G3

 Agreements/Expectations  around  Planning  for  

RW/WW  Units  
DRAFT-  to  be  finalized  in  March  
 
#1:  TEAM  WORK-­  FRONT  LOADING  &  BACKWARDS  DESIGN  
Planning is bringing the future into the present so that you can do
something about it now. -Alan Lakein
 
Prior  to  any  meetings  around  units,  it  is  important  that  each  team  member  takes  
time  to  read/review  the  unit  and  to  get  out  anything  used  last  year.  Then,  we  will  
meet  at  least  2  weeks  prior  to  the  unit(s)  to  go  over  it  as  a  team.  In  that  meeting  
we  will:  
1. Look  at  the  monthly  calendar  and  talk  about  conflicts/changes,  
which  need  to  be  made.  Then  we  will  make  those  directly  on  the  
calendar.    
Goal:  Determine  how  much  time  we  really  have  to  get  this  done.  
 
2. Look  at  the  “front  matter”  for  the  unit,  on  Atlas  or  in  your  binder.  
(The  “About  this  unit  information,  rubrics,  etc.)  What  are  the  big  
ideas?  What  will  the  end  of  the  unit  be  like-­‐  product?  Process?    
Goal:  For  the  team  to  have  the  same  vision  of  the  
teaching/learning  of  the  unit  and  to  agree  on  the  final  
outcomes:  student  learning  goals  and  final  products.      
 
3. Using  the  monthly  calendar  and  the  team’s  knowledge  of  the  
students,  walk  through  the  calendar  and  make  changes  to  the  
sessions.  (Delete/Add/Combine/Change).      
Goal:  To  make  decisions  about  curriculum  based  on  data.    
 
4. Prior  to  Dianne  and  Linda  attending  a  meeting  about  this  unit,  
discuss  ways  you  think  they  might  be  able  to  enhance  the  unit  
through  integration.  (Keep  an  eye  on  the  calendar.  Integration  
should  not  be  an  “add  on”  but  an  enhancement.)  
Goal:  To  find  ways  to  integrate  technology/library  
authentically.    
 
5. Finally,  the  team  will  discuss  how/when  parents  will  be  informed  
about  the  work.  The  newsletter  blurb  can  be  quickly  written  with  
team  input.  Any  invitations  to  celebrations’  can  be  planned  with  
dates  when  those  will  go  home.  Also,  as  a  group,  the  team  will  plan  
for  how  they  will  send  home  evidence  of  learning  from  this  unit.    
Goal:  To  plan  for  parent  communication  about  student  learning  
at  the  start  of  the  unit.    
 
 
 
 
 

Initial  Draft  written  by  Jen  Munnerlyn  

To  be  updated  by  team  and  finalized  in  March,  2011  
 #2:  INDIVIDUAL  TEACHER  WORK  
Plan ahead or find trouble on the doorstep. —Confucius
 
After  the  initial  team  meeting  around  the  unit,  each  teacher  in  the  grade  level  is  
expected  to  complete  the  planning  for  the  unit.  This  will  help  limit  planning  on  a  
day-­‐to-­‐day  basis.  It  will  also  ensure  there  is  ample  “set  up”  for  a  substitute  or  the  
TA  to  cover,  in  case  the  teacher  is  absent.  The  remaining  planning  for  the  unit  
needs  to  be  completed  before  the  start  of  the  unit.  
 
Agreements/Expectations  around  planning:  
• The  teacher  will  read  through  each  session  and  envision  how  that  work  will  go  
with  his/her  students.  How  will  she  make  it  her  own?  How  will  it  fit  the  needs  of  
her  learners?  (This  helps  on  the  day  of  teaching  for  the  teacher,  but  also  provides  
a  track  of  your  thinking  for  a  sub  or  TA.)  
Goal:  To  have  notes  throughout  the  unit  with  the  teacher’s  thinking  about  
each  session  before  the  unit  starts.    
 
• When  applicable,  charts  for  the  unit  will  be  prepared  in  advance,  and  organized  in  
a  way  that  they  can  be  easily  located  and  displayed.  Putting  the  charts  in  a  large  
folder  keeps  them  neat,  tidy,  and  in  order  of  use.  (It  is  also  beneficial  to  think  
through  the  charts  you  will  create  on  the  spot  in  front  of  students.  Some  of  those  
can  be  prepared  with  the  basics…  “Trying  it  out:  Mr.  F’s  Boxes  and  Bullets”  as  a  
reminder  of  what  needs  to  happen  in  the  way  of  charting  for  the  lesson.  
• Goal:  Anchor  charts  need  to  be  prepared  for  the  entire  unit  before  the  unit  
begins.    
 
• The  teacher  will  plan  for  the  TA  to  copy,  create,  and  gather  all  necessary  materials  
for  the  whole  unit.  At  this  point  it  is  also  important  for  the  teacher  to  take  the  time  
to  walk  the  TA  through  the  unit…  what  are  the  big  ideas/essential  questions?  
What  will  the  sessions  entail  and  be  like?  What  are  the  expected  goals/outcomes  
of  the  unit?  How  can  the  TA  support  this  unit  as  a  whole?  
Goal:  The  TA’s  specific  role  in  supporting  the  teacher  is  clear  and  defined  for  
the  entire  unit,  and  gives  her  instructional  cues.  
 
• Mentor  texts,  student  reading/writing  materials,  and  anecdotal  notes  will  be  
prepared  for  the  unit  and  placed  in  a  basket  or  other  easy  to  find  place/spot.  All  of  
the  materials  the  teacher  will  need  for  the  unit  will  be  on  hand  and  ready  to  use  
before  the  unit  begins.  
Goal:  Materials  will  be  gathered,  organized  and  placed  in  an  easy  to  find  area  
of  the  classroom.  
 
• The  teacher  will  complete  weekly  lesson  plans  for  the  entire  unit,  using  the  
information  (calendar,  dates,  etc.)  agreed  upon  in  the  team.  These  lessons  are  
important  in  that  they  provide  the  teacher’s  individual  plan  for  her  class  within  
the  framework  of  the  larger  team  plan.  Within  the  plans  should  be  any  pre-­‐
determined  groupings  of  students.  (Anecdotal  notes  should  be  prepared  ahead  of  
time,  with  these  groups  in  mind.)  
Goal:  Weekly  lesson  plans  are  completed  for  the  entire  unit(s)  so  the  
teacher/TA/sub  can  see  the  span  of  this  work.  
 
 

Initial  Draft  written  by  Jen  Munnerlyn  

To  be  updated  by  team  and  finalized  in  March,  2011  
  
#3:  RETURN  TO  THE  TEAM:  UPDATES  AND  DISCUSSION  ABOUT  
TEACHING  PRACTICE  &  STUDENT  WORK  
You can always amend a big plan, but you can never expand a little
one. I don't believe in little plans. I believe in plans big enough to
meet a situation, which we can't possibly foresee now.
-Harry S. Truman
 
Throughout  the  unit,  the  team  will  take  10-­‐15  minutes  during  team  planning  
time  to  share  how  the  unit(s)  are  going.  Each  teacher  will  share  teaching  
strategies  they  have  employed  to  make  this  unit  come  alive  for  their  students  as  
well  as  teaching  to  their  needs  based  on  data.  This  will  also  be  a  time  to  share  
student  work.  However,  that  work  needs  to  be  qualified  with  “what  I’m  doing  
now  for  this  learner”  by  the  teacher.    
 

Initial  Draft  written  by  Jen  Munnerlyn  

To  be  updated  by  team  and  finalized  in  March,  2011