DailyLessonPlans

UnitAssessmentPlan

2DailyLessonPlans

Lesson1:MonitoringComprehension

Objective(s)fortodayslesson:W
hilereadingtextselectionforthelesson

studentswillfollowtheirinner
conversation

bytrackingtheirthinkingonstickynoteswithquestions,connectionsandbigideas.

Rationale
Thewholepointinreadingistoreadformeaningandunderstanding.Learningtofollowyour
innerconversationandtrackyourthinkingwhilereadingisafirststeptowardreadingcomprehensionand
beingmetacognitiveaboutyourunderstandinganessentialskillforreadingcomprehension.

Materials&suppliesneeded:
GrandfathersJourneyby
Stickynotes
Pencil

Proceduresandapproximatetimeallocatedforeachevent
Academic,Social&Linguistic
Introductiontothelesson

(7minutes)
Support
Engagestudents&buildbackgroundknowledge:
TodayI

amgoingtoreadyouastorycalled,GrandfathersJourney.Itis

aboutaboytellingusabouthisgrandfatherslife.Hisgrandfather

movedawayfromhiscountry,endedupmovingbackbuteach

countryhewasin,hemissedtheotherplace.

Icantimaginehow

harditwouldbetopickupandleavemyhomecompletelyleaving
myfriendsandmyfamily!Iamwonderingifanyofyouhavehada
similarexperience,ifyouhadtoleaveyourhomeorknowanyone

whohas?

Definereadingcomprehension:

Thereisnothingmore

importantthanthereadersthinkingwhiletheyread.Thisiscalled

readingcomprehension.Itmeansweunderstandwhatweare

reading.Todothis,readershaveaconversationgoingonintheir

headwhiletheyrereading.Ihaveaninnervoiceinmyheadthat

speakstomewhileImreadingitsbasicallywhatImthinking

whileImreading.Forexample,whenIreadsomethingInever

knewbefore,Imightthinktomyself,Wow,Ididntknowthat!or

whenIrereadsomethingthatIdidntunderstandbeforeImight

hear,Oh,nowthatmakessense(insertfurtherexplanationon

whyitmakesmoresensenow)!

Howreaderstracktheirthinking

Reallygoodreaderskeep

trackoftheirinnervoice.Theyfollowtheirthinkingandwhenthey

cometoaCONNECTION,QUESTION,orBIGIDEA,theystop

andquicklyjotdownwhattheyarethinking.Theydothissowhen

theylookbacktheycanlookbackandremembertheirreading!

Whenwereallylistenandfollowourinnerconversationwe

comprehend(understand)andlearnmuchmorefromourreading.
I
wantyoutolookatthetitleofthisbook,GrandfathersJourney.

Whatareyouthinkingaboutwhenyouhearthis?Whatisyour

innervoiceorconversationtellingyou?
Turnandtalktoyourrug

trios
andtellthemaboutyourthoughts,connections,orbigideas
forthistitle.

OUTLINEofkeyevents

duringthelesson

Wholegroupminilesson(1min)
Introductiontoreadaloud:
SonowIamgoingtoread
GrandfathersJourneyandImgoingtothinkoutloudwhileIdo
thistoshowyoumyinnerconversationbutremember,ourinner
conversationissomethingthathappensinourheadsnotout
loud!IjustwantyoutonoticethethinkingIamdoing.
Modeling(10min)
Modelinnerconversation:
Readaloud,stoppingatpointsand
makinginnerconversationclear:Whoa,thisisweird.Iwonder
why?Iunderstandthisbecause(insertbackground
knowledge)
Lookingback(2min)

LetslookbacktomytracksIleftandnoticewhatkindsofthingsI
wrotedown.IdidntwritedowneverythingIcouldntorIwould
nevergetthroughthestory.ThethingsIwritedownarequestions,
connectionsandbigideas.

Guided

Practice(3min)
Providestudentswithanopportunitytoturnandtalkaboutwhat
wevereadsofarandwhatisgoingonintheirinnerconversation
o Listentotheirconversationsafteraminuteortwoallow
sometriogroupstoshare
Studentspractice
IamgoingtocontinuetoreadandIwillstop
afterreadingacouplepages
togiveyouachancetowritedown
whatisgoingoninyourinnerconversation.
o Givestudentseachapapertokeeptrackoftheirsticky
noteson.
Continuewithreadaloud,jottingdownyourownnotesduringthe
readaloudandgivingstudentsenoughtimetowritetheirown
questions,connectionsorbigideas.

Workshoptime
IndependentPracticeSmallGroupWork(7min)
Giveclassgroupdiscussiondirections
Thestickynotescan
helpyoutoremembertotalkaboutwhatwasimportantasweread
aswellasrememberimportantquestionswehad.Sometimethe
bestwaytoanswerquestionsistotalktootherpeopleaboutour
questions.Whileweareworkinginsmallgroups,itisexpectedthat
youLISTENtowhatyourgroupmatesaresayingandrespond.Do
notjustshareyouridea,haveaconversationabouteachpersons
ideas.Whenwearedonewithsmallgroupwork,wewillcome
backtogethertosharethelearningwehadtoday.
Discussion(4min)

Listentothefullgroupandmakesuretheyaresharingideas,
listeningtooneanotherandexpandingoneachothersideasas
wellasansweringoneanothersquestions.

Studentsaregivenopportunities
toworkinvarioussocialsettings.
Thelessontakesplaceinbotha
wholegroupandsmall
group/partnersetting.

Socialsetting:
Throughoutthe
lessonstudentsareaskedto
haveconversationswiththeir
partnerorsmallgroupabouthow
theyarelisteningtotheirinner
voice.Duringwholegroup
discussion,studentsaregivenan
opportunitytoturnandtalktothe
personnexttothemaboutthe
conversationstopics.Thisgives
everystudentanopportunityto
engagewiththematerialevenif
theyprefertoworkinasmall
groupsettingthanspeakinfront
ofthewholegroup.

Interactivereadaloud:
this
makesthetextaccessibletoall
studentsbecausetheyarenot
hinderedbyhavingtodecode.

Groupsetting:
Duringworkshop
time,conferwithsmallgroupsto
seehowtheyreworking,what
theyaretalkingaboutintheir
conversationsandiftheyhave
anyquestionsaboutmonitoring
theircomprehension.Bygoing
aroundtosmallgroups,youare
givingstudentstheopportunityto
askquestionsinamore
individualizedsetting.Some
studentsarenervousor
embarrassedtoaskquestionsin
frontoftheirpeersandthisgives
theteachertheopportunityto
monitorstudentlearningwhile
givingstudentswhocouldbenefit
fromextrasupportthat
opportunityaswell.

Closingsummaryforthel
esson
(3minutes)

SharetheLearning
Greatworkduringsmallgroupwork!We
arenowgoingtorecordwhatwevelearnedonthischartaswell
aswhatlingeringquestionswestillhave!Westartedour
conversationswithourstickynotesthatheldourconnections,
questionsandbigideasandhopefullyweallexpandedonthese
ideasduringoursmallgroupdiscussion.Whatweresomeofthe
bigideasinthisstory?Whatquestionsdoyoustillhave?
Summarize

Reading,writingdownourideasandtalkingabout
themhelpustobecomebetterreadersandimproveour
comprehension.Welearnalotmorethanweevercouldbydoing
thisratherthanjustreading,ignoringwhatwedontunderstand
andgoingon.Sowhilewerereading,itisextremelyimportantto
followourinnerconversationandkeepingtracksofyourthinking.

Transitiontonextlearningactivity
Thankyousomuchforallyourhardworktoday.Itistimetotransition
intoourwordworktime.Pleaseleaveyourstickynotesonyourdesk
andIwillcomecollectthem.Makesureyounameisonthem!WhenI
havegrabbedyourstickynoteyoumaygototheruginyourrugtrio
spot.Iwillbeintroducingyoutoyournewspellingwordsthatwewillbe
practicingforthenextcoupleweeks.

Assessment
Formative: Assessment for this lesson is mostlyinformalandwilltake
place through observing and listening student conversations as well
aswholegroupdiscussion.
Criteria: Studentsstayon trackduringconversation,ideas
revolve around big ideas from the story as well as
questions.

Summative: You can also look at their sticky notes of connections,

questionsandbigideas.
Criteria: Sticky notes make connections based on textual
evidence and demonstrate understanding and progress
throughthinking.

Academic,Social,and/or
LinguisticSupportduring
assessment
Studentswillbeinformally
assessedinavarietyofcontexts.
Soifthestudentisnotasactive
inawholegroupdiscussion,
thereisalsoanopportunityto
seethestudentinasmaller
settingwheretheyaremore
activelyinvolved.

Studentsarenotassessedona
setofspecificcriteria.Thereare
norightorwronganswers,which
makesitalevelplayingground
forallstudents.

Lesson2:MonitoringComprehension

Date:10/28/2015

Objective(s)fortodayslesson:

Whilereadingtextselectionforthelesson

studentswillfollowtheirinner
conversation

bytrackingtheirthinkingonstickynoteswithquestions,connectionsandbigideas.

Rationale
Readingcomprehensionisessentialtoreading.Learningtofollowyourinnerconversationand
trackyourthinkingwhilereadingisafirststeptowardreadingcomprehensionandbeingmetacognitive
aboutyourunderstandinganessentialskillforreadingcomprehension.

Materials&suppliesneeded:
pencil,stickynotes,mentortexts

Proceduresandapproximatetimeallocatedforeachevent
Academic,Socialand/or

LinguisticSupportduring
Introductiontothelesson
(
5minutes)
eachevent
Engagestudentsandbuildbackgroundknowledge:
TodayI

wanttocontinuetopracticefollowingourinnerconversationsand

leavingtracksinourthinking.

Remindstudentsofreadingcomprehension:
Yesterdayaswe
read,wewereconstantlythinkingaboutwhatwewerereading,

andwewouldstopandjotdownthingsthatwereimportantto

rememberinthetext.Imodeledforyoumyinnerconversation

whileIwasreadingandgaveyoutheopportunitytotrackyour

innerconversationwhileIwasreadingalso.Followingandtracking
ourinnerconversationhelpsustocomprehendthetextbetterand

learnmorefromwhatwearereading.Whorememberswhatkinds
ofthingswewrotedown?(Connections,questions&bigideas)

Shareacoupleexamplesthatstudentswroteonstickynotesfrom

previousday

o YordaniaAskedquestionanswereditaftersheread

more

o MileyconnectionIwenttoCaliforniabefore

o Arturobigideatheboyisgettingbiggerandisdoing
whathisgrandpadid(movingbackandforth)

Socialsetting:
Throughoutthe

lessonstudentsaregiven
OUTLINEofkeyevents

duringthelesson
(3minutes)
opportunitiestoworkinavariety
IntroductiontoDailyActivities:
TodayIwanttocontinuethis
ofsocialsettings.Inasmall
practiceandweregoingtodothisbysplittingintotwogroups.
groupstudentsareabletobe
OnegroupwillreadBernsteinBearswithMrs.Rizkallaandthe
engagedintheworkandgroup
othergroupwillreadGrandpaGreenwithme.(Twoteacherswill
activitiesanaspectthat
helpfacilitatethegroupsanddiscussion)
sometimescanbelostislarge
o Participationnorms:
Whileyouareworkingwith
groupsettings.
yourgroup,youshouldeachtakeaturntoreadand

trulylistentoeachotheraswellasfollowalongwhile
Linguistic:
Studentsaregiven
youread.Whensomeonefinishesreadingapage,
theopportunitiestotalkaboutthe
youshouldstopandalltakeanopportunityto
think
textandsharewhattheyread,a
aboutanyquestions,connectionsorbigideas
.
After
practicethatenhancesreading
youhavefinishedreadingthebook,youshouldhave
comprehension.Theypractice

3thingswrittendownonyourstickynote.
Youwill
thenhaveaconversationwithyourgroup.

Askeach
otherthequestionsyouhavewrittendownanddecide
whatthebigideasare.Iwillcomearoundandgive
youaposteryoucanallworkontogether.Whenwe
haveallfinished,wewillcomebacktogetherand
sharewhatbookwehaveread,whatthebigideas
wereandtheconnectionswehave.
Givenonexamples:
Duringyourgroupdiscussion
aboutyourbook,youshouldbetalkingtooneanother
aboutwhatyouread.Itshouldnotbeeveryone
sharingtheirideasindividually.Whensomeone
sharestheiridealisten,ifyouhavesomething
differentwrittendowntellthemwhyyoudisagree.If
youhavesomethingsimilarwrittendowntellthat
personwhyyouagreeandwhatevidencefromthe
texthelpsyouholdthatbelief.
Ihavebroughtinmy
beaniebabyfriendstohelpuswithourdiscussion.
Whoeverisholdingthebeaniebabyistheperson
whogetstospeakatthattime.Whentheyaredone,
theymaypassittotheotherpersontogivethema
turntospeak.

StudentPractice(16min):
Studentssplitintotheirtwogroups
andreadtheirbookstogether,takingtimetostopandjottotrack
theirthinking.
o Conferwithgroups
Whilestudentsarereading
listentotheirreadingandobservethenotestheyare
takingwhilereading.Aftertheyaredonereading,
listentotheirconversationsaboutthebook.Arethey
gettingthebigideas?Aretheyfindingwaystoanswer
theirquestions?Isitatruediscussionoriseveryone
sharinghisorherideasseparately?
SharetheLearning(2min):
Comebacktogetherasaclass.
Quicklyreviewwhatasuccessfulpresentationlookslike:The
audienceislisteningwitheyesforwardandmouthsshut,the
speakeristalkingclearlyandloudenoughforeveryonetohear,
thespeakerisfacingtheaudience,theaudienceholdsquestions
andconnectionsuntiltheend
o Alloweachgrouptheopportunitytopresenttheir
readingposter.Allowforquestionsattheendofthe
presentations.

Closingsummaryforthelesson

(5min)
ShareLearningExperience:
Wholegroupdiscussion:Howdid
trackingyourthinkinghelpyouwhileyouwerereading?Howdid
trackingyourthinkinghelpyouduringyoursmallgroup
discussions?

Transitiontonextlearningactivity
Thankyousomuchforallyourhardworktoday.Itistimetotransition
intoourwordwork.

talkingaboutwhattheyreadwith
theirsmallgroupbyhaving
discussionsaboutthebookas
wellasbysharingwiththewhole
class.

Groupsetting:
Thereading
groupswerecreatedwith
studentsreadinglevelsinmind.
Smallgroupsprovidetheteacher
withtheopportunitytoworkwith
groupsthatmightneedmore
guidanceandsupport.

Sharingthelearning:
During
thistimestudentsareableto
reflectontheirlearningfuture
instructioncanbealteredbased
onstudentselfreflectionif
necessary.

Assessment
Formative:
Didstudentsworkcollaborativelywhiletrackingthinking
questions,connectionsandbigideas?
Didstudentspayattentiontotheirinnerconversationortheinner
conversationsoftheirpeers?
Conferwithsmallgroupstoseewhatbigideas,connectionsor
questionstheyarecomingupwith

Criteria:
Studentsworkcollaborativelywhilereadingtotrackthinkingbig
ideas,questions&connections
Studentsrecordbigideas,connectionsandquestionswhile
reading.

Academic,Social,and/or
LinguisticSupportduring
assessment
Studentswillbeinformally
assessedinavarietyofsocial
contextswithdifferentspeaking
opportunities.Studentswillbe
abletodemonstrate
understandingandknowledgeof
lessonobjectivesinavarietyof
settings.Multiplerepresentations
ofunderstandingareaccepted
sharinginsmallgroupandlarge
group,stickynotes,aswell
answeringandaskingquestions.

PartD:CollaborativeTeachingUnitAssessmentPlan

LearningObjectivesforyourUnit:

1. Whilereadingtextselectionforthelesson

studentswillfollowtheirinnerconversation

by
trackingtheirthinkingonstickynoteswithquestions,connectionsandbigideas.
2. Duringwholegroupdiscussion

studentswillsharenewinformationfromtheirreading
by
usinglanguagefromtheirinnerconversationthatsignalsnewlearning.(Wow!Ididntknow
thatIfounditinterestingthatetc.)
3. Studentswillusebackgroundknowledgetoinformtheirreading

duringreadingtime

by
makingwrittenandoralconnectionsand/orrevisingpreviousknowledgewithappropriate
language.(BeforeIthought.afterreadingIlearnedthat.)
4. Studentswillposequestionsaboutthetext

duringandafterreadingindiversegroup
settings(individual,partner,wholegroup)

bywritingquestionsandvocalizingquestions
towardtheirgroup.
5. Studentswillanswerquestionsaboutthetext
duringandafterreadingindiversegroup
settings(individual,partner,wholegroup)

byusinglanguagethatimpliesreferencetothe
text.

Assessment
Will
Objective
Describehowmeeting
Name/Activity
students
sbeing
thisobjectivewouldlook
createa
assessed
inthislesson(criteria)
written
(#)
product?
(yes/no)

Preassessme
Beforereleasing
Yes
1
Studentswillstopandwrite
nts
studentstohavetime
2
notes
throughoutthestory
toread,requestthat
3
thatincludesconnections,
studentsstopatthe
4
questions,bigideas,or
endofeachpageand

somethingnewtheyve
think
.Itcanbe
learned.
somethingthey

learned,noticed,


Day1

connectedwithora
question.

Conferwithstudents
duringreadingtime
askthemtoshare
whattheyvechosen
towriteattheendof
oneoftheirpagesor
whattheyhaveread
thusfar.

Formative:
Observation&
discussionwithsmall
groups
Conferwith
whole
group
whatkindsof
questionsand
discussionsarekids
having?

Duringconferencing
studentswillbeableto
verballysharewhattheyve
readsofarorwhatthey
havewrittenintheirnotes.
Again,theseshouldinclude
questions,connections,big
ideasornewinformation.

Yes

Didstudentspay
attentiontotheirinner
conversationwhile
theywerereading?

Stickynotes
Lookoverstudents
stickynotestheytook
tomaketracksintheir
readingandmake
theirinner
conversationvisible.

Day2

Formative:
Observation
Didstudentswork
collaborativelywhile
reading,tracking
thinkingquestions,
connectionsandbig
ideas?

Didstudentspay
attentiontotheirinner
conversationorthe
innerconversationsof
theirpeers?

No

During
full
group
discussionsstudentsare
listeningtoeachothers
ideasandexpandingon
them.Thediscussiondoes
notsoundlikestudents
takingturnstosharetheir
ideasseparately.Ideas
shouldbuildoneachother.

Onstickynotesitshouldbe
evidentthatstudentsare
followingtheirinner
conversationbywriting
downquestions,
connectionsandbigideas
withthetext.

Whileobservingsmall
groupsstudentswork
collaborativelywhile
readingtotrackthinking
bigideas,questions&
connections
Studentsrecordbigideas,
connectionsandquestions
whilereading.


Day3

Day4

Conferwithsmall
groupstoseewhat
bigideas,connections
orquestionstheyare
comingupwith

Formative:
Observationand
discussion
Arestudentsusing
languageduring
discussionthat
demonstratestheyare
followingtheirinner
conversationand
noticingwhentheyget
confused?

Arestudentsusingfix
upstrategiestorepair
understandingwhen
theygetconfused?

Lookatstudents
Monitoringsheetare
theyaskingquestions
relatedtothetextor
textfeatures?Dothe
fixupstrategies
chosenmakesensein
thissituation?

Formative:
Observationand
discussion

Arestudentssharing
newlearningand
reactingtothetext
duringdiscussion?
Aretheypushingtheir
thinkingthrough
conversationwith
peers?

Arestudentsstopping,
thinking&reactingto
whattheyread?Look

Yes

Whilereadingstudentsuse
differentstrategiestorepair
comprehension(reading
on,rereading,asking
questions,lookingat
pictures,stop&refocus)
andrecordusingthese
strategies.
Studentsareableto
identifywhentheyre
confusedbyfollowingtheir
innerconversationand
explainthestrategyusedto
repaircomprehensionbn.

Yes

Studentsreacttothetext
bywritingtheirconnections
andquestions
Studentsprovideevidence
fromtextduringclass
discussionandconversein
awaythatdemonstrates
conversationishelping
pushtheirthinking


Day5

Day6

overnotesfromstop
&jotonarticle.

Summative
Assessment:During
independentreading
time,havestudents
recordwhattheyhave
learnedabout
comprehension
strategiesandhow
theyareusingthese
strategiestodeepen
theirunderstandingof
thetexttheyare
reading.Conferwith
studentsallowthem
toverbalizetheir
strategies.

Formative:
Observationand
discussion

Arestudents
identifyingtext
featuresandtheir
purpose?

Arestudentsgaining
accurateinformation
fromtextfeatures?

Dostudents
understandhowtext
andpictures
complementeach
other?

Summative:
Nonfictiontext
featuressheet

Formative:
Discussion

Arestudentsnoticing
theinnerconversation
whentheycome
acrossnew

Studentsaremetacognitive
oftheircomprehension
strategiesbyrecognizing
theirinnerconversation,
noticingwhentheylose
theirwayandusingfixup
strategies,and
rememberingtostopand
thinkaboutthetext.They
areeitherabletoexpress
theseideasverballyor
writtenwhenaskedhow
theycomprehendthetext
theyarecurrentlyreading.

Yes

No

Studentsidentifyfeatures
oftextandtheirpurpose
orallythroughclass
discussionorinsmall
groups

Studentsshareaccurate
informationfromtext
featuresduringdiscussion

Studentsidentifyand
explaintextfeaturesand
theirpurposeonnonfiction
featuressheet

Studentsmodeltheirinner
conversationonsticky
notesusinglanguagethat
signalsnewlearning(I
neverknewAmazing!...I
cantbelieveetc)


Day7

informationor
informationthat
defeats
misconceptions?

Formative:

Studentsstop,thinkabout
andreacttoinformation
aloudtopartnerorwritten
onstickynote.

No

Arestudentssharing
whattheyalready
know?

Studentsreadarticleand
findnewfactstheydidnot
alreadyknowaboutsharks

Arestudentsusing
priorknowledgeto
informreading?

Day8

Arestudentsusing
languagethatimplies
newlearning?(I
learnedthatInever
knewthat)

Summative:During
readingtime,have
studentsidentifytext
featuresandtheir
purposeandhowthey
areconnectingprior
knowledgetoinform
theircurrentreading.

StudentscompleteWhatI
knowandWhatIlearned
tableusinginformationthey
previouslyknewand
evidencefromthetextin
WhatIlearned

Studentsareableto
verbalizeorwriteaboutthe
featuresoftextandtheir
purposeandexplainhow
theirthinkinghashelped
shapetheircurrent
understanding.

Yes

Formative:
Arestudentsposing
questionstoward
thetextthatmake
senseandincrease
theirunderstanding
ofthetext?

4
5

Formative:

Studentswriteandask
questionsofthetextthat
aimtoexpandtheirthinking
orincreaseunderstanding
oftext
Studentswriteorask
questionsthatcanbe
answeredbythetext

Arestudents
keepingtheir
questionsintheir
mindwhilethey
readineffortto
answertheirown
questions?

Day9

Studentssharewhatthey
knowaboutsharksalready
withapartner.

Studentsanswertheir
questionsusingevidence
fromthetext.

No

Studentsposethoughtful

Dostudentskeep
theirquestioninmind
whilereading?

andinterestingquestions
aboutthetextpriorto
readingduringgroup
discussion

Dostudentsuse
strategiestofind
answerstoquestions
intext?

Day10

Dostudentsattempt
toanswertheir
questionsbyusing
evidencefromthe
text?

Formative:
Dostudentsask
questionstoresolve
confusion?

Studentsuseavarietyof
strategiestofindanswers
toquestions:skimming,
inferring,usingbackground
knowledge,anddoing
furtherresearch

4
5

No

Dostudentsallow
theirquestionstolead
themintofurther
investigation?

Summative
assessment:Whendo
studentsask
questionsaboutthe
text?Dotheyattempt
tofindasnwersto
theirquestions.
Conferwithsmall
groupsandlookover
questionstickynotes.

Post
Assessments

Collectstudentwork
samplesfromeach
areaofstrategy
instruction
monitoring,activating
&connecting,and
askingquestions.Do
studentsmeetlesson
objects?

Criteria:
Studentsaskquestions
aboutthetextwhilereading
tohelpunderstandthetext
atadeeperlevel

Criteria:
Studentsaskquestions
before,duringandafter
reading,whentheyare
confused,andwhenthey
meetnewinformation.
Studentsattempttofind
answerstotheirquestions
throughreadingon,talking
topeersand/orresearch.
Questionsaskedleadto
understandingaboutbig
ideasinthetext.

Yes
collection
ofunit
work

1
2
3
4
5

Studentsmeetoverall
lessonobjectivesand
demonstratethisthrough
collectedworksamples
writtenandaudiorecorded.

Additional
Assessments

Aftereachlessonwe
cometogetherasa
wholeclasstoShare
theLearningwe
discusswhatworked
well,whatdidntwork
sowellandwhatour
bigtakeawayswere
fromthedailylesson.

No

1
2
3
4
5

ResponsetoSharingthe
Learningwillhelpguide
futureinstruction.Students
willsharewhattheylearned
andiftheyarenothittingon
thelearningtargetsforthe
daythentheteachercan
adjustfuturelessonstofit
theneedsofthestudents.

InquiryTwoRubric:
DesigningforLearning(40points)

ExpectationsforQuality

Teaching
Overview
10points

Outstandin
g
Exemplary
Range

High
Qualit
y
Range

Format(1points)

CCSSare

alignedwiththeunit
goals

Rationale
provided

Assessment
forunitobjectivesis
listed

Provisions
madefor
differentiated
instruction

Chart
illustrates2weeks
(or10days)ofa
sequenceoflessons

Lessons
whereworkon
developingcore
practiceare
identified(*)

Eachlesson
ontheoverview
includesthe
following:

Date

Good
Qualit
y
Range

Below
Expecte
dQuality
Range

Comment
s

Yes
/No


Lesson
Objective

Rationale

Instructional
Format

Ongoing
Assessment

Teaching
Notes

Lesson
Objectives(3
points)

Alignedwith x
CCSSandattainable
withinscopeofunit

Each

objectivestateswhat x
studentswilllearn

andbeabletodoin

relationtotheCCSS

(nottheactivitythe

studentswillbe

doingaspartofthe

lesson)

Rationale
explainswhycontent x

and/orskillis

importantand

worthwhileand
relevanttostudents

lives

Each

objectivematches

instructionalneeds
x
asdeterminedby

p
reassessments

Sequence(3
points)

Individuallessons

areorganizedto
buildtowardstudents x

Ongoing
Assessment(s)(3
points)

achievingtheunit
objectives.

Designedto
gaugestudent
learningaslessonis
implementedand
completed

Usefulfor
informingnextsteps
asyouareteaching

LessonPlansand
Reflections
30points

Format&DueDates
(2points)

Lessonplans
containalloftherequired
elements,including
attentiontodeveloping
corepractice

Twoconsecutive
plansaresubmittedontime
(electronically,before
teaching)

Yes
/No

Content(draftplans)
(10points)

Contentoflesson

plansarewelldeveloped

draftsthatreflectthorough x
attentiontotherequired

elementsandworkon

developingcorepractice

Professionalvoice
correctspellingand
x

Rethinkingand
ReflectingonthePlan
(revisedplans)(10
points)

grammarareused

Plansare
thoughtfullyrevisedbased
onfeedbackpriorto
teaching

2reflectionson
dailylessonsarethoughtful
andthoroughlyaddress

prompts

AssessmentPlan
(8points)

Isalignedwithunitgoals
andobjectives

Providesinformation
about
each
students
learninginrelationtothe
unitobjective(s)

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