DII Thinking Cognitive Planning Template

Teacher: ______ _________ Date: ____________ Subject: Earth Science

Lesson Objective:
Explain that moons orbit planets

Connecting to Prior Knowledge:

Pg 24
Science Misconceptions- what is a satellite?
- Scientists use the word satellite to describe any object that revolves around another object in space.
*echo response(ASK BACK): What do Scientists use the word satellite to describe?
*Choral response (FLIP FLOP): Scientists say that any object that revolves around another is a what?

Who has observed the moon in the sky? List observations on the board

Objective Teacher Student Engagement

Input: Students will participate with choral/echo
Academic Vocabulary (lesson 5) response of meanings of Academic Vocabulary,
steps/process
1. Orbit (noun), (verb)
2. Rotate
3. Revolution Students will use gestures (TPR) to distinguish
Input and Model

definitions of AV
List of words written on board/ TV
Lead students in a word attack of academic vocabulary.
Students will listen and watch teacher think
aloud.
Process/Steps: (posted)
1. word attack
2. reading aloud

--------------------------------- ---
Model: (introduce process/steps)
 Script:
Say: A planet has greater mass than the moon, Students will actively participate (echo/choral
so the planets gravity is greater than the read) in completing problems with teacher
moons As a result, the moon is kept in orbit
around the planet. Think-Pair-Share opportunities, equity
cards/sticks
(echo statement) A planet has greater mass
than a moon, so the planets gravity is greater Respond using sentence frame:
than the moons.

(ask) What causes a moon to revolve

around a planet? (gravity)

Say: What does gravity cause a moon to do?

(revolve around a planet)

Say: Track the diagram on pg 24. Earths

gravity acts on the moon more than the suns
gravity because the moon is much closer to the
earth.
What causes the moon to revolve with
the Earth around the sun? (the suns
gravity)
What does the suns gravity cause the
moon to do? (revolve with the Earth
around the sun.
Say: The moon revolves around the sun and
Structured Practice

rotates on its axis.

What motion besides revolution does
the moon make? (rotating on its axis)
What does the moon revolve around?
(sun)
What doe the moon rotate on? (axis)
What does the moon do on its axis?
(rotate)
Say: Earth takes 24 hours, or one day, to
rotate, and it takes 365 days, or one year, to
revolve around the sun.
How long does it take the Earth to
rotate? (24 hours)
It takes 24 hours for the earth to
(Rotate)
How long does it take the earth to
revolve around the sun? (365 days)
What action takes Earth 365 days?
(revolving the sun)
Say: The time the moon takes to rotate once
and revolve once is the same. This means that
the same side of the moon always faces the
Earth.

How long does it take the moon to

rotate and revolve around the earth?
(The moon takes about the same length
of time to rotate and revolve.)
How long is one day on the moon? (one
year)
One Year on Earth is equivalent to what
on the moon? (one day)
 Have students for pairs. The two students Students will recall process
face each other. Tell one student to slowly

Guided Practice
walk around the other, always keeping Students will work in pairs and use process to
complete practice problems.
the front of his body facing the other
student. Point out that upon completely Respond using sentence frame:
evolving one time, the student also
rotated one time.
*Reminds students of expectations (use academic language/steps),
walks around providing immediate feedback, correctives. Afterwards,
Teacher has students come to explain problem(s)

Teacher Student Engagement

PracticeIndependent

Monitoring Students will independently complete

___________________.
Collects for Formative Data
Vocabulary pages

OR

Coaches students (immediate feedback)

DII Thinking / Planning Template

Remember: DII is meant to be used when students are taking on a skill. It is not for performing a routine
exercise such vocabulary cards, spelling words, or reading aloud. Think...what needs to be MODELED?
 Standard:
Make sure you are writing a grade level standard. Check either your Frameworks or the back of your TE.
Lesson Objective: What the students should know and be able to do by the end of the lesson
You say it, say it together, say it to your partner - T-C, S-S, C-T
Connecting to Prior Knowledge:
What have the students already done that can act as a bridge to the new learning they are taking on in this
lesson? Important to open the correct neuron file and hook the new learning properly in order for
synthesis of the lesson to occur. We dont just want students knowing and doing; we want them
explaining and understanding.
Dont forget to Overlap activities. Ex: As you pass out papers, have partners read the steps to each other. Keep
students engaged/busy.

Objective Teacher Student Engagement

Model Show them what to do with the new informationInput Explain the
new information

I Do It - You Watch and Listen

You do all the thinking. Make sure to Think Aloud Sentence Frames: Need to model
and to model what you want them to be doing complete sentences either verbally or
independently. Start where you want them to end. written.
Avoid asking questions during input. Dont expect
students to know what hasnt been taught Echo, choral
Show or demonstrate info. through auditory, visual, Show me... - students connect to
kinesthetic, or a combo. of modalities learning using TPR
Provide a chart of the sequential steps in taking on
the skill Student Engagement
Talk about your thinking (Metacognitive
Demonstration) point to the chart when using steps T-C , T-G, T-S
CFU - Present material in small steps Have Notice the teacher always leads the
students chorally repeat and/or TPS the steps interaction during input and model
Re-explain difficult points
Often times you will need to go back up into Structured Practice
if students seem to still be struggling. Make sure to orally make

We Do It Together Give Think Time 5 seconds

You help them with the thinking and help feed them Engage all students: T - C C-
the answers. They dont think it all the way through T Choral, TPS, TIPSI, thumbs
this known and take back the pace of the lesson.

by themselves until guided practice up/down

Structured Practice

Teacher Paced - Lock Step Have students verbalize steps:

Lead students through the steps, the cognitive What do I do next? Think...tell
process, and the rule your partner, randomly call on
Provide lots of prompts / pre-correctives students to CFU
Avoid letting errors go uncorrected or giving answers Student Engagement
to students. Give specific feedback & correctives. Go
back to the student later to allow them to correctly T-C C-T , T G G T, T-S
answer the question. S-T
CFU - Start asking HOTS & get students to explain Ask a question, let them think,
concepts or process in their own words (effective let them share, THEN call on
teachers ask more) students
 You Do It. I Watch and Listen
Students do the thinking while you monitor. Maintain a brisk pace if students are
More Examples (student paced, teacher monitored grasping concept

Guided Practice
(Check for Understanding) Ok students, what do I do next?
Students start to take on more of the practice partner A tell B...call on at least 5
teacher monitors students to get a good % of your
CFU - Elicit overt response that demonstrates class-
behavior in the objective Make sure to have White boards, Chest it
students verbalize the steps NOT TEACHER
Praise-Prompt-Leave strategy to gradually release Student Engagement
responsibility
Pre-correctives and Correctives T-G, S-S, G-G

Teacher Student Engagement

You Do It

Try and be quiet at this time. Let them

struggle a bit. Students practice completely
t PracticeIndependen

on their own after reaching at least 85%

accuracy with guided practice
Ticket-Out-The-Door
Corrective should be minor and one-on-one
Student Engagement
Delayed feedback Let them self correct
Teacher should circulate during seatwork,
S-S and G-G and individually
monitoring students with short contacts
DO NOT GO OVER WORK AND GIVE
ANSWERS. Collect work to see which
students got it and which still need help
during UA.

Standard:

Lesson Objective: Closure

Revisit Walk over to, point, read, restate & ask students to self assess learning

SD-6_Mountaineer 3/14/2017

Tell me,
I will forget.

Show me,
I might remember.

Involve me,
Ill understand.

-Ancient Chinese Proverb

SD-6_Mountaineer 3/14/2017