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During an ELA SC lesson students responded to a given writing prompt with the use of the sentence frames and word bank ( on the board separately) to complete the sentences.

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Students worked collaboratively on figure drawing by taking turns posing and drawing from life.

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After students created a zine about themselves using text and images, they completed a reflection. We talked a LOT about answering in COMPLETE SENTENCES.

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Students are engaged while they are practicing the school schedule in French. They are taking turns asking and answering questions in the target language. They give immediate feed back encouraging or correcting their partner.

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Capture The Chicken Rules- "Invasion Games"

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A Word Bank/Important Terms section is added to the bottom of our lesson's breakdown of gameplay rules. Students are prompted to demonstrate knowledge of the rules and fitness components by using the Word Bank as the teacher poses a question regarding hypothetical gameplay scenarios. This strategy highlights critical elements of the lesson, while helping to nudge discussion in the right direction by giving students vocabulary options to choose from.

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Grade 8 science : students completed a jigsaw activity of environmental regulations.

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Mr. Mangold's Math 7/8 Class

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Gallery Walk-Reactions to MLK & Pres. Lincoln's Assassination 

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Students collaboratively analyzed primary source reactions to the assassinations of Dr. Martin Luther King Jr. and President Abraham Lincoln using the Says, Means, and Matters strategy. After selecting at least two of the five source responses, students engaged in small-group discussions to evaluate how each leader’s assassination influenced public reaction and shaped their lasting impact on American society.

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Students engaged in a collaborative analytical process using an electronic version of hexagonal thinking to generate a Claim–Evidence–Reasoning (CER) response examining Marie Lu’s personal narrative. Through this digital, inquiry-based strategy, students worked cooperatively to synthesize key concepts related to textual structure, rhetorical devices, and the impact of environment on survival and identity, which served as the central big ideas guiding their analysis.

Hexagonal Thinking Presentation

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8th grade students are creating a graphic organizer to demonstrate new information learned from a non-fiction text about John Wilkes Booth

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Reading Intervention & 8th Grade ELA Connections: Building Background

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Reading Intervention & 8th Grade ELA Connections: Building Background

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8th grade students in Read 180 work together to answer the question/title of the text "Who was John Wilkes Booth?" Prior to this activity, the students read the text independently, participated in a group discussion about the most important details of the text, determined the structure of the text and collectively decided what organizer they would use to best organize their thinking. This lesson as a direct result of discussions from the Equity PD on 3/17 and collaborative planning with 8th grade teachers Ms. Parsons and Ms. Sinnett.

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Padlet 8th grade building background JWB

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Eighth-grade Advanced ELA students participated in structured book club discussions, arriving prepared in their assigned roles—illustrator, summarizer, discussion director, or character sketcher—to engage in authentic, text-based conversations about their selected novel, Chasing King’s Killer or Chasing Lincoln’s Killer.

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Collaboration and engagement with Break out boxes about body systems.

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After collecting data and analyzing results, student were asked how does the speed of a fish affect its survival rate? What environmental factors or genetic factors determine this?

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Collaboration and engagement card sort for a specific ecosystem. Marking the text on interactions in ecosystems prior to sort with focused note taking.

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Collaboration and research on invasive species in the Chesapeake Bay.  Creating poster for presentations. 

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8th grade students used knowledge and skills developed over the previous three years to arrange images, shapes, text, and effects to visually present information. Students were able to choose any topic they wanted.

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Students worked together to research an invasive species in the Chesapeake Bay and create a presentation on how it is affecting the ecosystem.

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Students worked with peers to evaluate examples of their most recent project using the same rubric.

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Students support each other and make healthy decisions during our weight lifting club.

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Orbit note it through read & write and super cool! Happy to show anyone how to use :)

It allows the students to write on top of documents (instead of printing them out) and students can use predictive text, speech to text, and text to speech!

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During a 2nd viewing of a short video, Read 180 students participated in a vocabulary activity where they used the vocabulary word bank to complete the sentences.

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Read 180 A/B partner reflection at the end of a lesson

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Students rotate through different activities daily. Content is differentiated with each group at the "teacher table" by delivering explicit instruction of a comprehension skill or strategy.

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Students engaged in a peer critique by analyzing and providing feedback on Jolly Rancher ranking designs.

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As a review for the end of the unit, students collaborated and categorized real world examples as either weathering, erosion or deposition.

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Physical Education: Mutual Respect and Appreciation

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Physical Education: Mutual Respect and Appreciation

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Students celebrate their success together, as they both ran the same amount of PACER TEST laps.

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Health: Determining what is a credible source

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Health: Determining what is a credible source

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Students read through 6 articles and need to determine if the source is credible by going through a specific checklist.

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Students completed a pre and post reading activity to build background before a lab activity.

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Students were given a sample of a poem in a diamond form and, then, were to create their own either on line or on paper.

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Carlos ArceMonterola - 3B Poema en diamente template

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Skylar Saavedra - 3B Poema en diamente template

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Students were given a template on presenting 8 members of their family and were directed to either make a google slide presentation or a booklet.

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Giving explicit examples and sentence frames with a word bank, Spanish 2 students are using their new vocabulary in context

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Students complete the writing on their own. Next, they edit each other work and explain the corrections to each other.

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Teamwork! 3D hands on projects are always engaging.

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Students worked in small groups to create a 3D interpretation of The Scream.

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Students will review and apply skills from prior years to design an original sticker using a theme of their choice.

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Students were given some ideas for ideas for a letter for Quebec, but then made their own letters with elements of the example.

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Nationalism and Sectionalism Unit

Impact of the Erie Canal

Sourcing Evidence

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Students engaged in watching and supporting their peers while performing their modern assessment in groups!

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Students Gallery Walk each other's player posters to check if they have both a Statistic and an Accolade.

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Student Responsive Teaching

We created a project based on problems and solutions for issues in the Chesapeake Bay to assess student understanding of Human Interaction with the Environment.

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Students were tasked with assessing each component of their health via questionnaire in order to gage which component needed the most improvement. Then, they created a SMART goal to improve that component of health, including two action steps and one personal reasoning for their selection.

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You can't share enough visuals with students! (:

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Progress board with steps broken down.

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Students in Mrs. Parson & Mrs. Sinnett's class 

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Students in Mrs. Corona’s, Mrs. Parsons’s, and Mrs. Sinnett’s classes worked in small groups to analyze the plot of The Outsiders—exploring characterization, symbolism, tone, mood, and more—to develop meaningful theme statements. The lesson began with each student independently identifying significant “big ideas.” Then, in their groups, students intentionally grouped their ideas to craft theme statements.

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Students created models using Playdoh to show the difference between the Rocky Mountains and Appalachian Mountains in terms of weathering over time.

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Students modeled the effects of weathering on rocks over time. They massed sugar cubes before and after shaking them to model weathering on the Appalachian mountains.

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Mrs. Parsons' and Mrs. Sinnett's students collaborate to write two-voice poems to help them understand characters' differing perspectives.

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Students engaging in a philosophical chairs debate.

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The student participated in a formal debate, taking a stance on whether it is better to be famous than be a nobody.

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Sentence frames, Word Bank, and pre-cut quotes

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Sentence frames, Word Bank, and pre-cut quotes

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SC ELA students will complete an extended writing project after they read two texts with the use of sentence frames, word bank, pre-cut variety of quotes to support their claims.

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7th grade science Feedback/Word Bank/Marking the Text

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7th grade science Feedback/Word Bank/Marking the Text

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CR writing to show evidence and reasoning using punnet squares to determine offspring. Students created their own word bank by marking the up the question. We reviewed, modeled and showed exemplars while students did a peer review. Teachers also provided feedback.

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Modeling mutations to determine if it is beneficial, harmful, or neutral.

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Students collaborated to compare art exemplars with past student work, identifying key stylistic similarities and differences.

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Students brought in a variety of objects and then teamed up to arrange them into creative still-life compositions, which they photographed for their upcoming project.

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To review Pangea and the continental drift theory, students acted out a play to demonstrate how the continents were once together and then drifted apart over time. Scientist Alfred Wegener (in the lab coat) was the narrator.

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Students practiced writing CRs in Science by creating their own word bank of key terms to use in their explanation. Sentence starters were given as well to help provide evidence and reasoning. Finally, they used a checklist to go back through their CR to evaluate.

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Students collaborated together to describe the warning signs of "teen gambling" and how it affects their health.

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Students were using Decision-Making Model to write down their decision for their scenario. Students walked around giving feedback.

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Students worked collaboratively to define the two key terms we would be looking at and sort examples of those terms. Then they found the commonality between the examples to set criteria for each term.

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Students did a gallery walk and gave feedback on their classmates' illustrated recipes.

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AVID-Relational Capacity

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AVID-Relational Capacity

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AVID-Realtional

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6th Grade Science Stick It Together Placemat

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6th Grade Science Stick It Together Placemat

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Students each read about a specific type of rock and how it formed. Then, they each wrote a summary of what they read on a post it and put it on each corner of their placemat. Together they collaborated, discussed each person's post it and came up with one final answer.

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Students modeled the rock cycle using crayons. This first step is the weathering or breaking down of the rock. Later, students compacted and cemented the crayon shavings together, applied heat and pressure and cooled the model using ice.

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Students played a game to demonstrate the effects of “limiting factors” on the “carrying capacity” of an ecosystem.

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ELD Students collaborated to sequence images from our text into chronological order as a strategy to interact with the text.

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ELD students participated in a gallery walk and used sentence frames and a word bank to write write about human rights.

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Number of solutions focused note taking. Students solved 3 muti-step equations and notice trends and characteristics about the equations that classified them as each type then did a curricular task at the boards and a sorting activity using the notes and came back to add to the notes.

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Structured organizer for students to develop a 4 paragraph persuasive essay. Students are provided a multiple choice options to introduce the writing of a counterclaim.

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Peer Collaboration on a Gallery walk. Students interpreted biographical information about some French celebrities. During the gallery walk , students helped each other to answer to questions and report the information on their charts.

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Students engaged in conversations supporting math reasoning to collaboratively complete a task. Peer feedback was essential as there was only one correct solution path to complete the task.

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Outdoor foliage collection for our handmade paper Nature Bowls.

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Students were engaged in collecting natural materials outdoors to use in their handmade paper Nature Bowls. Collaboration was evident in how they traded and shared found materials.

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Students completed station rotations to review Fossils: Focused Notetaking with word banks, CR practice using vocabulary, interactive fossil drag and drop and create your own fossil.

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Students were given a tray of rocks and collaborated to figure out a way to categorize the rocks.

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Students were asked to create an item that could solve one of the many conflicts Brian faces in Hatchet. They then got to "shop" each others' projects to build a custom survival kit for Brian. Students had a budget and quantity restraint.

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Students were given sentence starters for their CER in social studies.

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Last Friday, students reflected on their progress and their learning in Grade 8 Science for MP1. The reflection included rating me as their teacher, themselves as science students and thinking about what topics and learning strategies they connected with the most (and the least!). To view the reflection, click here.

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students working on a consensus activity helping provide feedback when answers differed. - Janssens

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Students engagement and collaborated to identify organs within organ systems and how subsystems work together.

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Capture the Flag Collaboration to study for the quarterly.

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Students participating in a concept-based literature circle.

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Students engaging in a Pilot-Co-Pilot Socratic Seminar.

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Students engaged in a Socratic Seminar to analyze, synthesize, and discuss Refugee. Before the seminar, they participated in a concept-based literature circle, generating higher-level thinking questions and selecting discussion-worthy passages. This small group discussion also gave some of my shyer students a chance to “practice” before taking center stage. During the seminar, pilots led the discussion in the inner circle, while their partners, or co-pilots, contributed questions, possible responses, and text evidence on sticky notes to support the pilots. After 10 minutes, the pilots swapped with a co-pilot, and the discussion continued until all students had the opportunity to lead. As the facilitator, I posed three distinct questions that connected their conversation to the concept of identity.

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A student using their focused notes during a concept-based fictional lens literature circle.

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Students prepared for their individual literature circle lens by selecting relevant and focused passages from Refugee for small-group discussion. During the literature circle, they added notes from their group members for each specific lens and contributed additional higher-level thinking questions. After the discussion, students summarized the group’s ideas, responded to the essential question, and reflected on their own contributions. Additionally, these focused notes were then built upon the following day to foster an engaging and productive Socratic Seminar.

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6th Grade Science- Create a class study guide 

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6th Grade Science- Create a class study guide 

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Students collaborated in groups to complete an assigned task in Marlin Hall to create a class study guide. These will be used to prepare for their Quarterly.

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Students worked together to identify which foods were genetically modified based on signal words on the label and ingredients.

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Students exchanged their extended narratives to provide positive and constructive feedback during peer revisions and edits.

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Students created scale models of the solar system using everyday objects. Students then did a gallery walk providing feedback on sticky notes.

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Students explored plants and trees on campus that were labeled and they collaborated to identify their specialized structures to increase reproductive success.

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Students evaluated collage examples using a rubric based on the criteria from the Variety and Unity unit.

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Students used sentence frames to write claim statements in math.

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students created smart goals (short term and long term) in Pathful during their math period with the career counselor

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A student sample of a completed prewriting, brainstorming. organization and beginning draft to choose for their extended writing.

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Brainstorming, Organization, and Drafting (Routine Writing) 8th Grade Advanced ELA

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Brainstorming, Organization, and Drafting (Routine Writing) 8th Grade Advanced ELA

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Students unpacked a narrative writing prompt and crafted the foundation for a possible continuation for their extended writing.