What role does the author and illustrator play in the telling of a story?

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<strong>Topic:</strong>

<strong>Subject:</strong>

<p style=”padding-top: 5px;”><b>Planning Step 1: Lesson Curriculum: What are the Learning Goals for this lesson?</b>

</p>
<p style=”padding-top: 5px; margin-bottom: 0em;”><b>Lesson Standards</b></p>
<span style=”font-size: 75%;”>Always include a writing standard.</span>

<p style=”padding-top: 5px; margin-bottom: 0em;”><b>Students Will Be Able To… (Do)</b></p>

<ul style=”font-size: 75%;”>
<li style=”font-weight: 400;”><span style=”font-weight: 400;”>Skills from standards including thinking (cognitive verbs).</span></li>
<li style=”font-weight: 400;”><span style=”font-weight: 400;”>This is not activities.</span></li>
<li style=”font-weight: 400;”><span style=”font-weight: 400;”>One or more goals should be Higher Order Thinking (Levels of Learning 3 or 4), and/or Reading Comprehension.</span></li>
<li style=”font-weight: 400;”><span style=”font-weight: 400;”>Sequence these goals in the order in which they should be learned.</span></li>
</ul>

<p style=”padding-top: 5px; margin-bottom: 0em;”><b>Students Will Know</b></p>
<span style=”font-size: 75%;”>Knowledge from standards such as vocabulary, facts, formulas.</span>

<p style=”padding-top: 5px; margin-bottom: 0em;”><b>Lesson Essential Question</b></p>

<ul style=”font-size: 75%;”>
<li style=”font-weight: 400;”><span style=”font-weight: 400;”>A question that communicates the Learning Goals.</span></li>
<li style=”font-weight: 400;”><span style=”font-weight: 400;”>Reflect the Higher Order Thinking and/or Reading Comprehension Learning Goal(s).</span></li>
</ul>

<p style=”padding-top: 5px;”><b>Planning Step 3: Lesson Instruction: How will students learn?</b></p>

<p style=”padding-top: 5px; margin-bottom: 0em;”><b>Activating Strategy</b></p>

<ul style=”font-size: 75%;”>
<li>Plan this after you plan your Learning Activities. How will you introduce the Lesson Essential Question?</li>
<li>How will you draw attention to important vocabulary in the Lesson Essential Question?</li>
<li>How will you build/link background knowledge?</li>
<li>What prerequisite content might students need to know before the lesson?</li>
<li>&gt;Which key vocabulary from the Learning Goals needs to be explicitly taught?</li>
<li>Are there other vocabulary words that you think need to be taught?</li>
<li>Which vocabulary strategy will you use?</li>
<li>Previewing:
<ul style=”font-size: 75%;”>
<li>Advance Organizer</li>
<li>Prerequisite Content</li>
<li>Vocabulary</li>
</ul>
</li>
</ul>

<a href=”http://achievenowpd.com/learning-focused-online/teacher-resources/activating-strategies/#1505420992477-21d4660b-b2f5″ target=”_blank” rel=”noopener noreferrer”>Anticiption Guide</a>

<b>Key Vocabulary (for explicit instruction):</b><i><span style=”font-weight: 400;”> </span></i>

<b>Vocabulary Strategy:</b><a href=”http://achievenowpd.com/learning-focused-online/teacher-resources/vocabulary-strategies/#1505423790675-5a522fd5-b5f6c308-198b” target=”_blank” rel=”noopener noreferrer”><i><span style=”font-weight: 400;”> Word Map</span></i></a>

<p style=”padding-top: 5px; margin-bottom: 0em;”><b>Graphic Organizer</b></p>

<ul style=”font-size: 75%;”>
<li>How will students store and organize information as they learn during this lesson?</li>
<li>Base the organizer on the Higher Order Thinking or Reading Comprehension in the <i>Will Be Able To… (Do)</i> Learning Goals.</li>
<li>Determine how the organizer will be previewed for struggling students.</li>
<li>Determine how the organizer will be scaffolded for struggling students.</li>
</ul>

<b>Previewing (what, who, when):</b>

<b> </b>

<b>Scaffolding (what, who, when):</b>

<p style=”padding-top: 5px; margin-bottom: 0em;”><b>Learning Activity 1</b></p>
<span style=”font-size: 75%;”>The Learning Goal(s) for this Learning Activity and Assessment Prompt:</span>

<span style=”font-size: 75%;”>Consider:</span>
<ul style=”font-size: 75%;”>
<li>Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)</li>
<li>Content students need to learn</li>
<li>Chunk activity:
<ul style=”font-size: 75%;”>
<li>Several opportunities for thinking, talking, writing to learn</li>
<li>Distributed summarizing and/or practice</li>
<li>Questions to ask</li>
<li>Higher Order Thinking and/or Reading Comprehension Questions to ask</li>
</ul>
</li>
<li>Active engagement:
<ul style=”font-size: 75%;”>
<li>Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.</li>
<li>Variety</li>
<li>Movement</li>
</ul>
</li>
<li style=”font-weight: 400;”><span style=”font-weight: 400;”>Previewing prerequisite knowledge/skills</span></li>
<li style=”font-weight: 400;”><span style=”font-weight: 400;”>Scaffolding content and process</span></li>
</ul>

<b>Previewing (what, who, when):</b>

&nbsp;

<b>Scaffolding (what, who, when):</b>

<p style=”padding-top: 5px; margin-bottom: 0em;”><b>Assessment Prompt for </b><b>Learning Activity 1</b></p>

<ul style=”font-size: 75%;”>
<li>Formative assessment of the Learning Goal(s).</li>
<li>Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.</li>
<li>Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?</li>
</ul>

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<p style=”padding-top: 5px; margin-bottom: 0em;”><b>Learning Activity 2</b></p>
<span style=”font-size: 75%;”>The Learning Goal(s) for this Learning Activity and Assessment Prompt:</span>

<span style=”font-size: 75%;”>Consider:</span>
<ul style=”font-size: 75%;”>
<li>Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)</li>
<li>Content students need to learn</li>
<li>Chunk activity:
<ul style=”font-size: 75%;”>
<li>Several opportunities for thinking, talking, writing to learn</li>
<li>Distributed summarizing and/or practice</li>
<li>Questions to ask</li>
<li>Higher Order Thinking and/or Reading Comprehension Questions to ask</li>
</ul>
</li>
<li>Active engagement:
<ul style=”font-size: 75%;”>
<li>Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.</li>
<li>Variety</li>
<li>Movement</li>
</ul>
</li>
<li style=”font-weight: 400;”><span style=”font-weight: 400;”>Previewing prerequisite knowledge/skills</span></li>
<li style=”font-weight: 400;”><span style=”font-weight: 400;”>Scaffolding content and process</span></li>
</ul>

<b>Previewing (what, who, when):</b>

&nbsp;

<b>Scaffolding (what, who, when):</b>

<p style=”padding-top: 5px; margin-bottom: 0em;”><b>Assessment Prompt for </b><b>Learning Activity 2</b></p>

<ul style=”font-size: 75%;”>
<li>Formative assessment of the Learning Goal(s).</li>
<li>Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.</li>
<li>Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?</li>
</ul>

I am text block. Click edit button to change this text. Lorem ipsum dolor sit amet, consectetur adipiscing elit. Ut elit tellus, luctus nec ullamcorper mattis, pulvinar dapibus leo.

<p style=”padding-top: 5px; margin-bottom: 0em;”><b>Learning Activity 3</b></p>
<span style=”font-size: 75%;”>The Learning Goal(s) for this Learning Activity and Assessment Prompt:</span>

<span style=”font-size: 75%;”>Consider:</span>
<ul style=”font-size: 75%;”>
<li>Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)</li>
<li>Content students need to learn</li>
<li>Chunk activity:
<ul style=”font-size: 75%;”>
<li>Several opportunities for thinking, talking, writing to learn</li>
<li>Distributed summarizing and/or practice</li>
<li>Questions to ask</li>
<li>Higher Order Thinking and/or Reading Comprehension Questions to ask</li>
</ul>
</li>
<li>Active engagement:
<ul style=”font-size: 75%;”>
<li>Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.</li>
<li>Variety</li>
<li>Movement</li>
</ul>
</li>
<li style=”font-weight: 400;”><span style=”font-weight: 400;”>Previewing prerequisite knowledge/skills</span></li>
<li style=”font-weight: 400;”><span style=”font-weight: 400;”>Scaffolding content and process</span></li>
</ul>

<b>Previewing (what, who, when):</b>

&nbsp;

<b>Scaffolding (what, who, when):</b>

<p style=”padding-top: 5px; margin-bottom: 0em;”><b>Assessment Prompt for </b><b>Learning Activity 3</b></p>

<ul style=”font-size: 75%;”>
<li>Formative assessment of the Learning Goal(s).</li>
<li>Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.</li>
<li>Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?</li>
</ul>

I am text block. Click edit button to change this text. Lorem ipsum dolor sit amet, consectetur adipiscing elit. Ut elit tellus, luctus nec ullamcorper mattis, pulvinar dapibus leo.

<p style=”padding-top: 5px; margin-bottom: 0em;”><b>Planning Step 2: Lesson Assessment: How will students demonstrate understanding of the Learning Goals for this lesson?</b>

</p>
<p style=”padding-top: 5px; margin-bottom: 0em;”><b>Assignment</b></p>

<ul style=”font-size: 75%;”>
<li>Plan this before planning Lesson Instruction.</li>
<li style=”font-weight: 400;”><span style=”font-weight: 400;”>How will students demonstrate their knowledge of the </span><i><span style=”font-weight: 400;”>Will Know</span></i><span style=”font-weight: 400;”> Learning Goals and the skills in the </span><i><span style=”font-weight: 400;”>Will Be Able To… (Do)</span></i><span style=”font-weight: 400;”> Learning Goals (especially the Higher Order Thinking and/or Reading Comprehension)?</span></li>
<li style=”font-weight: 400;”><span style=”font-weight: 400;”>How will the Assignment be differentiated for support and challenge?</span></li>
<li style=”font-weight: 400;”><span style=”font-weight: 400;”>Which students receive differentiation?</span></li>
<li style=”font-weight: 400;”><span style=”font-weight: 400;”>For students who struggle with the Assignment, how will you remediate this lesson?</span></li>
</ul>

<b>Differentiated Assignment for Struggling Students:</b>

&nbsp;

<b>Remediation:</b>

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