221+-+Agenda+-+9.15.15

1st period – 9:30 – 10:21 –
 * Half of you (Drew, Matt Sheber Howard, Rani, Nathan, Haley) will be observing in Mersi Steggall’s 8th grade English class. While you are observing, you will be writing questions and observations in your learning journal.
 * The other half (Adriana, Quinn, Laura, Matt Ryan, Nick, Katie) will have professional workshop where we will discuss classroom management and continue our work on writing learning targets.

2nd period – 10:25 – 11:17 – Same as first period, but reversed. The second group will be observing in Molly Via’s class.

3rd period – 11:21 – 12:00 – Debrief and questions with Julie and Anali (the literacy coaches/teacher leaders at Garry)

SWBAT identify the key components and purpose of a lesson plan SWBAT define diagnostic, formative, and summative assessment and explain how they might be used in a lesson
 * Professional Workshop **

1. Lesson Plan as a Genre 2. Assessment Basics
 * Ah-ha's from homework
 * http://prezi.com/er5cfkzshhiu/?utm_campaign=share&utm_medium=copy
 * 221 Competency tools

3. Mapping the alignment of a lesson you've observed 4. Collect Journals


 * Housekeeping:**
 * **Direct Instruction P.E.T. - for Thursday by 9:00**
 * http://gonzagateach.wikispaces.com/Direct+Instruction
 * Upload to Blackboard
 * [|PET Models]
 * Rubric below

** Quality of Response (Depth) -- **
Levels of Achievement: Below Standard Approaching Standard Meets Standard Exceeds Standard
 * Response is superficial and/or unoriginal.
 * Response contains some elements of the criteria for meeting standard, but lacks depth/critical engagement. Response summarizes what was learned without analyzing it.
 * Demonstrates critical and curious engagement with the resources. Evidence: identifies cross-cutting and unique themes/stances; thoughtfully questions the assumptions and evidence presented and your own assumptions/experience; includes unique ideas for potential applications; written from a professional development perspective
 * Response demonstrates critical engagement and depth beyond what would be expected from a novice teacher.



**Scope of Response (Breadth)** --
Levels of Achievement: Below Standard Approaching Standard Meets Standard Exceeds Standard 
 * Response suggests that the writer only superficially engaged with just a few of the resources.
 * Response indicates engagement with just a few of the resources; doesn't present multiple perspectives or considerations about the topic.
 * Demonstrates serious and thoughtful engagement with multiple resources. Evidence: multiple perspectives, references to specific resources, fully answers the questions, addresses multiple issues.
 * Responses suggest an especially thorough reading of the resources and/or exploration of resources beyond what was suggested.

** Writing -- **
Levels of Achievement: Below Standard Approaching Standard Meets Standard Exceeds Standard
 * Writing is unacceptable for a professional educator.
 * Errors don't get in the way of understanding intended meaning, but writing lacks professional polish.
 * Writing is polished, professional, and free from significant or multiple errors.
 * Writing is exceptionally effective, elegant, and/or persuasive.