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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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