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Lesson Design Like a Rock Star - Union School District
This document provides lesson plans and teaching strategies for various subjects including grammar, writing, and literature. For literature, it outlines a Lit Circles strategy where students analyze characters using prompts to summarize, characterize, identify conflicts and wishes. It also includes lesson plans for grammar covering parts of speech. The document emphasizes the importance of having students self-quiz and test their understanding rather than just recall, and suggests using videos and commercials for "close watching" skills practice similar to close reading. It argues against passive teaching methods like random calling on students and advocates for formative assessments where all students demonstrate their knowledge through work.
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Lesson Design Like a Rock Star - Union School District
- 1. How to LessonDesign like a
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- 3. Can you bea chef and work at McDonald’s?
- 6. That is an“Indian Village”
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- 9. SPOT Specific Transformative Out of comfortzone Positive
- 10. REPS 4-6 Reps to movefrom KNOW to UNDERSTAND
- 11. Progression I teach them thisso that I can teach them that…
- 12. success If only 4of my students are getting A’s, I’m going to get fired.
- 13. #1 Dogs andCats
- 14. The Dog's Diary 8:00 am - Dog food! My favorite thing! 9:30 am - A car ride! My favorite thing! 9:40 am - A walk in the park! My favorite thing! 10:30 am - Got rubbed and petted! My favorite thing! 12:00 pm - Milk bones! My favorite thing! 1:00 pm - Played in the yard! My favorite thing! 3:00 pm - Wagged my tail! My favorite thing! 5:00 pm - Dinner! My favorite thing! 7:00 pm - Got to play ball! My favorite thing! 8:00 pm - Wow! Watched TV with the people! My favorite thing! 11:00 pm - Sleeping on the bed! My favorite thing!
- 15. The Cat's Diary Day983 of My Captivity My captors continue to taunt me with bizarre little dangling objects. They dine lavishly on fresh meat, while the other inmates and I are fed hash or some sort of dry nuggets. Although I make my contempt for the rations perfectly clear, I nevertheless must eat something in order to keep up my strength. The only thing that keeps me going is my dream of escape. In an attempt todisgust them, I once again vomit on the carpet. Today I decapitated a mouse and dropped its headless body at their feet. I had hoped this would strike fear into their hearts, since it clearly demonstrates my capabilities. However, they merely made condescending comments about what a "good little hunter" I am. There was some sort of assembly of their accomplices tonight. I was placed in solitary confinement for the duration of the event. However, I could hear the noises and smell the food. I overheard that my confinement was due to the power of "allergies." I must learn what this means, and how to use it to my advantage. Today I was almost successful in an attempt to assassinate one of my tormentors by weaving around his feet as he was walking. I must try this again tomorrow, but at the top of the stairs. I am convinced that the other prisoners here are flunkies and snitches. The dog receives special privileges. He is regularly released, and seems to be more than willing to return. He is obviously brain damaged. The bird must be an informant. I observe him communicate with the guards regularly. I am certain that he reports my every move. My captors have arranged protective custody for him in an elevated cell, so he is safe. For now ...
- 16. Things unique to thedog Things shared by both 1. 2. 3. 4. 1. 2. 3. 4. 1. 2. 3. Things unique to the cat
- 17. Things unique to thedog Things shared by both 1. 2. 3. 4. 1. 2. 3. 4. 1. 2. 3. Things unique to the cat
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- 19. Name ___________________________ Adverb VerbNoun Adjective Make a three word phrase - label the subject and predicate Interjection Prepositions Conjunctions Pronouns Simile - Analogy Concept: Jon Corippo Write a short paragraph - ! use one of each part of speech
- 21. Name ___________________________ Adverb VerbNoun Adjective Make a three word phrase - label the subject and predicate Interjection Prepositions Conjunctions Pronouns Simile - Analogy Concept: Jon Corippo Write a short paragraph - ! use one of each part of speech
- 23. Times it’s okayto say the F word. Where do I get these?
- 24. That is mygrammar lesson plan until Oct 1
- 26. Name ________________________ Number______________ Imperative Declarative Interrogative Exclamation Dialogue- Character 1 Dialogue - Character 2 Dialogue - Character 1 Dialogue - Character 2 (Use quotes and commas!) Plural Possessive Singular Possesive Use there and their correctly: ________________________________________ ________________________________________ Title the Picture- USE CAPS CORRECTLY!!: ________________________________________ ________________________________________ Use an appositive: ________________________________________ ________________________________________ Write a sentence with a semi colon: ________________________________________ ________________________________________ Write a compound sentence: ________________________________________ ________________________________________ Write a complex sentence: ________________________________________ ________________________________________ Copyright: Jon Corippo
- 27. That is mywriting lesson plan until October 31.
- 29. http://www.morrisflipsenglish.com/blog-ion-lucidity/one-study-strategy-that-will-change-your-classroom The concept, inits most basic form, is self-quizzing. The way most people study is they go over a list of topics, and run through them once or twice. Maybe you make flashcards. And as soon as you've gotten them right at least once, you figure out know them and move on. But that's not knowledge. That's the illusion of mastery. So how do you know if you really know something? By simulating testing conditions and forcing yourself to work harder to pull the information from memory. Practically, that means closing the book or the laptop and going back through the concept and asking yourself questions to test understanding instead of basic recall.
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- 37. Summarize Characterize Conflict Wishes Somebody Wanted But So Then Charvs Char Char vs Self Char vs Nature Char vs Machine Char vs Society Description Actions Dialogue Interior Monologue How Society sees them What 3 wishes would the character make? Tell why for each 1. Why: 2. Why? 3. Why?
- 38. Workflow. Getting kidsworking The power of Lit Circles is kids talking about literature, in small groups and sharing their observations by recording them.
- 39. Summarize Characterize Conflict Wishes Somebody Wanted But So Then Charvs Char Char vs Self Char vs Nature Char vs Machine Char vs Society Description Actions Dialogue Interior Monologue How Society sees them What 3 wishes would the character make? Tell why for each 1. Why: 2. Why? 3. Why?
- 40. The Training. Play30 second commercials
- 41. Summarize Characterize Conflict Wishes Somebody Wanted But So Then Charvs Char Char vs Self Char vs Nature Char vs Machine Char vs Society Description Actions Dialogue Interior Monologue How Society sees them What 3 wishes would the character make? Tell why for each 1. Why: 2. Why? 3. Why?
- 42. The Training. Play30 second commercials
- 43. Summarize Characterize Conflict Wishes Somebody Wanted But So Then Charvs Char Char vs Self Char vs Nature Char vs Machine Char vs Society Description Actions Dialogue Interior Monologue How Society sees them What 3 wishes would the character make? Tell why for each 1. Why: 2. Why? 3. Why?
- 44. The Training. Play30 second commercials
- 45. The Training. Play30 second commercials
- 46. The Training. Play30 second commercials
- 48. The Training. Play30 second commercials Find commercials on
- 49. Download off YouTube.Optional
- 50. BUY-IN. YOUR STUDENTS WILLASK TO WATCH AND ANALYZE VIDEOS OVER AND OVER Note: This is “close watching” as opposed to “close reading” - but the skills gained are the same
- 55. THIS WILL HAPPEN Kidswill see Irony, Paradox, Poetic Justice, Foreshadowing and more in REAL LIFE NOT just books.
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- 58. Go to socrative.com RoomID: CorippoCUE
- 59. The case againstrandom
- 60. To kids, thiscomes off as passive aggressive
- 61. Listen or beembarrassed
- 62. Listen or bewrong
- 63. The teacher isthe center
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- 65. Would popsicle sticks beeffective in a staff meeting?
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- 67. Tricking or forcing peopleto learn is not the optimal way
- 68. Have them dosomething to show they know
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- 73. Get an answerfrom everyone GoFormative.com
- 74. Random is notrich enough Find out what everyone knows Change on a dime Don’t be passive- aggressive by accident
- 75. Do not getme started on Thumbs up….
- 76. They will alwayssay thumbs up It’s almost recess! Make them all show you some WORK!
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- 78. Think Practical Final Aone or two period build. Trifold. Short Film. Website. Game.
- 79. Jon Corippo CUE Directorof Academic Innovation jcorippo@cue.org @jcorippo