week+of+feb+9+and+11

Week #4

As a result of our work together this week,
 * We will understand the following concepts: **goals, understandings, essential questions, standards, core tasks**
 * We will be able to read standards and sample lessons as a way to **identify desired results** AND we will be able to **"unpack" standards** as a way to identify big ideas and performance
 * In addition, we'll **"read" and discuss classroom scenes** and consider the role of the teacher, the relationships between students/teachers, the learning environment, the learning goals and understandings teachers (and students) desire

Tuesday - we'll be discussing UBD Chapter 3 and Smags Chapter 15 (on standards) Thursday - we'll continue standards discussion and move on to our book/movie club discussions

Looking at [|Boise School District's Grade 9 ELA Curricular Documents] (BSD = Boise School District) We're looking at standards as part of the first stage of the Backwards Design Process (Identify Desired Results)
 * February 9th**

__Unpacking Standards (an analytical framework -- UBD pg. 64)__ as a way to identify desired results


 * Established Goals
 * __Stated or implied Big Ideas in the NOUNS and ADJECTIVES__ _ __--> Essential Question Ideas:__ AND Understanding Ideas (Students will understand that __)__
 * __Stated or implied real-world performances in the VERBS__ __ --> Performance Task Ideas

Looking at the two BSD documents: English 9: Course Scope and Sequence; Instructional and Performance Objectives

>> How about 0709.5 "Acquire skills for comprehending literary text?"
 * First, let's look at Quarter 3: Novel and see if we can unpack it with the above bullet points.
 * Second, let's look at the instructional and performance objective document.
 * Which of these standards seem to be addressed in Quarter 3: Novel? Which do not? How do we know?
 * Of those standards that seem to be addressed in this quarter, let's pick one to unpack.
 * Let's use the above bulleted list to unpack this standard.
 * What seem to be the established goals?
 * What are the stated or implied Big Ideas in the Nouns and Adjectives?
 * What seem to be the stated or implied Real-World Performances in the Verbs?
 * Based on these big ideas, what might be some essential questions we might have students answer over the course of the unit?
 * Based on these real-world performances, what might we ask students to do?

Some larger questions raised in our readings ...
 * What are standards and/or what do people mean when they use the term? (Smags, pp. 321-337)
 * What are some problems when using standards to design instruction (UBD, pp 60-62)
 * Big Idea and Core Task - let's use the Frayer Model to figure out what these terms mean (UBD, pp. 65-81) ([|Frayer Model template here])

For Thursday's Book/Movie Club Discussion ... be ready to talk about these questions ... (post a response on your blog prior to this meeting as a way to prepare for this meeting)

“What do we see? What’s it mean?” framework that we used with the classroom scene photos as a way to generate what you want to include in your post.
 * 1) What do we see [in these movies]? (Physical descriptions/concrete observations of learners, teachers, content, tasks, questions, goals, etc._
 * 2) What might it mean?
 * What is being learned?
 * How is it being learned?
 * How do we know it’s being learned?
 * What would you have to believe about [learning/learners; subject matter; teaching] in order to think it’s a good idea to teach/learn in this way?
 * What can’t we see that might confirm or dis-confirm our speculation?