This document provides tips for lesson design from Jon Corippo. It recommends focusing lessons on specific, positive, and transformative goals that take students out of their comfort zone. Lessons should include 4-6 repetitions to move students from knowing to understanding a concept. Formative assessments with immediate feedback are emphasized over grades. Examples are provided of lesson plans incorporating these principles across various subjects like language arts, math, and technology.

1. How to Lesson Design
like a

2. Jon Corippo
Jcorippo@CUE.org @jcorippo

3. QUESTION

4. Can you be a chef and work at McDonald’s?

6. That is an “Indian Village”

7. Experience designer.

9. SPOT
Specific
Transformative
Out of comfort zone
Positive

10. REPS
4-6 Reps
to move from
KNOW
to
UNDERSTAND

11. Progression
I need to
simulate parts
of the game at
real speed…

12. success
If only 4 of my
students are
getting A’s, I’m
going to get
fired.

13. Get ready to
be firehosed.

14. #1 Smart Start

15. Smart School Start
2014
Academic Mini-Mixer
Dogs and Cats
Estimated time: 20 minutes

16. Academic Goals
Culture Goals Get kids to know each other’s names
Get kids to know each other’s likes and dislikes
Teachers model appropriate discussion
Students are assessed for Venn Diagramming skills
Students describe character and characterization

17. 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!

18. The Cat's Diary
Day 983 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.

19. 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.

20. 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.

21. 1.
2.
3.
4.
1.
2.
3.
4.
1.
2.
3.
Things
unique to the dog
Things shared
by both
Things
unique to the cat

22. Focus on completion, with immediate feedback (grades)
Don’t take things home.

23. Specific
Positive
Transformative

24. #2 Number Time

25. TRUE STORY

26. “I do not teach addition or subtraction until second trimester….”

27. Number Time! Thing of the day ___________
Circle 1 2 3 4 5 6 7 8 9 10
Draw them!
+ -
Fact Families
+ =
=
How many of 10?
-

28. Addition
Here is one way to show
students how to add using
Number Time:
First, choose a number
and draw that amount in
the “+” area.
In this example, teacher and
students will count on from the
“Draw Them” section to figure out
that 5 + 3 = 8

29. Number Time! Thing of the day ___________
Circle 1 2 3 4 5 6 7 8 9 10
Draw them!
+ -
Fact Families
+ =
=
How many of 10?
-
• REPS
• Immediate
Feedback
and
Success
• Many things
at the same time

30. Specific
Positive
Out of the comfort zone?
Transformative

31. The need for speed

32. #3 8•pARTS

33. Name ___________________________
Adverb Verb Noun 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

35. Name ___________________________
Adverb Verb Noun 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

37. Times it’s okay to say the F word.
Where do I get these?

38. That is my grammar lesson plan until Oct 1

40. 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

41. That is my writing lesson plan until October 31.

42. 4-6 Reps?

43. #4 Iron Chef

44. #GTAMTV

45. Mise
en
Place

46. One slide per student
mise en place:
10 min build
guaranteed sites
defined jobs
clear parameters
RECIPE

48. Slide One
Product: Chromebooks (delete and replace
image above)
Chromebook 1 model + 2 key facts
Chromebook 2 model + 2 key facts
Chromebook 3 model + 2 key facts
GAFE Trivia about yourself (secret ingredient)
http://www.pcmag.com/article2/0,2817,2413071,00.asp
Chromebook Research

49. Slide Two
GAFE Trivia about yourself (secret ingredient)
Product: Nexus (delete and replace)
https://www.google.com/edu/tablets/Tablet Research
Review Tablet - give 3 reasons why you picked one
Delete this picture with and replace with two of your tablet

50. Slide Three
Product: GAFE Security
(delete and replace image above)
GAFE Trivia about yourself (secret ingredient)
http://www.google.com/enterprise/apps/education/benefits.html
GAFE Security Research
Go to the Security Research page link, find the grid. Pick 3 of the
6 topics and summarize. Delete this text and the image above
replace with your summaries.

51. Student
presenters
1 Min x 1 Slide Each

52. Don’t grade these!
- ARTISTIC IMPRESSION
- TECHNICAL ACCURACY
- OVERALL PERFECTION

53. - 5-6X REPS
- FAST FEEDBACK
- GRADE AT SCHOOL
- TECH SKILLS
- PRESENTING SKILLS
- 4Cs

54. #GTAMTV

57. Grading?

58. Focus on completion, with immediate feedback (grades)
Don’t send things home.
Don’t take things home.
Clear rubrics. Focus on skills, not facts.

60. 4-6 Reps?

61. #5 Lit Circles 2.0

63. Summarize Characterize
Conflict Wishes
Somebody
Wanted
But
So
Then
Char vs 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?

64. Workflow. Getting kids working
The power of Lit Circles
is kids talking about
literature, in small groups
and sharing their
observations
by recording them.

65. The Quadrants. Summarizing.
Summarizing made easy.
1. Somebody: Who is the main character (protagonist)
2. Wanted: What does the main character want or need?
3. But: What gets in the way of the main character?
4. So: What does the main character do about it?
5. Then: What was the resolution of the story?

66. Char vs Char - Buzz LightYear vs Emperor Zurg
Char vs Self - Is Buzz a toy? Or not?
Char vs Nature - Buzz and Woody vs Scud (Sid’s Dog)
Char vs Machine - Buzz in the garbage machine
Char vs Society - The toys blame Woody for Buzz leaving
The Quadrants. Conflict.
Have students identify types of
conflict as many as possible.
Pushing the definitions and trying is more
important than being exactly correct.

67. The Quadrants. Conflict.
Great
Examples!

68. Characterize. Characters DRIVE the story.
Description - MULTIPLE and UNIQUE qualities.
(“brown hair and a smile” will not get it done)
Actions - MULTIPLE and UNIQUE actions
(“he’s nice”, “she helps people” = too generic)
Dialogue - KEY things the character says + catchphrases
(“Good morning”, “hello” = not rich enough0
Interior Monologue - What the character thinks about the problem OR other characters and thei
actions.
(The character should think about the conflicts)
How Society sees them - The key= NOT what you THINK
(Number one error? What YOU think of the character)
Comprehension suffers without knowing characters

69. Characterize. Student Made Examples

70. Characterize. Student Made Examples

71. The bonus:Wishes
What 3 wishes would the character make? Tell why for each
1.
Why:
2.
Why?
3.
Why?
THE WHY STATEMENTS
ARE THE KINGS
OF THISWORK -
KIDS SHOULD PROVIDE
REASONING IN A SENTENCE
Full Bore Creativity

72. THE WHY STATEMENTS
ARE THE KINGS
OF THISWORK
Providing MULTIPLE points
of proof are the QUEENS

73. The Training. Play 30 second commercials

74. Summarize Characterize
Conflict Wishes
Somebody
Wanted
But
So
Then
Char vs 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?

75. The Training. Play 30 second commercials

76. Summarize Characterize
Conflict Wishes
Somebody
Wanted
But
So
Then
Char vs 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?

77. The Training. Play 30 second commercials

78. The Training. Play 30 second commercials

79. The Training. Play 30 second commercials

81. The Training. Play 30 second commercials
Find commercials on

82. 1st Person Historical Writing

84. Download off YouTube. Optional

85. BUY-IN.
YOUR STUDENTS WILL ASK
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

91. THIS WILL HAPPEN
Kids will see Irony, Paradox,
Poetic Justice,
Foreshadowing and
more in REAL LIFE
NOT just books.

92. THIS PROCESS
IS MORE
IMPORTANT
THAN
STANDARDIZED
SCORES

93. Bonus Round

94. The case against random

95. To kids, this comes off
as passive aggressive

96. Listen or be embarrassed

97. Listen or be wrong

98. The teacher is the center

99. Learner emapthy

100. Would popsicle sticks
be effective in
a staff meeting?

101. No.
Why?

102. Tricking or forcing
people to learn is
not the optimal way

104. Should we only focus on part?

105. OR the WHOLE?

106. Have them do something
to show they know

107. Everyone
5 minutes

108. Frayer Models are
Easy CFUs

109. Change the classroom
360degreemath.com

110. Use tech
socrative.com

111. Get an answer from everyone
GoFormative.com

112. Random is not rich enough
Find out what everyone knows
Change on a dime
Don’t be passive-
aggressive by accident

113. Do not get me started on
Thumbs up….

114. They will always say thumbs up
It’s almost recess!
Make them all show
you some WORK!

115. Testing?

116. Think Practical Final
A one or two period build.
Trifold. Short Film. Website. Game.

117. SPOT
Specific
Transformative
Out of comfort zone
Positive

118. REPS
4-6 Reps
to move from
KNOW
to
UNDERSTAND

119. Progression
I need to
simulate parts
of the game at
real speed…

120. success
If only 4 of my
students are
getting A’s, I’m
going to get
fired.

122. How to Lesson Design like a
Jon Corippo
jcorippo@cue.org @jcorippo
Director of Academic Innovation