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Focusing on Instructional StrategiesUsing Thinking Maps for Curriculum PlanningChapter 5Pages 234 - 240GREAT TEACHING REQUIRES PLANNINGPage 235BEGIN WITH THE END IN MIND-CoveyStep One: Brainstorming and DefiningPage 236Step One: Brainstorming and DefiningPage 237Step Two: Classify and Task Analyze the LearningsPage 238Step Two: Classify and Task Analyze the LearningsPage 238Page 239UNIT PLANNINGStep Two: Classify and Task Analyze the LearningsPage 142Grade Level or Content Area StandardsUse the labels to match your standards with the maps that could be used to teach the standard.If more than one map is needed, write the name of the map below the standard label.MAKING THE CONNECTIONCreate a Tree Map (landscape) with a category for all 8 Thinking Maps.and FlowCreate a list of key words for each Thinking Map category.Grade Level or Content Area StandardsKey WordsKey WordsKey WordsKey WordsKey WordsKey WordsKey WordsImpactEffectCausechangesKey WordsMAKING THE CONNECTIONUse a highlighter to mark the key word (academic language) for each standard.Key Words – page 77DECONSTRUCTING A STANDARDAs a team, choose one of the standards on your Tree Map and deconstruct it. Try to think of all of the maps you might need to teach that standard. Use the suggestions identified in Chapter 4 to help you connect the Thinking Maps to your content. If time permits, put the actual content in the maps. Draw the maps on the same sheet with the standards.DECONSTRUCTING A STANDARDCompares and contrast the motives of characters in a work of fiction.DECONSTRUCTING A STANDARDStudents know how to differentiate among igneous, sedimentary, and metamorphic rocks by referring to their properties and methods of formation (the rock cycle).Prior KnowledgeHow do you know what you know?(Be Specific) Not just TV, but which shows. Now add a Frame of Reference to your Circle Map. Where did you get your information? What was influencing your definition? Write the names of anyone you thought about