Lesson Design Like a Rock Star - Union School District
âą
2 likesâą1,676 views
Materials from my session at Union School dist ELA for 7-8
Recommended
Recommended
More Related Content
What's hot
What's hot (20)
Similar to Lesson Design Like a Rock Star - Union School District
Similar to Lesson Design Like a Rock Star - Union School District (20)
More from Jon Corippo
More from Jon Corippo (20)
Recently uploaded
Recently uploaded (20)
Lesson Design Like a Rock Star - Union School District
- 1. How to Lesson Design like a
- 2. QUESTION
- 3. Can you be a chef and work at McDonaldâs?
- 6. That is an âIndian Villageâ
- 9. SPOT SpeciïŹc Transformative Out of comfort zone Positive
- 10. REPS 4-6 Reps to move from KNOW to UNDERSTAND
- 11. Progression I teach them this so that I can teach them thatâŠ
- 12. success If only 4 of my students are getting Aâs, Iâm going to get ïŹred.
- 13. #1 Dogs and Cats
- 14. The Dog's Diary  8:00 am - Dog food! My favorite thing!⚠ 9:30 am - A car ride! My favorite thing!⚠ 9:40 am - A walk in the park! My favorite thing! ⚠10:30 am - Got rubbed and petted! My favorite thing!⚠12:00 pm - Milk bones! My favorite thing!⚠ 1:00 pm - Played in the yard! My favorite thing!⚠ 3:00 pm - Wagged my tail! My favorite thing!⚠ 5:00 pm - Dinner! My favorite thing!⚠ 7:00 pm - Got to play ball! My favorite thing!⚠ 8:00 pm - Wow! Watched TV with the people! My favorite thing!⚠11:00 pm - Sleeping on the bed! My favorite thing!
- 15. The Cat's Diary Day 983 of My Captivity    My captors continue to taunt me with bizarre little dangling objects. They dine lavishly on fresh meat, while the other inmates and I are fed hash or some sort of dry nuggets. Although I make my contempt for the rations perfectly clear, I nevertheless must eat something in order to keep up my strength.    The only thing that keeps me going is my dream of escape. In an attempt todisgust them, I once again vomit on the carpet. Today I decapitated a mouse and dropped its headless body at their feet. I had hoped this would strike fear into their hearts, since it clearly demonstrates my capabilities. However, they merely made condescending comments about what a "good little hunter" I am.    There was some sort of assembly of their accomplices tonight. I was placed in solitary confinement for the duration of the event. However, I could hear the noises and smell the food. I overheard that my confinement was due to the power of "allergies." I must learn what this means, and how to use it to my advantage.    Today I was almost successful in an attempt to assassinate one of my tormentors by weaving around his feet as he was walking. I must try this again tomorrow, but at the top of the stairs. I am convinced that the other prisoners here are flunkies and snitches. The dog receives special privileges. He is regularly released, and seems to be more than willing to return. He is obviously brain damaged. The bird must be an informant. I observe him communicate with the guards regularly. I am certain that he reports my every move. My captors have arranged protective custody for him in an elevated cell, so he is safe. For now ...
- 16. Things unique to the dog Things shared by both 1. 2. 3. 4. 1. 2. 3. 4. 1. 2. 3. Things unique to the cat
- 17. Things unique to the dog Things shared by both 1. 2. 3. 4. 1. 2. 3. 4. 1. 2. 3. Things unique to the cat
- 18. #2 8âąpARTS
- 19. Name ___________________________ Adverb Verb Noun Adjective Make a three word phrase - label the subject and predicate Interjection Prepositions Conjunctions Pronouns Simile - Analogy Concept: Jon Corippo Write a short paragraph - ! use one of each part of speech
- 21. Name ___________________________ Adverb Verb Noun Adjective Make a three word phrase - label the subject and predicate Interjection Prepositions Conjunctions Pronouns Simile - Analogy Concept: Jon Corippo Write a short paragraph - ! use one of each part of speech
- 23. Times itâs okay to say the F word. Where do I get these?
- 24. That is my grammar lesson plan until Oct 1
- 26. Name ________________________ Number______________ Imperative Declarative Interrogative Exclamation Dialogue - Character 1 Dialogue - Character 2 Dialogue - Character 1 Dialogue - Character 2 (Use quotes and commas!) Plural Possessive Singular Possesive Use there and their correctly: ________________________________________ ________________________________________ Title the Picture- USE CAPS CORRECTLY!!: ________________________________________ ________________________________________ Use an appositive: ________________________________________ ________________________________________ Write a sentence with a semi colon: ________________________________________ ________________________________________ Write a compound sentence: ________________________________________ ________________________________________ Write a complex sentence: ________________________________________ ________________________________________ Copyright: Jon Corippo
- 27. That is my writing lesson plan until October 31.
- 29. http://www.morrisïŹipsenglish.com/blog-ion-lucidity/one-study-strategy-that-will-change-your-classroom The concept, in its most basic form, is self-quizzing. The way most people study is they go over a list of topics, and run through them once or twice. Maybe you make flashcards. And as soon as you've gotten them right at least once, you figure out know them and move on. But that's not knowledge. That's the illusion of mastery. So how do you know if you really know something? By simulating testing conditions and forcing yourself to work harder to pull the information from memory. Practically, that means closing the book or the laptop and going back through the concept and asking yourself questions to test understanding instead of basic recall.
- 30. 4-6 Reps?
- 31. #3 Lit Circles 2.0
- 35. Anadiplosis
- 37. Summarize Characterize ConïŹict Wishes Somebody Wanted But So Then Char vs Char Char vs Self Char vs Nature Char vs Machine Char vs Society Description Actions Dialogue Interior Monologue How Society sees them What 3 wishes would the character make? Tell why for each 1. Why: 2. Why? 3. Why?
- 38. Workflow. Getting kids working The power of Lit Circles is kids talking about literature, in small groups and sharing their observations by recording them.
- 39. Summarize Characterize ConïŹict Wishes Somebody Wanted But So Then Char vs Char Char vs Self Char vs Nature Char vs Machine Char vs Society Description Actions Dialogue Interior Monologue How Society sees them What 3 wishes would the character make? Tell why for each 1. Why: 2. Why? 3. Why?
- 40. The Training. Play 30 second commercials
- 41. Summarize Characterize ConïŹict Wishes Somebody Wanted But So Then Char vs Char Char vs Self Char vs Nature Char vs Machine Char vs Society Description Actions Dialogue Interior Monologue How Society sees them What 3 wishes would the character make? Tell why for each 1. Why: 2. Why? 3. Why?
- 42. The Training. Play 30 second commercials
- 43. Summarize Characterize ConïŹict Wishes Somebody Wanted But So Then Char vs Char Char vs Self Char vs Nature Char vs Machine Char vs Society Description Actions Dialogue Interior Monologue How Society sees them What 3 wishes would the character make? Tell why for each 1. Why: 2. Why? 3. Why?
- 44. The Training. Play 30 second commercials
- 45. The Training. Play 30 second commercials
- 46. The Training. Play 30 second commercials
- 48. The Training. Play 30 second commercials Find commercials on
- 49. Download off YouTube. Optional
- 50. BUY-IN. YOUR STUDENTS WILL ASK TO WATCH AND ANALYZE VIDEOS OVER AND OVER Note: This is âclose watchingâ as opposed to âclose readingâ - but the skills gained are the same
- 55. THIS WILL HAPPEN Kids will see Irony, Paradox, Poetic Justice, Foreshadowing and more in REAL LIFE NOT just books.
- 57. Bonus Round
- 58. Go to socrative.com Room ID: CorippoCUE
- 59. The case against random
- 60. To kids, this comes off as passive aggressive
- 61. Listen or be embarrassed
- 62. Listen or be wrong
- 63. The teacher is the center
- 64. Learner emapthy
- 65. Would popsicle sticks be effective in a staff meeting?
- 66. No. Why?
- 67. Tricking or forcing people to learn is not the optimal way
- 68. Have them do something to show they know
- 70. Frayer Models are Easy CFUs
- 73. Get an answer from everyone GoFormative.com
- 74. Random is not rich enough Find out what everyone knows Change on a dime Donât be passive- aggressive by accident
- 75. Do not get me started on Thumbs upâŠ.
- 76. They will always say thumbs up Itâs almost recess! Make them all show you some WORK!
- 77. Testing?
- 78. Think Practical Final A one or two period build. Trifold. Short Film. Website. Game.
- 79. Jon Corippo CUE Director of Academic Innovation jcorippo@cue.org @jcorippo