be addressed and facilitates
these linkages.
Teacher Evidence
 Teacher uses preview question before reading
 Teacher uses K-W-L strategy or variation of it
 Teacher asks or reminds students what they already know about the topic
 Teacher provides an advanced organizer
•Outline
•Graphic organizer
 Teacher has students brainstorm
 Teacher uses anticipation guide
 Teacher uses motivational hook/launching activity
•Anecdotes
•Short selection from video
 Teacher uses word splash activity to connect vocabulary to upcoming content

30. Round RobinRound Robin
Previewing TechniquesPreviewing Techniques
Learning Goal:Learning Goal:
Students will be able to introduce themselves usingStudents will be able to introduce themselves using
basic culturally appropriate greetings and memorizedbasic culturally appropriate greetings and memorized
expressionsexpressions

31. Based on student needs, the teacher breaks the content into small
chunks (i.e. digestible bites) of information that can be easily
processed by students.
Teacher Evidence
 Teacher stops at strategic points in a verbal presentation
 While playing a video tape, the teacher turns the tape off at key junctures
 While providing a demonstration, the teacher stops at strategic points
 While students are reading information or stories orally as a class, the
teacher stops at strategic points
Student Evidence
 When asked, students can explain why the teacher is stopping at various
points
 Students appear to know what is expected of them when the teacher stops
at strategic points
9. Chunking Content & 10. Processing with
Students

33. Learning Goal:
Students will be able to
introduce themselves using
basic culturally appropriate
greetings and memorized
expressions

34. The teacher asks questions or engages students in activities that
require elaborative inferences that go beyond what was explicitly
taught.
Teacher Evidence
 Teacher asks explicit questions that require students to make elaborative
inferences about the content
 Teacher asks students to explain and defend their inferences
 Teacher presents situations or problems that require inferences
Student Evidence
 Students volunteer answers to inferential questions
 Students provide explanations and “proofs” for inferences
11. Elaborating on New Information

35. The teacher engages students in activities that help them record their
understanding of new content in linguistic ways and/or represent the
content in nonlinguistic ways.
Teacher Evidence
 Teacher asks students to summarize the information they have learned
 Teacher asks students to generate notes that identify critical information in the content
 Teacher asks students to create nonlinguistic representations for new content
•Graphic organizers
•Pictures
•Pictographs
•Flow charts
 Teacher asks students to create mnemonics that organize the content
Student Evidence
 Students’ summaries and notes include critical content
 Students’ nonlinguistic representations include critical content
 When asked, students can explain main points of the lesson
12. Recording and Representing Knowledge

36. Frayer Model
Definition in your own words Facts/characteristics
Examples Nonexamples
Word
Graphic Organizers

37. Dramatizations/gestures
Creating Symbols
Sketches/Diagrams/Photography
Non-Linguistic Representations
Creating Videos