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We will use different texts forms (pictures/videos) to help students provide evidence for their claims. We will also help students make connections to their home lives in persuading parents/guardians to let them do something-provide evidence for that. Group 6

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We will use different texts forms (pictures/videos) to help students provide evidence for their claims. We will also help students make connections to their home lives in persuading parents/guardians to let them do something-provide evidence for that. Group 6

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Use technics of purposeful reading with high interest nonfiction materials.

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Use technics of purposeful reading with high interest nonfiction materials.

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I have used "gallery walks" in the past, but I am excited to try the "image walk" as prescribed.  

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I have used "gallery walks" in the past, but I am excited to try the "image walk" as prescribed.  

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Allow for academic struggle so that students have the opportunity to explore and work with high level vocabulary and concepts.

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Allow for academic struggle so that students have the opportunity to explore and work with high level vocabulary and concepts.

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Sharing past stories of experiences with said topic

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Sharing past stories of experiences with said topic

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30 sec. expert, Interpreting Linguistic and Analyzing Non linguistic representation, finding a way to relate content to their interests such as driving age and laws and how they are governed by local, state, federal govt.- visual maps

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30 sec. expert, Interpreting Linguistic and Analyzing Non linguistic representation, finding a way to relate content to their interests such as driving age and laws and how they are governed by local, state, federal govt.- visual maps

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Give students an opportunity to explain their thoughts and justify their reasoning.

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Give students an opportunity to explain their thoughts and justify their reasoning.

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We looked at the "non-linguistic representation" activity, because I thought it'd help us deal w math symbolism.  Instead?   It was a reminder that visuals/music/active body use connected to an upcoming reading are good prompts / activators to get kids to share background knowledge.

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We looked at the "non-linguistic representation" activity, because I thought it'd help us deal w math symbolism.  Instead?   It was a reminder that visuals/music/active body use connected to an upcoming reading are good prompts / activators to get kids to share background knowledge.

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Then we looked at the Brainstorming activity.  How could that help kids deal with a hard concept?  If you have a hard math concept that you can in any way put to use as a solution as a real life problem, you can pose the problem, have kids brainstorm the answer, and then see if any of there answers are in the neighborhood of the solution.  if not, you still win, because you have an idea of what they know and what they don't know.

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Checking prior knowledge - share picture of a graph and ask students to share something about what the picture can tell them. Build on knowledge to now create their own.

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I really like the interpersonal skills that "30-second expert" builds in addition to activating prior knowledge.

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Bellringers that take 2-5 minutes to jump start their brain so they are thinking about the main topic for the day.

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Bellringers that take 2-5 minutes to jump start their brain so they are thinking about the main topic for the day.

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"30 Second Expert" is useful in music as many students have stand partners with like-instruments. When given new music, students can share what they know or don't know with someone they are more comfortable with

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"30 Second Expert" is useful in music as many students have stand partners with like-instruments. When given new music, students can share what they know or don't know with someone they are more comfortable with

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Fish Bowl discussions related to the main idea of the unit. 

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Fish Bowl discussions related to the main idea of the unit. 

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Simulate business discussions with prewritten scripts to develop pronunciation. 

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Simulate business discussions with prewritten scripts to develop pronunciation. 

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The idea of an image walk will allow students to bring different perspectives and viewpoints which hopefully drives discussion

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I like how you want to jump start their thinking by using bell ringers, they seem very effective in classes that I have filled in for.

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I like how you want to jump start their thinking by using bell ringers, they seem very effective in classes that I have filled in for.

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In teaching theatre to middle schoolers, anecdotal experience is helpful in building backround knowledge.