![Careful language is planned for explaining, asking questions,
labeling, etc.
Tasks have been scaled up or down in difficulty as necessary, to
support all students’ learning.
Additional scaffolds are prepared to support individual
students’ learning.
Timings for each section of the lesson are clear, and a plan is in
place for what to do if lesson segments take more or less time
than planned.
Biased (racial, gender, or other) examples, contexts, or other
lesson elements are omitted and/or replaced.
Plans are in place for putting students into pairs or small
groups.
External Communications Strategy Meeting Agenda – October
2017
[Type text][Type text][Type text]
1
Tool for analyzing and adapting K-12 instructional materials –
October 2021
http://creativecommons.org/licenses/by-nc/3.0/;
© 2018 TeachingWorks • University of Michigan • 48109 •
[email protected]](https://image.slidesharecdn.com/toolforanalyzingandadaptingcurriculummateria-221118174617-e225e050/85/Tool-for-Analyzing-and-Adapting-Curriculum-Materia-docx-6-320.jpg)
Tool for Analyzing and Adapting Curriculum Materia.docx
- 1. Tool for Analyzing and Adapting Curriculum Materials Overview: This tool is designed to help you prepare to use curriculum materials, particularly individual lessons that are part of larger units, with students. It supports you to do three things: 1. Identify the academic focus of the materials; 2. Analyze the materials for demand, coherence, and cultural relevance; 3. Consider student thinking in relation to the core content and activities; 4. Adapt the materials and create a more complete plan to use in the classroom. Section 1: Identify the academic focus of the materials Read the materials in their entirety. If you are working with a single lesson that is part of a larger unit, read or skim the entire unit, and then read the lesson closely. Annotate the materials: 1. What are the primary and secondary learning goals? · What are the 1-2 most important concepts or practices that students are supposed to learn? · What are students responsible for demonstrating that they
- 2. know and can do in mid-unit and final assessments and performance tasks? 2. What are the core tasks and activities: · What needs to be mastered or completed before the next lesson? · Where is the teacher’s delivery of new information, guidance, or support most important? · Where is discussion or opportunities for collaboration with others important? · Are there activities or tasks that could be moved to homework if necessary? Section 2: Analyze the materials for demand, coherence, and cultural relevance: Use the checklist in the chart below to analyze the materials. If you mark “no,” make notes about possible adaptations to the materials. You may annotate the materials directly as an alternative to completing the chart. Consideration Yes or no? Notes about possible adaptations 1. Analyze for grade-level appropriateness and intellectual demand: 1a. Do the learning goals and instructional activities align with relevant local, state, or national standards? 1b. Are the materials sufficiently challenging for one’s own
- 3. students (taking into account the learning goals, the primary instructional activities, and the major assignments and assessments)? Do they press and support students to do the difficult academic work? 2. Analyze for instructional and academic coherence (if analyzing a unit): 2a. Do the individual lessons in a unit build coherently toward clear, overarching learning goals, keyed to appropriate standards? Name the set of learning goals. 2b. Is progress against those goals measured in a well-designed assessment? 2c. Does each lesson build on the previous one? 2d. Are there opportunities for teachers to reinforce or draw upon previously learned information and skills in subsequent lessons? 3. Analyze for cultural relevance/orientation to social justice: 3a. Are the materials likely to engage the backgrounds, interests, and strengths of one’s own students? 3b. What biases (racial, gender, etc.) or particular perspectives are evident in the materials?
- 4. 3c. Do they support teachers in creating and maintaining a learning community, including in helping students learn to interact with and learning from each other? 3d. If appropriate, do they support students in identifying point of view, perspective, and bias in texts and practices, and in appreciating other points of view or perspectives? 3e. Do the materials support the broader goals of schooling, including the work of building a more just society? Section 3: Consider student thinking in relation to the core content and activities Use this section to consider what students might do or say during each of the core parts of the lesson, and what supports you might need to provide as a result. Alternatively, annotate the lesson plan with these thoughts. Name each of the core parts of the lesson (this can be reproduced from a lesson plan agenda). What might students say or do during this activity or task? Are there any potential sources of confusion or misunderstanding? How will you respond to or remedy these? What will you do if the activity or task requires student responses, but you get none?
- 5. What special supports are there in the lesson for individual students or groups of students? Are there others that you need to be prepared to provide? Section 4: Develop a more complete plan to use in instruction After considering possible adaptations, develop a more complete plan to use in instruction. This could involve recreating a lesson plan or plans, but it could also mean simply making usable annotations and notes to yourself in an existing plan. Use the checklist below to ensure that you have considered important categories of adaptations, recognizing that not all considerations will be relevant to all subject-areas and lesson plans. Consideration Present? Lesson framing is planned that makes clear the relevance of the material to students’ lives and goals and communicates how the material will help students understand and build a more just world.
- 6. Careful language is planned for explaining, asking questions, labeling, etc. Tasks have been scaled up or down in difficulty as necessary, to support all students’ learning. Additional scaffolds are prepared to support individual students’ learning. Timings for each section of the lesson are clear, and a plan is in place for what to do if lesson segments take more or less time than planned. Biased (racial, gender, or other) examples, contexts, or other lesson elements are omitted and/or replaced. Plans are in place for putting students into pairs or small groups. External Communications Strategy Meeting Agenda – October 2017 [Type text][Type text][Type text] 1 Tool for analyzing and adapting K-12 instructional materials – October 2021 http://creativecommons.org/licenses/by-nc/3.0/; © 2018 TeachingWorks • University of Michigan • 48109 • [email protected]
- 7. *These materials were authored by the TeachingWorks Team. This content can be re-used in other work with attribution to the authors. image1.png image2.png General Lesson Plan Template with Guiding Questions Directions: For day-to-day planning, use this template. Read and check off the questions that you have addressed in the respective section of the lesson plan. Pre-planning: Complete this section in order to prepare all the necessary research, expectation-setting, and resources prior to lesson planning. Utilize the guiding questions, SBS lessons, and feedback from NYCTC staff in order to successfully complete this section. Standard(s): (no more than 2-3 standards) K.MD.3 - Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 10.) K.CC.4A - When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. K.CC.5 - Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. Lesson Objective(s): What will students know or be able to do by the end of the lesson?
- 8. Students will be able to add facts within 10. Connections to Prior Learning: What prior content, concepts, and/or skills does this lesson build upon? PK.CC.1 - Count to 20 NY-PK.CC.3 - Understand the relationship between numbers and quantities to 10; connect count to cardinality Assessments: How will you measure progress towards the objective? What criteria will you use? I will: • Observe students’ assess their understanding of the lesson content. • Support students who are not understanding clear (counting together with them). • Observe students if they are able to count each dot and find the total amount. Differentiation: How will you adapt the content, process, and/or products to meet so all students can be successful? I can adapt the content in order for students to be successful by - Using a 5-frame with a small icon in each corner in place of a hand as the vocabulary may present challenges Materials: Provide links to any resources that are being utilized during lesson facilitation. This can include, but is not limited to, PowerPoint/Slide Deck, worksheets, reading material, videos/images, etc. • Math Board • Markers • Worksheets • Pencils • Crayons · The Grouchy Ladybug by Eric Carle
- 9. Lesson Planning: Complete this section in order to prepare and organize all the necessary scripting, directions, routines/procedures, questioning, differentiation, and materials to facilitate the lesson for students. Utilize the guiding questions, SBS lessons, and feedback from NYCTC staff in order to successfully complete this section. First Five: (5 minutes) · How will students enter the classroom and get prepared to learn? · What initial task will students perform that aligns to the objective(s)? How will you review it? Teacher Actions Student Actions · Tell students they will be listening to a story about a grouchy ladybug. · Show students the cover of The Grouchy Ladybug · Read aloud the title, author, and illustrator. · Ask students to predict what they think the story will be about. · Ask students to share what they think the roles of the author and the illustrator are. · Read the story · Listening the lesson introduction · Answer the question: This story will be about ladybug. · Answer the question: counting dots · Listening the story about a grouchy ladybug. Introduction of New Material: (10 minutes) · How will you build upon the skills/content of recent lessons?
- 10. · How will you convey the knowledge and/or skills of the lesson (explaining, modeling, coaching, inquiry)? · What will students be doing to process this information? Teacher Actions Student Actions · Provide background information in the form of visuals about ladybugs. · Echo count from 1–10. · Ask students if they can think of other insects. · Practice counting aloud from 1–10. · Echo count from 1-10 · Aloud counting from 1-10 Guided Practice: (5 minutes) · How will you know that students are ready to begin working independently? How will you gather that data? · What will you do if students are confused or misunderstand? · What directions will you give to students for independent practice? Teacher Actions Student Actions · Project one of the prepared red circles and say, "This is a ladybug. It needs dots!" · Draw 6 dots on left wing and 2 dots on right wing. · Have students count the dots on one wing and write that number (6) below the wing. · Repeat this for the second wing. · Have the class count all the dots on both wings and put that number – 8 (the sum) on the line at the bottom of the ladybug. · Read the equation, emphasizing the words "plus" and "equals". · Explain that you just created an addition sentence.
- 11. · Count the dots on each wing · Write the numbers below the wings · The class count all the dots (8) · Read: 6+2=8 Independent Practice: (25-30 minutes) · What responses do you expect to see from students? Which misconceptions do you anticipate? · How will you assess the quality of student work? ( rubric, checklist, etc.) How will you gather data? · How will you elicit and coach student thinking? How will you support students who struggle? Teacher Actions Student Actions · Have students each create an addition sentence in their math journals on their own. · Draw dots on each wing (no more than 10 together) · Count on each side · Add two sides · Count how much is together · Wright the sum Last Five:(5 minutes) · How will you assess learning? · How will you students summarize what they have learned? · How will students prepare to transition to a new subject or class? Teacher Actions Student Actions · Use the practice and homework pages to provide children with more practice of the concepts and skills presented in this lesson. · Give other examples how to add numbers · Encourage children to use their Math Journals to record their
- 12. answers · Homework · Practice at home · Repeat the topic next day image1.png