To begin planning, it is important to know what’s been happening in education over the summer. Most states (see diagram: http://www.corestandards.org/in-the-states) have adopted Core Standards for Language Arts and Math. If your school is in one of those states, then you can begin looking at the Core Standards Website for more information. You will save time and frustration if you start off the year using these instead of having to go back and add them in.

If you’re sitting at your computer right now thinking, “Sweet! I don’t have to look at those because I teach __(insert non-Language Arts/Math content here)__!” don’t get too excited. Because of increased focus on Literacy and Math literacy, most content areas need to include some of these into their curriculum. So take a look. It won’t take long for you to realize how easy it is to include some of these Core Standards into your curriculum. You’re already doing it; now, you’ll get a pat on the back from your Instructional Leaders for being so innovative and thorough in your planning. And we all need more pats on the back!

Now that you have some idea of the standards your students will be assessed on (and you might be evaluated on, depending on your district or state), you can begin thinking of Learning Targets/Objectives that you can use during the year. Some examples:

Core Standard: English Language Arts Standards » Speaking & Listening » Grade 7

Comprehension and Collaboration

SL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

• Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
• Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
• Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
• Acknowledge new information expressed by others and, when warranted, modify their own views.

Learning Targets/Objectives:

Today, we will learn how to discuss in a group setting by practicing: listening to others, staying on topic, building on what others say, disagreeing respectfully.

Today, we will discuss pages 121-123 in our textbook, using our group discussion skills.

Today, after discussing, we will be able to answer the following questions: Who were the people involved in the French Revolution? What events led up to the Revolution? What were the results after the Revolution? Could Louis and Marie Antionette avoided the guillotine; if so, how?

Other places to find/create Learning Targets/Objectives:

• Teachermentor.net! Of course!
• Collaborating with colleagues
• District website (many districts have curriculum leaders who have been working diligently to create objectives for teachers to use)
• Teacher’s Guides in your curriculum
• Websites:
• www.corestandards.org
• dww.ed.gov
• www.ncela.gwu.edu

And here is one last tool for planning: Organize Your Teaching. Print this chart out and keep handy to help remember some great teaching and learning tips from Doing What Works by the US Department of Ed.

Ranada Young has been in education for 15 years. Her experiences range from small private school teaching, overseas education, to training teachers in ESL and Literacy in the second-largest school district in Oregon. Her passion for sharing resources and relieving stress for her fellow educators has made her a key resource person. Ranada has worked with teachers in creating and implementing curriculum for Language Arts; ELD; ESL Language Arts, Math and Social Studies. In her spare time, Ranada is a knitter, runner, and socializer.

Your Turn

Please post a reply on this blog to share ideas!