Achievement First is a growing network of non-profit, high-performing, college-preparatory, K to 12 public charter schools in Connecticut, New York and Rhode Island. The mission of Achievement First is to deliver on the promise of equal educational opportunity for all of America's children. We believe that all children, regardless of race or economic status, can succeed if they have access to a great education. Achievement First schools provide all of our students with the academic and character skills they need to graduate from top colleges, to succeed in a competitive world and to serve as the next generation of leaders in our communities. Achievement First was established in 2003 by the founders of Amistad Academy, a nationally acclaimed public charter school in New Haven, CT. Amistad Academy, which was founded in 1999 to prove that urban students can achieve at the same high levels as their suburban peers, enabled its students to achieve at such extraordinarily high levels that the founders were asked to use Amistad Academy's knowledge and best practices to have a greater impact. Achievement First has grown into a network that includes 25 public charter schools in five cities. Achievement First will continue to create public charter schools that close the achievement gap, while also looking to partner with other like-minded, reform-oriented organizations and traditional school districts to maximize our collective impact. Our theory of change is that by creating the equivalent of an urban public school "district," Achievement First can serve as proof that closing the achievement gap is possible at district scale and inspire broader reform. Achievement First is focused on continuing to close the achievement gap and serving as an example for other public charter schools and traditional public school districts. We will continue our work until every child is given access to a great education and enjoys the real freedom that flows from that opportunity.

1. Creating a lesson
scholars will love.

2. Our hope is that you will
find this slide deck

3. Our hope is that you will
find this slide deck
engaging

4. Our hope is that you will
find this slide deck
engaging
rigorous

5. Our hope is that you will
find this slide deck
engaging
rigorous
and

6. Our hope is that you will
find this slide deck
engaging
rigorous
and
joyful.

7. That's what we hope to
have in our schools.

8. Engaging
content

9. Rigorous
instruction

10. And last,
but certainly not least,
joy.

11. We like to ask ourselves:
“If scholars had a choice to
be in our classes - if they
could literally get up and
go, would they leave ”?

12. We believe all
scholars desire
teachers who:

13. foster no-nonsense,
nurturing classroom
environments

14. genuinely care
about them

15. challenge and hold
scholars accountable to
rigorous academic and
behavioral expectations

16. You’re probably
wondering where
to begin.

17. Your lesson planning
begins with an aim.

18. Your lesson planning
begins with an aim.

19. Your lesson planning
begins with an aim.
(An aim is what we call an objective.)

20. All great lessons start
with great aims.

21. All great lessons start
with great aims.
Strong aims drive strong
student achievement.

22. All great lessons start
with great aims.
Strong aims drive strong
student achievement. Take the pledge to
become an aims
ambassador.

23. To find your aim, ask
yourself:

24. To find your aim, ask
yourself:
What, exactly, do I want
scholars to know and be
able to do by the end of the
lesson?

25. Aims provide a sense of
direction.

26. Aims provide a sense of
direction.

27. Aims provide a sense of
direction.
Aims clearly drive the activity in a lesson and not vice versa.

28. It matters a lot to get
the aim right.

29. It has to be
specific

30. It has to be
specific
And measurable

31. Like these

32. A+ Aims

33. A+ Aims
MWBAT (Mathematicians will be able to) calculate the area of
a rectangle by thinking about area as an array to discover the
multiplication formula for calculating the area.
SWBAT (Scholars will be able to) describe the encounter
between the Spanish.
SWBAT evaluate one piece of evidence Alfred Wegner used
to support continental drift by writing a paragraph that states if
it supports Wegner’s continental drift hypothesis and what
additional pieces of evidence may be necessary.

34. A+ Aims
MWBAT (Mathematicians will be able to) calculate the area of
a rectangle by thinking about area as an array to discover the
multiplication formula for calculating the area.
SWBAT (Scholars will be able to) describe the encounter
between the Spanish explorers and the Taino people by
analyzing key excerpts from Columbus's journal.
SWBAT evaluate one piece of evidence Alfred Wegner used
to support continental drift by writing a paragraph that states if
it supports Wegner’s continental drift hypothesis and what
additional pieces of evidence may be necessary.

35. A+ Aims
MWBAT (Mathematicians will be able to) calculate the area of
a rectangle by thinking about area as an array to discover the
multiplication formula for calculating the area.
SWBAT (Scholars will be able to) describe the encounter
between the Spanish explorers and the Taino people by
analyzing key excerpts from Columbus's journal.
SWBAT evaluate one piece of evidence Alfred Wegner used
to support continental drift by writing a paragraph that states if
it supports Wegner’s continental drift hypothesis and what
additional pieces of evidence may be necessary.

36. A+ Aims
MWBAT (Mathematicians will be able to) calculate the area of
a rectangle by thinking about area as an array to discover the
multiplication formula for calculating the area.
SWBAT (Scholars will be able to) describe the encounter
between the Spanish explorers and the Taino people by
analyzing key excerpts from Columbus's journal.
SWBAT evaluate one piece of evidence Alfred Wegner used
to support continental drift by writing a paragraph that states if
it supports Wegner’s continental drift hypothesis and what
additional pieces of evidence may be necessary.
Not sure where to get started? We recommend the Common Core.

37. Achieve aim
excellence.

38. Achieve aim
excellence.
Click for
resources.

39. Post and share your aim.

40. Post and share your aim.
Scholars
want to know
what they are
aiming for.

41. After your aim is
set…craft an
exemplAry
response.
With an exemplary
response in mind, you
know what, exactly, you’re
looking for from scholars.

42. After your aim is
set…craft an
exemplAry
response.
+
With an exemplary
response in mind, you
know what, exactly, you’re
looking for from scholars.

43. Now that you know
what you want
scholars to know or
do by the end
of the lesson,
let’s focus on culture.

44. We are looking for a tight classroom culture…
that is filled to the brim with joy.

45. We are looking for a tight classroom culture…
that is filled to the brim with joy.

46. Introduce yourself

47. Introduce yourself
(After all, you are a new face.)

48. Introduce yourself
You smile. They smile.
(After all, you are a new face.)

49. Introduce yourself
You smile. They smile.
(After all, you are a new face.)

50. Smiles make you feel good.

51. Smiles make you feel good.

52. Ask scholars to share their
name when called upon.

53. Ask scholars to share their
name when called upon.

54. (Trust us. You’ll want to get to know them.)
Ask scholars to share their
name when called upon.

55. Set clear expectations and
explain why these are
important.

56. Great Expectations…
“A very fine idea” -
Charles Dickens

57. “Eyes on the speaker, be it me as the teacher or your peers.”
A+ Expectations

58. “Eyes on the speaker, be it me as the teacher or your peers.”
“Voices off while others are speaking.”
A+ Expectations

59. “Eyes on the speaker, be it me as the teacher or your peers.”
“Voices off while others are speaking.”
“Raise a straight, silent hand to ask or answer questions.”
A+ Expectations

60. “Eyes on the speaker, be it me as the teacher or your peers.”
“Voices off while others are speaking.”
“Raise a straight, silent hand to ask or answer questions.”
“Speak in a whisper voice to your peer, and be sure your
conversation is limited to the topic.”
A+ Expectations

61. “Eyes on the speaker, be it me as the teacher or your peers.”
“Voices off while others are speaking.”
“Raise a straight, silent hand to ask or answer questions.”
“Speak in a whisper voice to your peer, and be sure your
conversation is limited to the topic.”
“I will know you’re finished when I have pencils down and
eyes on me.”
A+ Expectations

62. Whatever you ask
scholars to do…be sure
to follow through!

63. Whatever you ask
scholars to do…be sure
to follow through!

64. The behavior narration
cycle is the
least intrusive manner to
enforce expectations.

65. First, provide explicit
directions:

66. First, provide explicit
directions:
“Eyes on me, pencils
down and silence in three,
two, one.”

67. Then, scan the room
(to demonstrate your
‘with-it-ness’) and
ensure that all
scholars are actively
engaged and being
their best selves.

68. Next, highlight what, exactly,
you are looking for from every
scholar:

69. Next, highlight what, exactly,
you are looking for from every
scholar:
“I know the scholars in the front
row are ready because their
pencils are down and their
eyes are on me…”

70. Last, give a friendly reminder
(always in a firm but neutral
tone).

71. Last, give a friendly reminder
(always in a firm but neutral
tone).
“I need a few of our friends in
the back to put their pencils
down…almost there, still need
one scholar’s eyes. Thank
you.”

72. If one or two scholars
remain
off-task rely on proximity
and non-verbal cues to
reiterate expectations and
bring them back on board.

73. Now, on to the fun part.

74. Acknowledge all of
the awesome-ness
that scholars bring to
the table.

75. Acknowledge all of
the awesome-ness
that scholars bring to
the table.
Yes. It's in our dictionary.

76. Awesome-ness
consists of but is
not limited to the
following:

77. Enthusiasm in the way of
participating or
volunteering a response

78. Enthusiasm in the way of
participating or
volunteering a response

79. Shedding
insight on a
question
posed

80. Shedding
insight on a
question
posed

81. Going above and
beyond in terms of
work produced or for
embodying any of
our REACH values.
.

82. Going above and
beyond in terms of
work produced or for
embodying any of
our REACH values.
Respect. Enthusiasm. Achievement. Citizenship. Hard Work.
.

83. Aim to make three
times as many
positive comments
as corrections.

84. But, really, the best way
to tune scholars in is by…

85. turning them on
to the content
or skill
in your lesson.
But, really, the best way
to tune scholars in is by…

86. There is a
direct correlation
between your
energy and enthusiasm
and your scholars
being bought-in.

87. Their
engagement
begins with
you being a
content
geek.

88. Their
engagement
begins with
you being a
content
geek.

89. Really.

90. Embrace it.

91. Now, that you’re
getting “nerdy with it,”
let’s talk about the
structure of the
lesson.

92. We know you don’t have a
whole lot of time
to work with our scholars.

93. We know you don’t have a
whole lot of time
to work with our scholars.
We get it.

94. We know you don’t have a
whole lot of time
to work with our scholars.
We get it.
(And we’ve all been there.)

95. But these final points
will help to ensure you
make the most of it.

96. But these final points
will help to ensure you
make the most of it.
Like All State, we’ve got you covered.

97. Deliver a brief mini-
lesson,
during which you are
directly instructing students
for content acquisition or on
a particular skill that is
aligned to your aim.

98. This is your time to be
that content geek
and really hook
students on what they
are learning and about
to do.

99. Check for
understanding

100. Check for
understanding

101. Two words:

102. Two words: Cold call

103. Cold calls
compel
scholars to
be actively
engaged.

104. Cold calling is but one way to
check for understanding.
Here are some others:

105. Cold calling is but one way to
check for understanding.
Here are some others:
Choral Responses

106. Cold calling is but one way to
check for understanding.
Here are some others:
Choral Responses
Response Cards

107. Cold calling is but one way to
check for understanding.
Here are some others:
Choral Responses
Response Cards
Quick Writes

108. Choral Responses
All students in the class or group respond orally in
unison to a teacher prompt.

109. Choral Responses
All students in the class or group respond orally in
unison to a teacher prompt.

110. Response Cards
Students can respond as a group by displaying
'response cards' which display their answers to a
teacher question or academic problem.

111. Response Cards
Students can respond as a group by displaying
'response cards' which display their answers to a
teacher question or academic problem.

112. Quick Writes
Students jot down a response to a question or
prompt on their paper. The teacher moves
throughout the room checking students’ responses.

113. Quick Writes
Students jot down a response to a question or
prompt on their paper. The teacher moves
throughout the room checking students’ responses.

114. Adapt
Clarify
Guide

115. Adapt
as the data comes in.
Clarify
Guide

116. Adapt
as the data comes in.
Clarify
misconceptions.
Guide

117. Adapt
as the data comes in.
Clarify
misconceptions.
Guide
their thinking.

118. Reinforce
key points and correct
answers
by calling on scholars
to
repeat back through
a choral response.

119. After the mini-lesson, plan
a robust guided practice.

120. After the mini-lesson, plan
a robust guided practice.
This is where scholars are
utilizing the content or skill
you tackled during
instruction.

121. One word here:

122. One word here: Ratio.

123. Ratio?
The amount of time students
are talking compared to the
amount of time the teacher is
talking.

124. Ratio?
The amount of time students
are talking compared to the
amount of time the teacher is
talking.
(You already had your time to
talk, now let scholars show off!)

125. Have scholars
engage in conversation
with their peers
about the task at hand.

126. Three words:
break
the
plane

127. Three words:
break
the
plane

128. i.e. come out, come
out from behind the
lectern and ‘get down’
with students all
around the room.

129. Circulate
to confer
with students
and
check for
understanding.

130. This is your
chance to
collect data.

131. This is your
chance to
collect data.
Are they
getting it?

132. Interject only to clarify
misconceptions and
guide students to a
deeper
understanding.

133. Remember:
“Right Is Right.”

134. Remember:
“Right Is Right.”
Right is Right is about the difference between partially right and all-
the-way right—between pretty good and 100 percent. The job of the
teacher is to set and defend a high standard for correctness: 100
percent.

135. Settle for nothing less
than exemplAry
responses

136. Settle for nothing less
than exemplAry
responses
+

137. Expect scholars to deliver exemplary work.

138. Expect scholars to deliver exemplary work.

139. Expect scholars to deliver exemplary work.
“Simply the best!”

140. Have clear criteria for
success to ensure
scholars know what
exemplAry looks like.
You can think of “criteria for success” as a rubric

141. Have clear criteria for
success to ensure
scholars know what
exemplAry looks like.
+
You can think of “criteria for success” as a rubric

142. Plan for scholars to have
ample time to complete
their assessment
at the end
of your lesson.

143. And, in an ideal world,
there will be time
remaining to showcase
their thoughtful responses
and reiterate key points to
provide a sense of
closure.

144. No matter what happens in your guest lesson, we are looking for
your ability to thoughtfully reflect on what went well
and what you’d change if you could do it again.

145. No matter what happens in your guest lesson, we are looking for
your ability to thoughtfully reflect on what went well
and what you’d change if you could do it again.
And remember: feedback is a gift.

146. No matter what happens in your guest lesson, we are looking for
your ability to thoughtfully reflect on what went well
and what you’d change if you could do it again.
And remember: feedback is a gift.

147. Want more?
Sharing is at
our core.

148. Want more?
Sharing is at
our core.

149. AF's Lesson Planning Template and
AF’s Essentials of Effective
Instruction are attached to your
finalist day email.
They are super helpful.

150. And catch some AF PD.
Classroom Routines and Expectations
Joy Factor
Student Engagement

151. Read a book we
Teach Like A Champion:
49 Techniques that Put Students
on the Path to College
by Doug Lemov
You might want to add these to your
shelf, too 
Teach Like Your Hair’s on Fire: The Methods and
Madness Inside Room 56
by Rafe Esquith
Teaching with Love and Logic: Taking Control of
the Classroom
by Jim Fay and David Funk
With All Due Respect: Keys for Building Effective
School Discipline
by Ronald Morrish

152. Click to check out our
teachers in action.

153. Click to check out our
teachers in action.
(They are paid professionals.)

154. We can’t wait to meet you.

155. We can’t wait to meet you.
Really.

156. We can’t wait to meet you.
Educators are awe-inspiring.
Really.

157. We can’t wait to meet you.
Educators are awe-inspiring.
Really.

158. http://www.achievementfirst.org/