—< generated notes. 16 be actively engaged and not passively siting and copying teacher ‘Teaching Point: This is the learning objective of the lesson, whats expected and what vill be learedaccony , Com erin te esa peomance sen ee eagan® eam on mt clays Lesson's Agenda The lesson’s agenda appears on the smartboardichalkboard and include: ~T-P. and learning objective for each specific lesson, focused on performance standards (Approximately 10 minutes) {DO NOW: Reading of short text journal entry”independent wrting/calculation etc. It should bbe thought provoking During this time the teacher takes attendance and checks homework. = ;Tiis can also be the time quizzes are administered. Please refer to the testing policy, handout for more information. (Approximately 10 Minutes) -MINI LESSON: Describing and explaining, through modeling, what is being taught and what the students will be able to complete, by the conclusion of the lesson. The teacher will incorporate a variety of leaning modalities (visual, auditory, and kinetic) to facilitate diferent learning styles. (Approximately 4 minutes) - ASSESSMENT: A measurable evaluation of student acquisition knowledge presented during the mini lesson. (Approximately 10 minutes) -INDEPENDENT PRACTICE: (Ciass Activity) requiring students fo complete a task directly related to the Mini Lesson through individual, wth partners or small group work. Students may use accountable talk protocols. Student conferences should be held during ths time. (Approximately 6 minutes) -SHARE OUTIDEPTH OF KNOWLEDGE QUESTIONS: for completed tasks will use discussion protocols /or accountable talk. (Approximately 4 minutes) sasignments wl UMMARY/CONCLUSION: to be generated by students. Homework assignment reinforce, augmenvienhance the leseon, or prepare the students forthe ext lesson and should be written on the chalkboard. affolding: . Scaffolding an and independent pace ae broken own hi te olowing Fas I (the teacher) do, you (students) watch Ido, you help You do, |help You do, ! watchDraw ently igh Define . label Gleulate ee iustate cage Who, What, When, Wher, Why State fm Repeat Tehvote pase esin \ recat cage quae Recite Connect oll Create Assess XM Develop a Logical Argument ‘Apprise Construct Use Concepts to Salve Non Routine Problems Prove Critique Eaploin Phenomena in Terms of Concepts Formate f Draw Condusions. —_ Hypothesive Differentiate ite Evidence EO ‘Supportideas with details and examples Use voice appropiate tothe purpose and audience. ‘dent research questions and design investigations fora scenic problem. Develop a scentfc model fora conlex situation Deterine the author's purpose and descibe how tafe the interpretation of areadng secon -Aoply a concepin other cones ELE ‘denity and surmarite the major evens in anarratne. PEN Recall elements and details of story structure, such a sequence of evens, character, lot and sting Conduct basic mathematical caleuations. Label locations ona map, Represent in words or diagrams @ scintiic concept or relationship. Perform routine procedures tke easing kn owing puncuaton marks cored Use contest cues aiden the meaning of unfair words. ‘Soh ote lip sep problems. Desaibe the causeetect of parce evet Identity pate in events or behavior Formulae a routine problem given data and conditions. escrete teres of pce © | ie, pres and inte people o— an a adn pen 1 CO aR ey a Measure deity Pater syntesice Graph Ongaize pyc Level vcae com ly Concepts evel MT ever \ Separate 7 four ae Teo Causereter — Maity tended (sy mre Citique ‘ig, aR Sy J) eit Compare Meret Aoayre felne ——_Diinguh Use context cu Compare Infer Categorize lect and Display he Observations Summarize Conducta projec that requires speciynga problem, design and ‘odcting an experiment, aang its aa and reporting resi sation. ‘op matematicl modelo iuminale problem or stuaion ‘nay and sytesice formation rom mip sores. Describe ndillstate how cmon themes are found across tex rm erent ares, Dasgn a maternal modelo inform and sole a pacal orabsraasivaton, cn 10 meric oe“Level 1: _ - iy Ask questions that require students to recall information presented. Describe what happens when What is (are), 2 How is (are)_ 2 What would you choose = How would you define 2 When did 2 How would you identify. ? Where is (are) 2 How would you outline Which one 7 _ How would you recognize ‘Who was (were) ] List the in order. Why did 2 - ] ‘What do you remember about 2 _ Level 2: Ask questions that students can answer in their own words by stating facts or by identifying the main idea. Elaborate on How would you identify _ 2 a How can you describe 2 What can you infer from 2? How would you clarify the meaning of, What can you say about. 2 How would you compare/contrast. “What did you observe 2 [How would you differentiate between___and__ | Whats the main idea of, ? 1 How would you express 2 What would happen if, 2 2 How would you generalize Will you restate Provide questions that require students to define and solve problems. 1 How could you develop 7 Faw means : How would you alter___to z ‘What actions would take to perform, How would you change 2 ‘What examples can you find that ; How would you moet = 2 ‘What other way would you choose to How would you demonstrate 2 ‘What would the result be if 7 How would you develop to present 7 | Why does work? : How would you present 2Level Ask students to explain why they chose a certain problem-solving technique and why the solution 2 worked, -[Discuss the pros and cons of What can you point out about 2 i How can you classify ‘according to ?_| What evidence in the text can you find that. ft | How can you compare the different parts of __?_ | What explanation do you have for 7 } How can you sort the parts of, What ideas support/validate 2 Howis connected to 2 What is the problem with How would you expl: What is your analysis of, What are the advantages & disadvantages of ___? Why do you think What can you infer 2 using standards and criteria. Ask students to demonstrate how they can judge, critique, or interpret processes, materials, methods, etc. Determine the value of. What criteria would you use to assess How could you verify What data was used to evaluate 2 How would you deteri What information would you use to prioritize How would you grade _ What is the most important 2 Tell wh, Rank the importance of Rate the Explain your rating. | 7 What is your favorite 2 Why? What would you suggest. 2 What choice would you have made, Explain your reasoning. What is your opinion of ? Support your response. Level 4: ‘Ask students to assemble parts of knowledge into a whole using creative thinking and problem solving, Ask students to demonstrate how they can combine concepts to build new ideas for new situations. Create a poem/riddle/song that explains 2 How would you portray 2 Devise a way to - Predict the outcome if, 2 ‘How would you compile the facts for. ‘How would you elaborate on the reason | What alternative would you suggest for What changes would you make to revise ‘How would you explain the reason ‘How would you generate a plan to What could you invent z What facts can you gather 7 How would you improve ‘What would happen if.