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This is an example of how I titled my post with my assigned vignette prior to posting.

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Students start by building background knowledge, previewing the text, and discussing unknown words.

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Yes, by building background knowledge first so that students can connect to the text and by having students study high utility words in depth so they can use them in the rest of the unit and beyond.

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Yes because the same lesson plan and materials are used.

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This is a lot to get through for one lesson.  Not a challenge, but a question: I wonder how they differentiated for students of different English proficiency levels.  This lesson provides students opportunities to develop a base of knowledge that they can build on in following lessons and beyond.

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The teachers give feedback and monitors progress on the highlighted terms and keywords in each setting.

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Teacher's approach is Blended learning and provides digital copies of the work for all the different groups; onsite, synchronous, and asynchronous.

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I would have done something different. I will introduce them to the topic by showing videos and examples before assigning books and grouping the students. If the "save the word" is from the a previous lesson activity for the same topic, I will agree that it support students knowledge building understanding.

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I would have done something different. I will introduce them to the topic by showing videos and examples before assigning books and grouping the students. If the "save the word" is from the a previous lesson activity for the same topic, I will agree that it support students knowledge building understanding.

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Yes, students are asked to make careful observations and thoughtful interpretations individually for a few minutes. Teachers circulate to students who need individual support.

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Yes. The teacher provided same opportunity for all settings.

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Yes. The teacher provided same opportunity for all settings.

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Social Studies Voting Rights Act 1965- the teacher provided information using various sources articles, video, timeline, newspapers. Students discussed information with their partners and shared findings. After reviewing their information students had to  draft questions for panelists. 

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Social Studies Voting Rights Act 1965- the teacher provided information using various sources articles, video, timeline, newspapers. Students discussed information with their partners and shared findings. After reviewing their information students had to  draft questions for panelists. 

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Differentiating for all three onsite, synchronous and asynchronous in one lesson is a lot.

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Differentiating for all three onsite, synchronous and asynchronous in one lesson is a lot.

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Students are first asked to read independently. They then share their findings and wonderings in pairs and later in groups. Students are able to write about their own findings and respond the findings of their peers.