GANAG Pollock Power Point

Welcome to GANAG!
Engaging and Effective Lesson Planning for
High School Teachers
Dr. Laura Raeder
Mr. Jeff Noll
Pam Oberembt
Overarching Goal for Today
•  Participants will understand the process of
engaging and effective lesson planning.
Your First Task
•  You need to toss your marshmallow at the
target!
It s Important to Have a Goal!
•  State the GOALS (or standards intended
for the lesson)
What s Your Background
Knowledge?
•  What do you know about lesson planning
at this point?
GANAG
(
From Improving Student Learning One Teacher at a Time by Jane E. Pollock
• G = State the GOALS (or standards
intended for the lesson
• A = ACCESS prior knowledge that
relates to the lesson
• N = Introduce NEW information or
concepts
• A = ANALYZE/APPLY the new
information or concepts
• G = Summarize or restate the GOALS
learned in the lesson
)
Did you know?
GANAG/Prime Time/Hunter
GANAG IS Prime Time IS Madeline Hunter!
Apply the New Knowledge
Applying GANAG
•  Laura s Lesson
Review the Goal
Winding up the Lesson
•  What are the following lessons missing
and how will that impact them?
Lesson
•  Goal: Explain how Le Chatelier s principle
applies to equilibrium systems.
•  Lesson:
–  What is a teeter-totter? How do they work? What
happens if the bigger kid jumps off?
–  Define Le Chatelier s principle.
–  Do sample problems for students involving
concentration changes, volume/pressure changes,
and temperature changes.
–  In their own words, students explain how Le
Chatelier s principle is used to predict how
equilibrium systems will shift in response to stress.
Lesson
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Your task:
–  In your reading, find embedded a poem by rearranging the words,
phrases, and images that were meaningful to you and to understanding
the reading. You may do this by underlining words, phrases, and
images or taking notes as you read, writing them down in a notebook.
After you ve found those words, phrases, and images that are
meaningful:
–  Play around with them, arranging them in different ways until they say
exactly what you want them to say in an order that is meaningful to you.
Type:
–  the new poem you ve created and give it a title
Finally:
–  Create a visual to accompany your poem.
Your poem will be graded on:
–  Understanding of the reading through your poem
–  Self expression/creativity
–  Connection of visual to poem
–  Neatness
Journals: What did you learn from today s lesson? Pair Share.
Lesson
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Hitler s Lightning War
Goal:Evaluate the cause and effect of the events that lead to the US
entering WWII.
Accessing Background Knowledge
Political Cartoon
What message is the author conveying?
http://triptronix.net/ishbadiddle/images/brevity2073243050503.jpeg.
Pictures of the aftermath of Blitzkrieg
http://www.tntech.edu/library/archives/collection/bombDamageFrankfurt.jpg
New Knowledge
Students will read a section of the text. They will complete the chain
reaction form. They will meet with other students who read the same
section. They will discuss a cause and or effect for each link in the chain.
The groups will then divide and share with an even smaller group.
I will hand out paper to make a chin link from the events and the causes/
effects. As the students report to the large group we will assemble the
chain.
Chain Reaction Activity
As a class we will list the important events that lead to the US entering
WWII. Students will then put these events in order and explain why one
event was caused by another event.
Make a chain with each step and its cause/effect.
Lesson
•  Goal: Describe the connection between enzymes and
activation energy.
•  Lesson:
–  Did anyone s mother ever put hydrogen peroxide on a cut?
What was the experience like? Why would parents do this to
their children?
–  Perform lab experiment using beef liver and hydrogen peroxide
(mix the two in various ways to show the effect of heat and
concentration on enzyme activity).
–  Students answer questions on laboratory worksheet (ex., What
happened when the liver came into contact with the peroxide,
what were the bubbles made of, why did the reaction stop?).
–  On the back of the lab, students will draw and label a graph of
the enzyme catalyzed lab that was just performed.
Lesson
•  Having just finished reading Act I of Romeo and Juliet, in groups you
will act out the scenes.
–  Each group will have 4-5 people.
–  Each person must have a speaking role.
–  You will have to choose which lines to include. You can use your own
language.
–  You will have today to practice. Tomorrow you will present in front of the
class. Your
•  Presentation of the scene should be 2-4 minutes in length. You
should have some props.
•  Now, that I have numbered you off and you are in groups, you may
begin putting together your presentations.
•  I will be available to help you if you need it.
•  Review: Create a time line of Act I with your group.
Lesson
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How do Taxes Influence the Economy?
Goals- Explain the economic impact of taxes.
Understand the two primary principles of taxation
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Describe the three criteria for effective taxes.
Accessing Background KnowledgeStudents will raise their hands if they pay taxes. I will ask students whose had is not
raised it he or she buys clothing, concert tickets, gas, or food. Almost all states tax
these articles. Then I will have students make a list of goods or services they may
have purchased in the last weeks on which they paid a tax.
New KnowledgeEconomic impact of taxes-Resource allocation, Behavior Adjustment (Sin Tax)
Productivity and Growth, Incidence of a tax
Criteria for effective taxes—Equity, Simplicity, Efficiency
Two principles of Taxation--Benefit principle, ability-to-pay principle
Types of taxes—proportional, progressive, regressive
Exit ticket—Based on class discussion, what is the most effective tax policy? Explain
why with 3 reasons/examples.
What Did You Learn?
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On the My Thoughts page, record…
- What GANAG is
- How it would make learning better for
students
- How you will use GANAG in your
classroom next year OR how you will
improve your use of GANAG lesson
planning