Day 1
01 Intros 02 CSD Overview 03 Break 04 Model Lesson 1 05 Lunch 06 Model Lesson 2 07 Lesson Assignments 08 Break 09 Lesson Planning 10 Unit 1 Wrap Up 11 Fac. Debrief
Day 2
12 Intro to Unit 2 13 Model Lesson 3 14 Break 15 Lesson Planning 16 Lunch 17 TLO 1 18 Break 19 TLO 2 20 Scavenger Hunt 21 Instructional Strategies 22 Fac. Debrief
Day 3
23 Community 24 Getting Buy-In 25 Break 26 TLO 3 27 Debugging 28 Lunch 29 TLO 4 30 Break 31 TLO 5 32 Scavenger Hunt 33 Unit 2 Wrap Up 34 Fac. Debrief
Day 4
35 Equity 36 Recruiting 37 Break 38 Unit 3 Intro 39 TLO 6 40 Lunch 41 TLO 7 42 Break 43 TLO 8 44 Scenarios 45 Unit 3 Wrap Up 46 Fac. Debrief
Day 5
47 Preparing for the Year 48 Assessment 49 Break 50 Planning 51 Lunch 52 Local Flex Time 53 Closing Ceremonies 54 End Early & Friday Facilitator Debrief

Session 9: Lesson Planning: Get to Know Your Lesson

70 minutes

lesson planning session

Purpose

Understanding the lesson and the resources available in the lesson.

  • Try activities and tools
  • Watch videos
  • Read lesson plan
  • Look through linked resources

Objectives

  • Teachers have had a chance to read through the materials and start making a plan for delivering the lesson with their groups
  • Teachers have done any core activities from the lesson

Supplies & Prep

Room Setup:

  • Normal Breakout Room Set Up
  • Everyone is sitting at a table with their lesson planning group

Facilitator Supplies and Prep:

  • Before Workshop
    • Both facilitators should be well versed in all lessons. Consider key things about each lesson that you think a teacher should pay attention to when planning. Have guiding questions to help them think about those key things.
    • Build a check in schedule that makes each facilitator responsible for checking in with the same 4 groups. It’s good to see the same people multiple times, which is easier if you’re splitting the room.
  • CSD LSW 2019 - Monday - Slides

Teacher Materials:

Agenda

Lesson Planning (20 minutes)

Lesson Exploration Time (40 minutes)

Facilitation Guide

Lesson Planning (20 minutes)

(10 minutes) Overview of the Lesson Planning Process & Resources

Start by having teachers review the TLO overview in their Activity Packet (page 7-8).

Using slides remind them:

  • They have an hour today and 75 minutes tomorrow to plan for teaching their lesson
  • Today we will be working on Step 1: Get Familiar with the Lesson
    • Spend today mostly focused on understanding the lesson and all its resources - tomorrow will focus on breaking down how to teach it
  • Review resources they can use in this process
    • How to access the lesson plans and code studio materials online
      • Overview of how to Navigate Code.org and Lesson Plans is on pages 32 - 39 in the Curriculum Guide.
    • Point out the pages in the Curriculum Guide they can use to learn about the story of a unit
    • Physical printed materials
      • Lesson Plans are printed separately - 2 copies per group
      • Remind teachers that all activity guides teachers will need during the lesson will be in their Activity Packets
    • Point out the Lesson Tips and why they are there (Activity Packet Pages 9-12)
      • We give guidance at workshops what to focus on in lesson because we are skipping between lessons and certain dependencies between lessons mean we won’t do a certain activity or because of time we want to focus on seeing one part of a lesson over the other.

(10 minutes) Get Familiar with Lesson

Prompt Read through:

  • The first page of the lesson plan
  • The lesson planning guide

Before digging deeper into the lesson, what clarification do you need on lesson planning?

Lesson Exploration Time (40 minutes)

(40 minutes) Begin Planning: Understand the Lesson Resources

Goal: Teachers get familiar with all the materials in the lesson.

Teaching Tip

NOTE: There is no break here so folks should feel free to take a break on their own during this lesson planning time.

Teaching Tip

As they work facilitators should:

  • Circulate the room checking in with groups.
  • Allow groups to make their own choices about how to present the lesson but ask guiding questions where necessary to get them to consider how to best present the lesson.
  • Facilitators may clarify what comes in previous lessons or explain keep CS concepts if group is very confused.
  • Both facilitators should be well versed in all lessons, but it could be beneficial to build a check in schedule that makes each facilitator responsible for checking in with the same 4 groups. It’s very likely that people will stop you to ask questions, but for scheduled rounds of checking in on planning, it’s good to see the same people multiple times, which is easier if you’re splitting the room.

Prompt: Read through the lesson and DO THE ACTIVITIES YOURSELF.

  • Biggest point to make to participants is that they shouldn’t make assumptions about how activities will play out.
  • It’s important that they test out the activities themselves.

Teachers should be working on filling in Step 1 on page 13 of Activity Packet.

NOTE: Groups will have 75 more minutes tomorrow to finish planning their lessons. The biggest goal right now should be to get through reading the lesson and doing activities, there is plenty of time tomorrow to figure out exactly how you want to deliver the lesson.