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Name/Team: 1st Grade Team
Subject: Reading
Focus: Compare and Contrast
Essential Question: How can making comparisons help you understand what you read? (LA.1.1.7.7)
Learning Goals: Students will be able to make comparisons to help them understand what they read.
Scale:
4-I will be able to teach my peers how to make comparisons as they read.
3-I will be able to explain how to make comparisons as I read.
2-I understand how to make comparisons as I read.
1-I can identify likenesses and differences as I read.
Lesson Segments Involving Routine Events
DQ1:
| | | | | |
|Elements |How are you providing evidence? |How will this contribute to the “Engaging” lesson? |Materials |What preparation will you need to do for|
| | | | |this specific element? |
| |Post learning goal so that all students can |Demonstrate enthusiasm |Learning Goal posted |Write up learning goal and scale. |
|Providing clear learning goals and|see it, teacher references the learning goal.|Notice students who are not engaged. | | |
|scales. | |Lively pace | | |
| |Teacher presents, posts, and references scale| | | |
| |for learning goal. | | | |
|Tracking student progress |Informal and formal observation using |Maintain a lively pace | | |
| |questioning |Manage response rate, using hand signals. | | |
|Celebrating Success |Teacher will acknowledge students who are |Motivation for students. | | |
| |making gains. | | | |
DQ6:
| | | | | |
|Elements |How are you providing evidence? |How will this contribute to the “Engaging” lesson? |Materials |What preparation will you need to do for|
| | | | |this specific element? |
|Establishing classroom routines |Remind students of rules and procedures. | | | |
| | | | | |
Lesson Segments Addressing Content
DQ2:
| | | | | |
|Elements |How are you providing evidence? |How will this contribute to the “Engaging” lesson? |Materials |What preparation will you need to do for|
| | | | |this specific element? |
|Identifying critical information. |Teacher begins lesson by explaining why |Students are excited, interested to learn. | | |
| |upcoming lesson is important-“It’s important | | | |
| |to make comparisons as you read to better | | | |
| |understand the story” | | | |
| | | | | |
| |Level of excitement, tone of voice, body | | | |
| |position. | | | |
| |Teacher stops at strategic points |Provide time to process and demonstrate knowledge. | |Preview lesson to determine places to |
|Chunking Content |(similarities and differences). | | |stop and chunk. |
| |Teacher uses guiding questions to elaborate | | | |
|Elaborating new information. |on information. | | | |
| |Teacher asks students to explain and defend | | | |
| |their inferences. | | | |
|Recording and representing |Student will summarize the information that | | | |
|knowledge. |they learned at end of lesson using their | | | |
| |graphic organizer. | | | |
Lesson Segments Addressing Content
DQ3:
| | | | | |
|Elements |How are you providing evidence? |How will this contribute to the “Engaging” lesson? |Materials |What preparation will you need to do for|
| | | | |this specific element? |
|Reviewing content |Teacher will review previous lessons about | | | |
| |comparing and contrasting. | | | |
|Organize students to practice and |Partner students to practice comparing and |Keeps students on track, collaboration, |Graphic organizers, | |
|deepen knowledge. |contrasting with graphic organizers and | |seeds | |
| |seeds. | | | |
| | | | | |
|Examining errors in reasoning. |Teacher can use non-example so that students | |seeds | |
| |can examine faulty logic. | | | |
|Practicing skills |Guided practice using class graphic organizer| |Graphic organizer | |
| |on flip chart. | | | |
Lesson Segments Enacted on the Spot
DQ5:
| | | | | |
|Elements |How are you providing evidence? |How will this contribute to the “Engaging” lesson? |Materials |What preparation will you need to do for|
| | | | |this specific element? |
|Noticing when students are not |Teacher notices when students are not |Students will be engaged. | | |
|engaged. |engaged, teacher takes action to re-engage | | | |
| |students. | | | |
|Managing response rates. |Teacher will use hand gestures so students | |Hand signals | |
| |can distinguish between things that are the | | | |
| |same and different. | | | |
|Maintain lively pace |Teacher will alter pace appropriately. |Students will stay engaged. | | |
|Demonstrate intensity and |Teacher signals excitement by using tone and |Students will stay engaged. | | |
|enthusiasm. |physical gestures. | | | |
| | | | | |
|Providing opportunities for |Teacher will use questions about student’s | | | |
|students to talk about themselves.|lives to practice similarities and | | | |
| |differences (What have you ever planted?) | | | |
Lesson Segments Enacted on the Spot
DQ7:
| | | | | |
|Elements |How are you providing evidence? |How will this contribute to the “Engaging” lesson? |Materials |What preparation will you need to do for|
| | | | |this specific element? |
|Demonstrate with it ness |Teacher scans room, physically occupies all |Students will stay engaged. | | |
| |quadrants of room. | | | |
|Apply consequences for lack of |Teacher uses non-verbal and verbal signals. | | | |
|adherence to rules | | | | |
| |Teacher thanks students for following a rule | | | |
|Acknowledging adherence to rule |or procedure. | | | |
|and procedures. | | | | |
Lesson Segments Enacted on the Spot
DQ8:
| | | | | |
|Elements |How are you providing evidence? |How will this contribute to the “Engaging” lesson? |Materials |What preparation will you need to do for|
| | | | |this specific element? |
|Understanding students’ interests |Teacher builds student interests into lesson | | | |
|and background. |(What would you like to plant? Which of | | | |
| |these vegetables have you eaten?) | | | |
|Using verbal and non-verbal |Thumbs up, smiles, nods at students when |Keeps students interested and engaged. | | |
|behaviors that indicate affection |appropriate. | | | |
|for students. | | | | |
Lesson Segments Enacted on the Spot
DQ9:
| | | | | |
|Elements |How are you providing evidence? |How will this contribute to the “Engaging” lesson? |Materials |What preparation will you need to do for|
| | | | |this specific element? |
|Demonstrating value and respect |Teacher will use eye contact and close | | | |
|for low expectancy students. |proximity to low expectancy students. | | | |
|Asking questions of low expectancy|Teacher will ask questions of low expectancy |All students will be engaged. | | |
|students. |students. | | | |
| | | | | |
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