Lesson Preparation Worksheet (Thinking about the lesson)

Teacher Candidate: ____Carleene Bennett______________________ Title of Lesson: __CLASH Lesson 1____________________________ Grade Level: ___5th Grade ___________________________________ Subject Area: __Organization Strategy across subject areas__________ Lesson Topic (What is the big idea?): CLASH how to organize to help me remember to bring necessary items to class. What standard(s) and/or IEP goal(s) will it address? 5th Grade: Reading, Writing, and Communicating: 4. Research and Reasoning: 1. High-quality research requires information that is organized and presented with documentation Main Objective of Instruction (What do you want the student(s) to learn?): Students will learn how to use a strategy (CLASH) with an organizer to make sure they have assignments and materials needed for each subject and class. Supporting Objectives: Build two tools to be used as organizers for daily use at home and in the classroom. Learn how to use the tools while thinking through the steps in the strategy CLASH. Specific Strategies to be taught/modeled: CLASH (pg 103) Planning for individual differences (mediated scaffolding): What are the accommodations/modifications you need to prepare? I will be using actual materials to demonstrate materials to list on the list of materials needed for homework and for class. If necessary, I will also use pictures of materials to put next to the words on the tools students will be using. What background knowledge do the students have? The students will be able to tell about experiences they have had with forgetting assignments or forgetting about tests and not being prepared for class. How will you assess students learning pre, during and post? Pre-assessment: Ask for background knowledge and what each student could have done to avoid the situation of forgetting about tests or not being prepared for class. During: Through student participation and ability to contribute to ideas and materials being listed. Each day, we will go over the strategy and what each letter stands for. Post: Students will be required to fill out a chart showing what each letter of the strategy stands for as well as using his/her own strategy tool for his/her individual classes. What management/grouping issues do you need to consider? I do not want to set C and J next to each other. There should be at least one student between them. Some questions will need to be asked individually so that one student doesnt answer most of the questions and the others play off of that answer. I want each student demonstrating their ability to think through the strategy and portions of the tool we are creating together. Materials and Resources: Small cup of water for each student (for Brain Gym activity)

Clashing material swatches both in color and pattern (get from Darcy) Computer Smart Board Personal Laptop (for documentation and gathering data) Print out of CLASH. Emotion cards Checklist of items for modeling CLASH. Bag for college w/ materials listed on checklist. Letters of CLASH on separate pieces of paper (for final activity) Word strips with CLASH steps on each strip. How/where will students be able to integrate (generalize) this learning? Students will be able to take the tool out into their classrooms and home to utilize it with their daily work. How will you evaluate student learning from this lesson and build review into ongoing instruction (judicious review)? Student evaluation will be through daily use of the tools given during the lessons and throughout their days in their general education classes, in the ILC classroom, and at home.

Lesson Plan (What will actually be done)

Lesson Title: ____CLASH - Lesson 1___________________ Main Objective of this lesson:_Introduce the strategy CLASH and model how to use it.__ Anticipatory Set How will you get the student(s) attention?) Relate lesson to prior learning and
personal stories. Prepare to Learn: (3 minutes): NOTE: This is subject to change, as I have asked Jenny for her expertise on which Brain Gym activity to use as a starter. 1. Take students through Brain Gym PACE activity to prepare them and help them focus on learning. a. Have a small cup of water for each student sitting at their seat. Motivator: (3 minutes): 1. Set-up Talk about different ways we relate to the word clash: a. Clash of personalities when two people dont get along. b. Clash of textures textures that dont match and make you cringe when they are put together. (Show example of texture swatches that clash.) c. Clash of patterns similar to clash of colors they do not look good together. (Show example of material swatches that class in pattern.) 2. Define Clash (per bing.com) a. Fight or argue: to come into verbal or physical conflict with somebody (like clash of personality) b. Be at odds with something: to be incompatible (could relate to personalities, colors or patterns) 3. Ask students how they feel when they dont get along with someone (their personalities clash) or they see something that clashes. a. Put out emotion cards and have them choose appropriate emotions (sad, frustrated, upset, sometimes angry) (3 minutes): 1. With a show of hands, who has had a time they forgot to bring something to class, such as homework, a pencil, a permission slip, or something else, and they werent allowed to go back and get it? Maybe you forgot it at home and you cant call someone to bring it to you. a. Do a round-robin and capture each students experience. i. Capture, in Word, each students personal experience for later use in applying CLASH to individual circumstances. b. How did you feel when this happened? Put out emotion cards and have them choose appropriate emotions (sad, frustrated, upset, sometimes angry) 2. So, in a sense, we experience the same feelings that a clash makes us feel. Advanced Organizer: (2 minutes) Can you think of ways to help us remember items to take home, bring from home, or bring to class? (capture ideas in Word)

Teaching: (Is this an informal presentation, direct instruction, or structured discovery?) What strategies will
you be using? Be sure to include differentiation.

This lesson will be taught through direct instruction. The strategies that will be used are Mnemonics (CLASH), Verbalization, both verbal rehearsal and think/talk-aloud, structured steps (through the mnemonics), and multisensory learning. The Mnemonics of CLASH will create the avenue for giving students structured steps that are easy to remember and follow. I will verbalize my thought process through the modeling and the students and I will verbalize through processes through the practice (we do). I will differentiate the lesson by first learning how each student has experienced the issue behind CLASH and then figuring out a way to use each of the students experiences as activities specific to them in learning CLASH and how to use it in their specific circumstance they expressed as an issue. Each lesson will include a multi-sensory piece through the use of actual materials and pictures of materials to be used throughout the lessons. Each of the lessons will include verbal interaction (audio), pictures and charts (visual), and actual materials (kinesthetic).

(2 minutes) Introduce CLASH: 1. What is it? a. A tool to help us remember. b. A mnemonic giving us a word to remember each step. Each letter represents a step in the process. 2. Give students a copy of CLASH explanation and go through it step-by-step. (I do): Input: (4 minutes) 1. I am in school also. I have a calendar where I write my assignments and upcoming tests so I know what I need to prepare and when. 2. Point to C in CLASH: Each day I go to college, I have a different class. I need to organize myself and identify what classes I have each day. I also check my syllabus (that is like your daily planner) to see what assignments or tests I have coming up. Next, I check to make sure I have all of the materials I will need for those assignments. This gets me ready to do my assignments and study for tests so I am prepared for each class before it begins. It also helps me make sure I have all of the materials I will need to complete my assignments and study for my tests at home so that Im not frustrated when I get home and get ready to do my homework. 3. Point to L in CLASH: Each night, before I go to bed, I have to organize myself for the next day. I lay out my clothes and then I get my bag I take to class ready for the next day. I think through what class I have, what materials I need for that class, and what assignments are due. 4. Point to A in CLASH: I make sure I have everything and I put it in my bag. I may even have a check list to make sure I have everything in my bag and Im not forgetting anything, such as highlighters, pencils, and even assignments and forms I had to have signed by my boss. 5. Point to the S in CLASH: Once I have my bag ready, I put it in a place that I know I will remember it the next day. Usually, this is with my purse and jacket, by the door so I cant miss it. 6. Point to the H in CLASH: Once I get to class, I take everything out of my bag and go through my list of what I need for that class period. I have my pencil, check. I have my pen, check. I have my highlighters, check. I have my text books, check. I have my notebook, check. I have my assignment, check. Ive turned in my assignment, check. During all of this, have a checklist that I am checking off and actually pull things out and organize them on the desk and turn the assignment into a basket. 7. I have just followed the CLASH model and used it to help me organize myself for my day in class.

Check for Understanding- What questions will you ask your students?
Check for Understanding: (5 minutes [1 min for each student]) Go through each student and ask him, her to tell about how he/she could use one step in CLASH to help him/her with the situation he/she told us about earlier that was frustrating. (Document each answer next to the scenario he/she gave at the beginning of class for future reference.)

Guided Practice or Discovery:

(5 minutes) Have each letter of CLASH on a separate sheet of paper. Have each step of CLASH on a slip of paper. Give each student a letter and a strip of paper that has a step of CLASH on it. Students work together to put the word CLASH in order and then the strips to put the steps in order next to the letters. They each need to read their strip of paper out loud as they place it in the order it goes.

Closure: Student(s) summarize, demonstrate learning of lesson.

(2 minutes) Building off of the final activity, go back through CLASH and what each letter means. Set up for the next lesson, explaining that we will be actually begin building some tools to use with this strategy together. As we build the tools, they will each be able to have their own copy to start using in class and at home.

Independent Practice: What will this look like? Is it homework? Completion of a product independently?
For the first lesson, there will be no independent practice, other than the guided practice / discovery. The independent practice will come into play with the next lesson and subsequent lessons.

(Formally END the lesson)

(1 minute) Thank you for such great participation today! Use the copy of the CLASH strategy this week to look at and think through between now and our next lesson. Try to think through how you would use it this week and then bring some examples with you of how you thought through it next time we meet.
EDSE 444/bal/spr10

Lesson Preparation Worksheet (Thinking about the lesson)

Teacher Candidate: ____Carleene Bennett______________________ Title of Lesson: __CLASH Lesson 2____________________________ Grade Level: ___5th Grade ___________________________________ Subject Area: __Organization Strategy across subject areas__________ Lesson Topic (What is the big idea?): CLASH how to organize to help me remember to bring necessary items to class. What standard(s) and/or IEP goal(s) will it address? 5th Grade: Reading, Writing, and Communicating: 4. Research and Reasoning: 1. High-quality research requires information that is organized and presented with documentation Main Objective of Instruction (What do you want the student(s) to learn?): Students will learn how to use a strategy (CLASH) with an organizer to make sure they have assignments and materials needed for each subject and class. Supporting Objectives: Build two tools to be used as organizers for daily use at home and in the classroom. Learn how to use the tools while thinking through the steps in the strategy CLASH. Specific Strategies to be taught/modeled: CLASH (pg 103) Planning for individual differences (mediated scaffolding): What are the accommodations/modifications you need to prepare? I will be using actual materials to demonstrate materials to list on the list of materials needed for homework and for class. If necessary, I will also use pictures of materials to put next to the words on the tools students will be using. What background knowledge do the students have? The students will be able to tell about experiences they have had with forgetting assignments or forgetting about tests and not being prepared for class. How will you assess students learning pre, during and post? Pre-assessment: Ask for background knowledge and what each student could have done to avoid the situation of forgetting about tests or not being prepared for class. During: Through student participation and ability to contribute to ideas and materials being listed. Each day, we will go over the strategy and what each letter stands for. Post: Students will be required to fill out a chart showing what each letter of the strategy stands for as well as using his/her own strategy tool for his/her individual classes. What management/grouping issues do you need to consider? I do not want to set C and J next to each other. There should be at least one student between them. Some questions will need to be asked individually so that one student doesnt answer most of the questions and the others play off of that answer. I want each student demonstrating their ability to think through the strategy and portions of the tool we are creating together. Materials and Resources: Computer, Smart Board (for building the tools together), pencils, pens, notebooks.

[Binder, erasers, ruler, protractor, graph paper, colored pencils, flash drive, tennis shoes, instrument, gym shorts, gym shirt, worksheet, text book, form for parent signature, mock project with list of supplies. (The previous list is for reality example of materials needed for each class so the students know what each material is that they are putting on a list. If they add more to their list of materials, I will need to acquire examples of these as well.] Print out of CLASH to put on the front of the tool we create. Folders for creating usable tool. Gallon zip-lock bags for putting materials into. How/where will students be able to integrate (generalize) this learning? Students will be able to take the tool out into their classrooms and home to utilize it with their daily work. How will you evaluate student learning from this lesson and build review into ongoing instruction (judicious review)? Student evaluation will be through daily use of the tools given during the lessons and throughout their days in their general education classes, in the ILC classroom, and at home.

Lesson Plan (What will actually be done)

Lesson Title: ____CLASH - Lesson 2___________________ Main Objective of this lesson:_Build tools together to use for CLASH strategy__ Anticipatory Set How will you get the student(s) attention?) Relate lesson to prior learning.
Prepare to Learn: (5 minutes) Open the lesson with the Brain Gym PACE activity to get students settled down and ready to learn. (5 minutes) Lay out emotion cards and clashing pattern material swatches used in last weeks lesson. Does anyone remember what the strategy was called that we learned about last time we met? (wait) CLASH good. What does CLASH stand for? (ask each student a letter) Great! Did any of you think through how you could use this with different assignments this week? If so, can you give us an example? Motivator: Excellent. Thanks for sharing. As promised last time, today we are going to begin building some tools together that you will be able to start using in your classes this week. Once you use it for a week, we will decide if we have everything in it that we need. If not, well adjust it. Advanced Organizer: The strategy we are learning about is called CLASH. We will build a tool together to help you organize your class work and assignments.

Teaching: (Is this an informal presentation, direct instruction, or structured discovery?) What strategies will
you be using? Be sure to include differentiation. The mnemonics of CLASH will create the avenue for giving students structured steps that are easy to remember and follow. I will verbalize my thought process through the modeling and the students and I will verbalize through processes through the practice (we do). I will differentiate the lesson through the use of actual materials and pictures of materials to be used throughout the lessons. Each of the lessons will include words, pictures, and actual materials. The lessons will be multisensory in that I will use audio, visual, and kinesthetic materials throughout the lessons. This particular lesson will involved the I do and We do off and on throughout the lesson as we move through each set of CLASH, building the tools. (I do / we do): Input: (1 minute) What is the first letter in CLASH? C good. What does it stand for? Check your calendar or planner to see what classes you have the next day. Good. Go through the details of this step. Check your planner to see what classes you have the next day. Check your planner for any assignments or tests for the next day. Check your notebook for each subject to see what materials you need to bring home. This step is done in class before you leave or move on to another subject. (Give an example of how I use this with my college classes.)

(2 minutes) Explain: With this step, we have to think about how you can use this now and what to expect next year when you go to Middle School. Right now, you switch classrooms for some of your classes, right? OK Tell me what classes you have now and we will build a list of those classes to start our tool. Good. Now, lets build some lines so you can write what assignments and tests you have coming up in each class. (students give input for list) (15 minutes) The next piece of this step is thinking through materials you need to take home to complete homework assignments for the day. (Put some materials out on the table as examples to help students think through items they may want to include.) Build the tool, listing materials the students say they may need at home for homework assignments. (This should be done using a laptop and the smart board so students can see the tool they are building together as it is being built.)

Check for Understanding- What questions will you ask your students? Check for Understanding: This will be done throughout the process through their participation in building the tools and thinking of classes and materials. Guided Practice or Discovery:
See the I do / We do section above.

Closure: Student(s) summarize, demonstrate learning of lesson.

(2 minutes) Go back through CLASH and what each letter means. Set up for the next lesson, explaining that we continue building the tools to use with this strategy. Give a reminder that, once we build the tools, they will each be able to have their own complete copy to use in class and at home.

Independent Practice: What will this look like? Is it homework? Completion of a product independently?
I am going to run copies of what we have built so far for our tool and I would like each of you to fill out three of these and come back with some feedback regarding how it worked, if we are missing anything, or if there is something that needs removed.

(Formally END the lesson)

Thank you for such great participation today! Please be sure to use these first sections of our tools this week and, when we meet next, we will start off getting your thoughts and feedback, correcting whatever we need to, and then we will continue building our tool together next time we meet.
EDSE 444/bal/spr10

Lesson Preparation Worksheet (Thinking about the lesson)

Teacher Candidate: ____Carleene Bennett______________________ Title of Lesson: __CLASH Lesson 3____________________________ Grade Level: ___5th Grade ___________________________________ Subject Area: __Organization Strategy across subject areas__________ Lesson Topic (What is the big idea?): CLASH how to organize to help me remember to bring necessary items to class. What standard(s) and/or IEP goal(s) will it address? 5th Grade: Reading, Writing, and Communicating: 4. Research and Reasoning: 1. High-quality research requires information that is organized and presented with documentation Main Objective of Instruction (What do you want the student(s) to learn?): Students will learn how to use a strategy (CLASH) with an organizer to make sure they have assignments and materials needed for each subject and class. Supporting Objectives: Build two tools to be used as organizers for daily use at home and in the classroom. Learn how to use the tools while thinking through the steps in the strategy CLASH. Specific Strategies to be taught/modeled: CLASH (pg 103) Planning for individual differences (mediated scaffolding): What are the accommodations/modifications you need to prepare? I will be using actual materials to demonstrate materials to list on the list of materials needed for homework and for class. If necessary, I will also use pictures of materials to put next to the words on the tools students will be using. What background knowledge do the students have? The students will be able to tell about experiences they have had with forgetting assignments or forgetting about tests and not being prepared for class. How will you assess students learning pre, during and post? Pre-assessment: Ask for background knowledge and what each student could have done to avoid the situation of forgetting about tests or not being prepared for class. During: Through student participation and ability to contribute to ideas and materials being listed. Each day, we will go over the strategy and what each letter stands for. Post: Students will be required to fill out a chart showing what each letter of the strategy stands for as well as using his/her own strategy tool for his/her individual classes. What management/grouping issues do you need to consider? I do not want to set C and J next to each other. There should be at least one student between them. Some questions will need to be asked individually so that one student doesnt answer most of the questions and the others play off of that answer. I want each student demonstrating their ability to think through the strategy and portions of the tool we are creating together. Materials and Resources: Computer, Smart Board (for building the tools together), pencils, pens, notebooks.

[Binder, erasers, ruler, protractor, graph paper, colored pencils, flash drive, tennis shoes, instrument, gym shorts, gym shirt, worksheet, text book, form for parent signature, mock project with list of supplies. (The previous list is for reality example of materials needed for each class so the students know what each material is that they are putting on a list. If they add more to their list of materials, I will need to acquire examples of these as well.] Print out of CLASH to put on the front of the tool we create. Folders for creating usable tool. Gallon zip-lock bags for putting materials into. How/where will students be able to integrate (generalize) this learning? Students will be able to take the tool out into their classrooms and home to utilize it with their daily work. How will you evaluate student learning from this lesson and build review into ongoing instruction (judicious review)? Student evaluation will be through daily use of the tools given during the lessons and throughout their days in their general education classes, in the ILC classroom, and at home.

Lesson Plan (What will actually be done)

Lesson Title: ____CLASH - Lesson 3___________________ Main Objective of this lesson:_Build tools together to use for CLASH strategy__ Anticipatory Set How will you get the student(s) attention?) Relate lesson to prior learning.
Prepare to Learn: What is the strategy called that we have been working on together? (wait) CLASH good. What does CLASH stand for? (ask each student a letter) Great! Last week we built the tool for the C in CLASH. Who brought examples of how you used the first part of our tool? (Share together) Ok know of one thing we need to tweak with the tool. We need to add none next to assignments and tests so that you have a box to check if there is no homework for that class that day. This way you are looking at each subject and each list every day and addressing whether or not there is homework or an upcoming test and what you need to do or prepare for it. Motivator: Excellent. Thanks for sharing. Today we are going to continue building our tools. Today we are going to focus on the part of the list you use to organize yourself at home. This is the L, A, and S of the strategy. Advanced Organizer: The strategy we are learning about is called CLASH. We are building tools together to help you organize your class work and assignments.

Teaching: (Is this an informal presentation, direct instruction, or structured discovery?) What strategies will
you be using? Be sure to include differentiation. The next letter in CLASH is L. What does L stand for? (List the items you need for the next day the night before.) This says the night before. So, is this step for at school or at home? Right home. You will do this at home each night to prepare for your next day of school. As I showed you in our first lesson, I always prepare my bag each night before I go to bed. I think through what class I have and what I will need for that class. (Show an example of how I use it) When you get to middle school, you will actually have some classes that you have every day and other classes you will only have every other day. That is why it is important to master this tool now, while you are in elementary school it will be an even more useful tool to you in middle school. You wont only have to remember materials and assignments each day, but youll also have to remember which classes you actually have that day. For this step, lets build a section in our tool for a home checklist. (Put materials out on table for to aid in thinking through materials to use in list. Build checklist together.) Ok we have the C and the L. What comes next? A good. A stands for, Always gather the materials from your list and put them in your book bag. Now that you have your list of items from the L, you have to actually use this list to load up your backpack. The boxes on the side of each item can be checked as you put the items in your bag. Lets practice. (Give each student a zip lock bag and a copy of the checklist and have them practice using the list to put the correct items into the zip lock bags and then checking the items off the list.) Walk around and help students, checking for understanding as walk around. Have a checklist for each student to see if all items that they checked are in their bag. The next letter in CLASH is S. Set your book bag by the door so you wont forget it. This is very important. I have walked out of the door several times and forgot to get my bag for class that day. I had spent so much time the night before making sure I had everything prepared and then I walked right out and forgot it. How do

you think I felt? (wait for answers) Yeah I was frustrated. So, be sure that your work and organization pays off by putting what you have prepared by the door in the way, if necessary so you do not forget to grab it on your way out the door. If you do not have a designated spot to put your bag each night, ask your parents if you can put it in front of the door so you dont forget it. Be sure to tell them why you are asking. This way, no one gets upset because they trip over something you have put in your own path.

Check for Understanding- What questions will you ask your students?
Check for Understanding: This will be done throughout the process through their participation in building the tools and thinking of classes and materials. There is also a check for understanding when students are using the list to put items into their zip lock bags.

Guided Practice or Discovery:

See the I do / We do section above.

Closure: Student(s) summarize, demonstrate learning of lesson.

Go back through CLASH and what each letter means. Set up for the next lesson, explaining that we will finish building the tools to use with this strategy. Give a reminder that, once we build the tools, they will each be able to have their own complete copy to use in class and at home.

Independent Practice: What will this look like? Is it homework? Completion of a product independently?
I am going to run copies of what we have built so far for our tool and I would like each of you to fill out three of these and come back with some feedback regarding how it worked, if we are missing anything, or if there is something that needs removed.

(Formally END the lesson)

Thank you for such great participation today! Please be sure to use these first two sections of our tools this week and, when we meet next, we will start off getting your thoughts and feedback, correcting whatever we need to, and then we will hopefully finish the whole tool next time.
EDSE 444/bal/spr10

Lesson Preparation Worksheet (Thinking about the lesson)

Teacher Candidate: ____Carleene Bennett______________________ Title of Lesson: __CLASH Lesson 4____________________________ Grade Level: ___5th Grade ___________________________________ Subject Area: __Organization Strategy across subject areas__________ Lesson Topic (What is the big idea?): CLASH how to organize to help me remember to bring necessary items to class. What standard(s) and/or IEP goal(s) will it address? 5th Grade: Reading, Writing, and Communicating: 4. Research and Reasoning: 1. High-quality research requires information that is organized and presented with documentation Main Objective of Instruction (What do you want the student(s) to learn?): Students will learn how to use a strategy (CLASH) with an organizer to make sure they have assignments and materials needed for each subject and class. Supporting Objectives: Build two tools to be used as organizers for daily use at home and in the classroom. Learn how to use the tools while thinking through the steps in the strategy CLASH. Specific Strategies to be taught/modeled: CLASH (pg 103) Planning for individual differences (mediated scaffolding): What are the accommodations/modifications you need to prepare? I will be using actual materials to demonstrate materials to list on the list of materials needed for homework and for class. If necessary, I will also use pictures of materials to put next to the words on the tools students will be using. What background knowledge do the students have? The students will be able to tell about experiences they have had with forgetting assignments or forgetting about tests and not being prepared for class. How will you assess students learning pre, during and post? Pre-assessment: Ask for background knowledge and what each student could have done to avoid the situation of forgetting about tests or not being prepared for class. During: Through student participation and ability to contribute to ideas and materials being listed. Each day, we will go over the strategy and what each letter stands for. Post: Students will be required to fill out a chart showing what each letter of the strategy stands for as well as using his/her own strategy tool for his/her individual classes. What management/grouping issues do you need to consider? I do not want to set C and J next to each other. There should be at least one student between them. Some questions will need to be asked individually so that one student doesnt answer most of the questions and the others play off of that answer. I want each student demonstrating their ability to think through the strategy and portions of the tool we are creating together. Materials and Resources: Computer, Smart Board (for building the tools together), pencils, pens, notebooks.

[Binder, erasers, ruler, protractor, graph paper, colored pencils, flash drive, tennis shoes, instrument, gym shorts, gym shirt, worksheet, text book, form for parent signature, mock project with list of supplies. (The previous list is for reality example of materials needed for each class so the students know what each material is that they are putting on a list. If they add more to their list of materials, I will need to acquire examples of these as well.] Print out of CLASH to put on the front of the tool we create. Folders for creating usable tool. Gallon zip-lock bags for putting materials into. How/where will students be able to integrate (generalize) this learning? Students will be able to take the tool out into their classrooms and home to utilize it with their daily work. How will you evaluate student learning from this lesson and build review into ongoing instruction (judicious review)? Student evaluation will be through daily use of the tools given during the lessons and throughout their days in their general education classes, in the ILC classroom, and at home.

Lesson Plan (What will actually be done)

Lesson Title: ____CLASH - Lesson 4___________________ Main Objective of this lesson:_Build tools together to use for CLASH strategy__ Anticipatory Set How will you get the student(s) attention?) Relate lesson to prior learning.
Prepare to Learn: What is the strategy called that we have been working on together? (wait) CLASH good. What does CLASH stand for? (ask each student a letter) Great! Last week we built the tool for the L, A, and S in CLASH. Who brought examples of how you used the part of our tool that you use at home? (Share together) Motivator: Excellent. Thanks for sharing. Today we are going to finish building our tools. Today we are going to focus on the part of the list you use to organize yourself at school the day of class that you turn your homework in or do your test. This is the H of the strategy. Advanced Organizer: The strategy we are learning about is called CLASH. We are building tools together to help you organize your class work and assignments.

Teaching: (Is this an informal presentation, direct instruction, or structured discovery?) What strategies will
you be using? Be sure to include differentiation. The last letter in CLASH is H. What does H stand for? (Have a list in your locker [on your desk] of what materials you need before each class and look at this list before each class.) As I get to my classes each day, I have to take items out of my bag and think about what I will need for the class. I think through what assignments I need to turn in, what books I will need, what binders, what notebooks, what pens, pencils, and highlighters I will need. I lay all of these items on my table before class begins. (Show an example of using a checklist prepared prior to class and taking items out of my bag and organizing them on my desk/table. This particular step requires you to get to class early and have everything ready to go by the time the teacher begins. There are several ways to complete this step. You can use sticky notes and write what materials you will need ahead of time. As you get items out, you can peel the sticky note off and throw it away. Another way is to have a dry-erase board and erase items as you prepare them. I think the best way so that the step isnt forgotten is to have a laminated list on your desk with a dry-erase pen to check items off. Then, once you are done with the list, you can erase the checks so the list can be used for the next subject / class. We have built several material lists. This time we are going to build a list that I will laminate and you can have at your desk or in your chair catty. (Do not put materials out this time. Perform a round-robin style of brainstorming to create a material list. Have materials specific to subjects [i.e., ruler and protractor for math] under a subject heading.)

Check for Understanding- What questions will you ask your students?
Check for Understanding: This will be done throughout the process through their participation in building the tools and thinking of classes and materials.

Guided Practice or Discovery:

See the I do / We do section above.

Closure: Student(s) summarize, demonstrate learning of lesson.

Go back through CLASH and what each letter means. Go through tools and walk through how to use them.

Independent Practice: What will this look like? Is it homework? Completion of a product independently?
We have built all of our tools now. I will make copies of these final tools and give them to Mr. Moore to give to you. I would like each of you to use them throughout this week and next time we meet, I would like to see examples of how you used them and we will talk about what works and what needs improvement.

(Formally END the lesson)

Thank you for such great participation today! Next time we meet, it will be our final meeting. We will talk about how things are working and discuss any other questions you have about the CLASH strategy.
EDSE 444/bal/spr10