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Lesson Design

For New DLI Teachers

Curriculum & Instruction

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This is the Granite School District Instructional Framework. This framework is based on evidence-based instructional practices and Granite School District’s priorities. You will notice student learning is at the heart of the framework as it represents our commitment to student learning that everything else is built around. The framework features the elements of a high quality instructional cycle: Lesson Design, Lesson Delivery, and Student Assessment. Within lesson delivery, you will notice the evidence-based practices we rely heavily on during the teaching and learning of the lesson. The high quality instructional cycle components are reinforced through ongoing, job-embedded coaching in: lesson design, student engagement, lesson delivery, assessment classroom culture and behavior supports, all of which contribute to meaningful learning and career and college readiness. The framework rests on the foundational pillars of Granite School District’s commitment to Equity, Proficiency-Based Learning, Social Skills and Dispositions and Multi-Tiered Systems of Support. Today we will be learning about the tools and resources in alignment with the instructional framework that will help you in your specific content areas.

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As the Curriculum and Instruction department, we are primarily responsible for assisting teachers with the implementation of the Utah Core Standards. Our goal is to provide ongoing support and coaching to teachers based on the evidence-based practices in the Instructional Framework. Our team develops curriculum resources such as proficiency scales, curriculum maps, and sample tasks/assessments. Specialists also regularly facilitate professional learning opportunities on lesson design elements, evidence-based instructional strategies and specific curriculum topics. This is how you get to our intranet site (link). You will notice that you can access content pages, the PBL library, curriculum maps, and lesson design resources directly from our site. Please reach out to us any time you have questions, would like to see additional resources or need coaching on specific content areas.

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Understand Student

Learning Needs

Prioritize

Standards

Determine

Instructional

Goals

Build a

Lesson

Lesson Design Guide

Curriculum and Instruction 2023

Here you see the components of lesson design. Lesson design in more than just facilitating a learning activity, It starts with a strong understanding of student learning needs, followed by prioritizing core standards and determining instructional goals before building the actual lesson. Following all of the steps allows you to establish clarity about the “Why, What and How” of your lesson. New teachers cannot be expected to be experts in all aspects of lesson design. This knowledge and skill comes with time, practice, reflection and collaboration with your PLCs. In fact, new teachers’ first lessons usually focus mostly on the “Build a Lesson” component. However, seeing all of the components in sequence helps you to understand the big picture of high quality lesson design and learning about all of the best practices will help you become more confident in your skills as teachers over time . Our department and specialists are readily available to assist with any of the steps in this process at any time.

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Lesson Planning for New DLI Teachers

July 27, 2023

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Today’s Objectives

Content Learning Intentions (Content Objective)

We are learning how we can use district and state resources to plan effective DLI lessons.

Language Learning Intention (Language Objective)

We are learning vocabulary related to the unit template (timelines, structures, content, preparation, content and learning objectives ).

Success criteria

I can explain the lesson design process using appropriate vocabulary.
I can select a lesson template for a particular lesson.

Evidence of learning

Explanation to a partner the lesson design process.

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Lesson Planning from Granite District

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Lesson Design for New Teachers

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1.Timelines

Identify the big ideas/units for each subject you teach and the state/district recommended timeframes.
You will need the Curriculum Maps and Utah Core Standards.

Determine the total teaching days available using your district/school calendar.
Granite School District Calendars
Use previous timelines for each course/subject you are teaching and refine them with your PLC.

Compare how your estimates fit with the actual time available specific to your school and make adjustments.

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Curriculum Maps & Pacing Guides

DLI Curriculum Maps for each language

Curriculum maps & pacing guides for each subject area on the intranet

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Using Science Curriculum Maps for Pacing

1st Grade Science

5th Grade Science

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Using Math Curriculum Maps for Pacing

3rd Grade Math

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Year-at-a-Glance DLI Spanish Map

Organized by quarters
Shows subjects for English and Spanish teachers for collaboration
Links to documents and resources

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2. Structure

Use an electronic plan book structure that includes each of the steps below.

Create a structure that is easy to:
edit
copy & delete
move activities from one day to another

Include the date, time of day, and duration for each subject.

An area to keep track of to-do tasks and/or materials to prepare.

Repeat for every subject you teach.

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Plan Book Template

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3. Content

Enter content using your timelines. The plan book holds the overview of each lesson. It should be visible and referenced throughout each day.

Schedule the last day of the unit AND the unit assessment.
Divide the content from the unit into individual days.
For each individual day enter the:
Content & Language Objectives for the unit
Topic for the specific lesson
Content & Language Objectives for the specific lesson
Curriculum or resources used for the lesson - title/page #
Key vocabulary
Student task(s) for the lesson

Repeat for every subject you teach.

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DLI Lesson Templates

Explicit Lesson Template (Gradual Release Model)	Inquiry Lesson Template
5E Lesson Template (Science)	CAPA Unit Template (Grammar in Context)

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Lesson Design Model

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Explicit vs Inquiry-Based Instruction

Explicit Instruction

Characteristics

When to use

Thoughts

Benefits

Challenges

Inquiry-Based Instruction

Characteristics

When to use

Thoughts

Benefits

Challenges

Explicit vs Inquiry Document

Google Doc for Recording

Instructional Approaches Handout

Read & then Write

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Explicit Instruction Delivery is characterized by clear descriptions and modeling of a skill, followed by practice with feedback. The teacher systematically withdraws support to move students to independent work.	I do Teacher models/explains	We do Teacher and students practice together	You do it together Students practice Teacher facilitates	You do Students demonstrate Teacher evaluates and gives feedback
	Teacher establishes the purpose of learning, activates prior knowledge, models using think-alouds. Students actively listen, make connections, record content and ask for clarification.	Teacher prompts, questions and gives feedback to guide student practice; teacher firms up understanding. Students ask and respond to questions, work with the teacher and classmates to practice skills and concepts.	Teacher facilitates learning activities to help students practice and apply skills and concepts with each other. Students practice and apply skills and concepts through practice, problem-solving and discussions with peers.	Teacher evaluates students’ proficiency on the skills/standards and provides feedback. Students apply the new knowledge, demonstrate the learning and use feedback to track their progress.
Inquiry-Based Instruction Delivery is characterized by intentionally selected and organized tasks that create the opportunity for students to gain knowledge and skills through exploration. The teacher carefully scaffolds the learning to meet the standard(s).	You do it together Students explore Teacher facilitates	We do Students explain and elaborate Teacher facilitates	I do Teacher explains/models	You do Students demonstrate Teacher evaluates and gives feedback
	Teacher engages students by presenting a question, phenomenon, problem or source and facilitates learning activities. Students explore new ideas through investigating, problem-solving and discussions with peers.	Teacher facilitates discussion among students to help them formulate and share new ideas about the phenomenon or problem. Students develop explanations of new ideas based on explorations.	Teacher explains concepts, models and summarizes knowledge, addresses misconceptions, bridges student learning with the standard. Students actively listen, make connections, record content, and ask for clarification.	Teacher evaluates students’ proficiency on the standard and provides feedback. Students apply the new knowledge, demonstrate the learning and use feedback to track their progress.

GSD C&I Revised February 2022

UBSE 2021 Instructional Approaches: Explicit and Inquiry-Based Instruction

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teacher introduces social studies skills, text structures and specific

content (e.g., teaching students how to analyze a primary or secondary source).

teacher introduces skills that students

need to know and apply practices or procedures during science and engineering activities. Explicit instruction can also be used to build declarative knowledge of science principles for students who need the support (e.g., teacher models how to use a C-E-R framework to write an explanation).

teacher models instruction that provides a series of supports and scaffolds in a logical sequence, involves students, and uses purposeful verbal prompts during guided practice (e.g., teacher models adding one digit numbers with pictures).

teacher introduces skills students cannot learn on their own without modeling (e.g., process of sounding out words, construction of a persuasive essay, etc).

Each subject can be taught explicitly, through inquiry or a blended (explicit and inquiry) approach.

Explicit instruction is appropriate when students are learning discrete skills, and concepts that will support students in applying new knowledge.

Inquiry-based instruction is appropriate when students are identifying and gathering evidence, and developing and/or justifying explanations.

Consider the following to determine the approach for this lesson:

instructional goals of the lesson (e.g., learning intention)
learning stages of the students

What is the best approach for your lesson?

Explicit is appropriate when a …

Inquiry- based is appropriate when …

students have the necessary prerequisite skills to explore topics more deeply (e.g., can be used for the purpose of forming an opinion, discussing or writing about a topic or question).

students use mathematical questions, problems, and scenarios to learn through individual thought, discourse, and investigation (e.g., teacher has students discover the Pythagorean Theorem and why it works).

students are using science ideas and practices to make sense of a phenomenon or to solve a problem.. Most lessons in science follow an inquiry model (e.g., students analyze data and apply core ideas to figure out why a deer population has decreased).

students are thinking, speaking, listening reading, and/or writing to respond to

social studies themes and questions (e.g., Analyze primary and secondary sources to answer the question, “How did the Industrial Revolution move society forward/backward?”).

Math

Science

Social Studies

ELA

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A: ¿Cómo comenzaste?

B: Commencé por ____.

Acción (verbo)	Cosa (sustantivo)
dibujar	fichas rojas
escribir	fichas amarillos
colorear	los círculos
contar	el marco de 10
pensar	los números 012345678910

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A: ¿Cómo es similar?

¿Cómo es diferente?

B: Su modelo tiene ___.

Mi modelo tiene ___.

Tu modelo tiene ___.

Cosa (sustantivo)
fichas rojas
fichas amarillos
los círculos
el marco de 10
los números 012345678910

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4. Preparation

Questions to ask yourself

Who are my students and what do they already know? (student data/background)
What behavior expectations do I need to establish and what procedures must I teach students for this lesson?
What purposeful groupings will I use?
How will I make student learning visible? (speak, write, physical response consistent with the objective)

What will the teacher be doing?

What will the students be doing?

What materials, resources, and technology need to be prepared?
What vocabulary must students use in this lesson?
How will I share the learning intention(s) and success criteria with my students?

What data will I use to determine, to what extent, each student meets the learning intention(s) of the lesson?
How will I launch this lesson?
How will I simultaneously model?
How will I use gradual release? Explicit Inquiry
What can I scaffold to support students?
What parts of the lesson can I differentiate?
How will I monitor learning (gather data) during the lesson?
How will I check for understanding?

What questions will I ask?

What types of feedback will I provide?
How will I close the lesson?
How will I reteach/enrich?

Lesson Design + Classroom Culture =

Student Engagement

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GSD High Impact Strategies

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Lesson Design Task

Explain to a partner the 4 steps of the lesson design process shared today.
Then choose one subject (math, science, or literacy) and tell what resources you would use to design a lesson for your students.

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District Resources

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DLI Specialists

Sheri Sorensen- Associate Director in Curriculum
Secondary

Sharon Gracia- Spanish
Liping Zheng- Chinese
Emmanuel Collins-Peynaud- French

Elementary

Kerrie Neu- Spanish
Tristin West- Spanish
Emmanuel Collins-Peynaud- French
Jayne Young- Chinese

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Content Area Specialists

English Language Arts

JaNeil Oblad
Sonia Ashby

Math

Rachel Pehrson
Heather Riddle

Science

Megan Black

Social Studies

Stasha Wheeler

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Granite Specific Tools & Information

Shared drives for each language

Chinese GSD Dual Immersion Teachers
French GSD Dual Immersion Teachers
Spanish GSD Dual Immersion Teacher Shared Files

Teachers can upload and make a copy. Cannot delete or move.

Place to share lessons & files with each other

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Granite DLI Resources

Resources for each language

Spanish
French
Chinese

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DLI Employee Intranet Page

Employee Intranet Dual Immersion Page

AAPPL Assessment
Curriculum Maps & Resources
Endorsements
Exit Forms & Guidelines
Lesson Design & Instructional Strategies
Language Proficiency
New Teacher Support
Parent Meeting Resources
PBL & DLI
DLI Professional Learning
State Dual Immersion Websites
Language Specific Resources

Must sign in with your Granite login

Bookmark the DLI intranet page

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Professional Learning

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State DLI Professional Learning

Document with State DLI PL Dates

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Granite Proficiency for New DLI Teachers 2023-2024

All sessions build on each other, so you are strongly encouraged to attend all of them. Link to flyer.

Part 1:

● Wednesday September 6, 2023 4:15 to 6:30 p.m. Room D206 Overview of language proficiency standards and reporting to parents

Part 2:

● Wednesday October 4, 2023 4:15 to 6:30 p.m. Aud. D AAPPL assessment and teaching and grading for language proficiency

Part 3:

● Wednesday November 15, 2023 4:15 to 6:30 p.m. Aud. D Gathering evidence for the Student Proficiency Report in speaking and writing

Part 4:

● Wednesday January 17, 2024 4:15 to 6:30 p.m. Rating writing samples and marking the Student Proficiency Report

Notice the first session is in D206. The rest will be held in the GEC, Auditorium D (2500 S. State Street, 2 story building)

A stipend of $50 will be paid for each session to those who attend the full time.

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Growth Trajectory

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What to focus on

DLI Teacher Growth Trajectory

Communication with Parents & Colleagues

Collaborate weekly with partner teacher
Communicate weekly/biweekly with parents

Planning & Instruction

Use required state and district materials
Use standards to design instruction
Design lessons with content and language objectives
Plan lessons with 6 core instructional strategies
Use sentence frames to support language production
Use modeling cycle
Follow district or state literacy instructional plan
Teach vocabulary in context
Use engagement strategies (emerging)

Assessment

Use checks for understanding
Use assessments aligned to standards & objectives
Know grade level proficiency targets and what they mean
Understand the content and structure of the AAPPL
Administer AAPPL (grades 3-6)
Complete student proficiency report once a year

Classroom Management

Establish positive Classroom Management System with rules, procedures, rewards, consequences, tracking, attention signal, routines for group activities and purposeful grouping

Language Production

100% target language use for teacher and all students in grades 2 and above. (Grade 1 target language after January 15)
Strive for 50:50 speaking ratio between teacher and students
Promote oral production through pair share and choral responses
Make input comprehensible with visual support, realia, gestures, etc.

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Main Ideas

Communicate & Collaborate
Plan
Use strategies learned at AUDII
Attend Proficiency for New Teachers course
Attend state PD sessions
Classroom Management
100% target language for you and your students

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3-2-1 Exit Ticket

Name:

Things you learned and want to use

Things you want to explore or learn more about

Question that you have still