INSTRUCTION

AL PRACTICE
I N TA S C # 7
ERICA CONDON
JOHNS HOPKINS UNIVERSITY

INTASC STANDARDS
InTASC #6: Assessment - The teacher understands and uses multiple methods
of assessment to engage learners in their own growth, to monitor learner progress,
and to guide the teachers and learners decision making

InTASC #7: Planning for Instruction - The teacher plans instruction that
supports every student in meeting rigorous learning goals by drawing upon
knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as
well as knowledge of learners and the community context.

InTASC #8: Instructional Strategies - The teacher understands and uses a

variety of instructional strategies to encourage learners to develop deep
understanding of content areas and their connections, and to build skills to apply
knowledge in meaningful ways.

INTASC STANDARD #7:

PLANNING FOR
The teacher plans instruction that supports every student
in meetingINSTRUCTION
rigorous learning goals by drawing upon
knowledge of content areas, curriculum, crossdisciplinary skills, and pedagogy, as well as knowledge of
learners and the community context
Each area of the standard above can be identified throughout this presentation
based on the following color coding descriptions:
Supporting every student in meeting rigorous learning goals
by drawing upon knowledge of content areas, curriculum, crossdisciplinary skills, and pedagogy, as well as knowledge of learners and
the community context

LONG TERM PLAN

This method of organization is used to help me plan instruction that is drawn from my
knowledge of my content area and to align my instruction to the district curriculum.
Because this curriculum is extremely rigorous compared to where my students
currently stand academically, it is imperative that I am able to break down the content
into pieces that meet the needs of each and every student to support them in meeting
rigorous learning goals. I am able to connect each unit to future and past units using
cross-disciplinary skills and spiraling previously learned content into every unit I teach.
This Long Term Plan includes:
Course Overview and Timing
Unit and Lesson Organization

LONG TERM PLAN

COURSE OVERVIEW & TIMING
Unit
Introduction to Functions Graphing Stories
The Structure of Expressions

Unit Length
5 days
4 days

Solving Equations and Inequalities

22 days

Creating Equations to Solve Problems

7 days

Shapes and Centers of Distributions

3 days

Describing Variability and Comparing

Distributions

5 days

Categorical Data on Two Variables

3 days

Numerical Data on Two Variables

10 days

Linear and Exponential Sequences

7 days

Functions and Their Graphs

7 days

Transformations of Functions

6 days

Using Functions and Graphs to Solve

Problems

4 days

UNIT AND LESSON

ORGANIZATION

UNIT AND LESSON

ORGANIZATION

PREPARING FOR DIFFICULTIES

When planning for a particular unit, I make
sure that I am breaking down each portion of
the unit into lessons in which mastery is
attainable. In some cases, this means
breaking what should be one lesson into
smaller chunks that enable all students to
meet rigorous learning goals. Drawing from
my knowledge of the content area and the
district curriculum, I approach each lesson by
first addressing the misconceptions that I
predict will present themselves during
instruction. The table to the right shows
three examples of my breakdown of the
anticipated difficulties and their solutions for
the first lesson in Unit 1 of the Long Term
Plan. In addressing these issues from the
beginning, I am making content accessible
for all students by drawing on crossdisciplinary skills to ensure that all students
are able to meet the rigorous learning goals
of the lesson.

Anticipated
Must Do Remedial Problem Solution
Difficulty

The exploratory
Identify the prerequisite skills necessary to
challenge of this
achieve mastery
lesson is
Take note of which portions of those skills
particularly
have not yet been mastered
challenging given Create a sequence of problems to be
my students
taught in a remediation lesson that
mastery of the
provide a ladder to problem 1 of the actual
prerequisite skills.
lesson for students to complete
Skip the exploratory challenge for now
and use it as an end of assessment
evaluation once students have completed
examples with guidance.
There is too big of Identify the aspects of the second problem
a jump in
that make it too difficult for students to
complexity
move immediately on to.
between some of Create a problem set that can build upon
the problems.
problem one to make problem two seem
left daunting and bridge students
understanding from one problem to the
next.
Students lack
Use diagnostic data to determine which of
fluency or
the foundational skills necessary for the
foundational skills
lesson students have not yet mastered.

SAMPLE LONG TERM

LESSON PLAN
Addressing prerequisite skills:

Students and teacher walk through the basics of graphing by creating

axes on the board that describe the meaning of a graph of elevation vs.
time. Questions asked by the teacher include:
How do we know which variable it the independent or dependent
variable? On which axis does each variable go?
How should we label the vertical axis?
What are our options for units of measurement for this variable?
Which should we choose and why?
Think Pair Share: If the elevation vs. time problem involves a persons
movement, should we be measuring their elevation based on the height
of their head or their feet and why?
Show me with your hand what the graph may look like if this person
was
walking up a hill at a constant pace.
Whats another term that can be used for pace in this scenario?
Answer: Rate of Change!)

My ability to use
probing questions
to guide my
students through
the lesson comes
from my
knowledge of the
content area and
the previously
learned sections
of the curriculum

SAMPLE LONG TERM

LESSON PLAN

Group Work:
This is an elevation vs. time graph of Shaniquas motion as she travels from Mr. Gordons classroom to
Ms. Condons classroom during passing time. What are some observations you can make about her
While students discuss in their groups, the teacher travels from
movements during this trip?
group to group, engaging students who are at both the remedial
and enrichment levels with probing questions designed to allow
students to draw upon cross-disciplinary skills and previously
reviewed material.
Sample Remediation Question: What is happening in the story when
the graph
is increasing, decreasing, or constant over time? Sample
response: Shaniqua is
going up the stairs while the graph is increasing,
downstairs while the graph is decreasing, and is standing still when the
graph is constant *(The last part of this response is a misconception that
many students have she is not
necessarily standing still, she is just
Students use their knowledge ofnot changing her elevation)
the schools layout to picture how Sample Enrichment Question: How does the slope of each line
segment relate
to the context of Shaniquas elevation? What does it
Shaniqua is moving throughoutmean for one part of the graph to be steeper than another? Sample
average change in elevation per
passing time. This community Response: The slope gives the
(or down) the stairs
context gets students thinking minute. It tells us how fast Shaniqua goes up
during that interval of time. The steepness of the line segments
about how different aspects of represents the pace at which Shaniqua is moving. A steep line
our instruction can apply to realsegment shows that Shaniqua is probably running up the stairs because
late for class.
world scenarios and helps themshe is

to make connections to situations

SAMPLE LONG TERM LESSON PLAN

Independent Practice
Students work independently on one task to display their mastery of the lesson. They are asked to
create an elevation vs. time story for the following graph and account for every movement represented.
Sample Response: DaQuan climbs a 5 ft. ladder to the top of the water slide in 2 seconds. He sits
at the top of the water slide for 2 seconds and then slides down into the water. Once he makes it into
the pool, he stay in the same position with regards to deepness in the water for 2 seconds before rising
to the surface

During Independent Practice, I

use my knowledge of my students
as learners to know which
students will need extra support
and my knowledge of the content
to alleviate any confusion about
the lesson

UNIT PLAN
After constructing a Long Term Plan, I use my
knowledge of the curriculum and my pedagogy to
backwards plan each individual unit of my content
area. This unit plan displays my ability to plan
instruction that supports every student in meeting
rigorous learning goals by drawing upon knowledge of
content areas, curriculum, cross-disciplinary skills, and
pedagogy, as well as knowledge of learners and the
community context.

IDENTIFYING GOALS AND STANDARDS

Goals:
In this module, students reconnect with and deepen their understanding of statistics and probability concepts first introduced in Grades 6, 7, and 8. There is variability in data, and
this variability often makes learning from data challenging. Students develop a set of tools for understanding and interpreting variability in data and begin to make more informed
decisions from data. Students work with data distributions of various shapes, centers, and spreads. Measures of center and measures of spread are developed as ways of
describing distributions. The choice of appropriate measures of center and spread is tied to distribution shape. Symmetric data distributions are summarized by the mean and
mean absolute deviation, or standard deviation. The median and the interquartile range summarize data distributions that are skewed. Students calculate and interpret measures
of center and spread and compare data distributions using numerical measures and visual representations. Students build on their experience with bivariate quantitative data from
Grade 8; they expand their understanding of linear relationships by connecting the data distribution to a model and informally assessing the selected model using residuals and
residual plots. Students explore positive and negative linear relationships and use the correlation coefficient to describe the strength and direction of linear relationships. Students
also analyze bivariate categorical data using two-way frequency tables and relative frequency tables. The possible association between two categorical variables is explored by
using data summarized in a table to analyze differences in conditional relative frequencies. This module sets the stage for more extensive work with sampling and inference in later
grades.
Standards:
S-ID.A.1 - Represent data with plots on the real number line (dot plots, histograms, and box plots).
S-ID.A.2 - Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more
different data sets.
S-ID.A.3 - Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).
S-ID.B.5 - Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and
conditional relative frequencies). Recognize possible associations and trends in the data.
S-ID.B.6 - Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
S-ID.C.7 - Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
S-ID.C.8 - Compute (using technology) and interpret the correlation coefficient of a linear fit.
S-ID.C.9 - Distinguish between correlation and causation.
Supporting/Repeating Standards:
6.SP.A.1 Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, How old am I? is not
a statistical question, but How old are the students in my school? is a statistical question because one anticipates variability in students ages.
6.SP.A.2 Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.
6.SP.A.3 Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary
with a single number.
6.SP.B.4 Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
6.SP.B.5 Summarize numerical data sets in relation to their context
8.SP.A.1 Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering,
outliers, positive or negative association, linear association, and nonlinear association.
8.SP.A.2 Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a
straight line, and informally assess the model fit by judging the closeness of the data points to the line.

ASSESSMENT METHODS
Data Collection Project: Students will work in pairs to collect bivariate data about
something in their lives (for example, their friends quiz grades and the number
of hours spent studying) over the course of one week and analyze this data to
determine if there is a correlation between the two variables
Weekly Quizzes: Students will take weekly assessments to gauge their mastery of
the material and help to drive the lessons for the rest of the unit.
Exit Tickets: Students will complete an exit ticket every day to take the pulse of
each class period and see if the content from that day has been mastered.
Various Formative Assessments: Students will participate in discussions, group
work, and observations that will enable the teacher to track student progress.
Summative Assessments: At the end of every unit, including this one, students
will compete a summative assessment comprised of a variety of performance
tasks in addition to tasks that require students to show fluency and their ability to
apply the content to real world situation in order to achieve mastery.

SUMMATIVE ASSESSMENT
Using backwards planning, I am able to plan my instruction based on the
tasks created for the summative assessment. The assessments are created
using my knowledge of the content area and are always modified to support
every student in meeting rigorous learning goals.
By referencing my
students school
district and a topic
that is relevant to
them (having a loyal
crew becomes
particularly
important during
students first year
in high school), I am
able to use my
knowledge of my
students and the
community context
to help them to build
skills to apply

SUMMATIVE ASSESSMENT
RUBRIC

LEARNING PLAN

SAMPLE UNIT PLAN LESSON

PLAN

Students are asked to recall previously

learned content to refresh their memories
on data representation and analysis. A
volunteer decides what aspect of their
community the class would be able to
collect data from in that moment. Two
students come to the board to create
representations of the data as it is
collected using their knowledge of the
skills learned in 6th, 7th, and 8th grade.
Throughout the rest of the period, the
class builds on these prerequisite skills
and students go on to complete individual
and collaborative work on this topic.

I have a deep understanding of the need for my students to be

engaged in the learning (and teaching) processes and give them
the freedom to have a say in our lessons examples. Students
are always encouraged to make ties to their personal lives when
creating in class examples to help them meet rigorous learning
goals by making the lessons memorable.