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It seems your entire lesson is group activity. Good involvement of students. What if they don’t come up with the objectives you wanted. How do you handle that?

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I loved the homework for Donne. I would have made such a wonderful activity part of my class .

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Love the idea of giving the students a problem that they know how to do and building complexity from that point. Having a factorable quadratic move into non-factorable quadratic is a great form of scaffolding.

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Uses a fun and real life travel experience while learning and practicing Spanish.

English lesson
Imaginative HW assignment. It allows for extensive creativity.

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The use of the video appeals to visual learners in a way in which they are comfortable and used to. It also

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Use of gif a good wayto  allow the students to be creative. Have some fun and be self motivated.

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The lesson is dynamic and puts students in charge of their learning As opposed to the teacher spooning out information.

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Analyzing poetry is very difficult and I think it’s a good exercise to find certain literary devices in a poem. There is nothing to memorize here but to recognize. That can be used in other courses that do not deal with memorizing facts.

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It seems like your entire class is group work. Good student involvement. But, whatif the students don’t come up with the many points you had in your original objectives?
How do you handle that?

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Love the use of the KWL Chart. Really gives an opportunity to see the progression of their knowledge. You have created an invisible thread in their understanding.

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In the Sparta/Athens lesson I liked the fact that they had to create something that reaveld a message. It was not simply sting characteristics, the students had to work on how to depict them.

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individual time to read / think, then build upon this in group dynamic is something I would like to do more of in my room. I tend to go from me talking / lecturing directly into groups, and I think some time to process on their own would allow students to come up with their own unique thoughts / responses before sharing those in group

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I like how the lesson puts the students into a real life situation.

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I liked the homework assignment of pretending like you were the author to describe the theory he was developing.

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I like the pair work exercise in Dawber and Safrath's lesson that allowed the students to create a visual and written representation of their work.

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I liked the idea of using a embedded video to answer questions. The video creates a different interest, it brings the lesson to life, and fosters a deeper understanding. The discussion and problem solving activity also holds the students accountable. It forces them to really pay attention to key parts of the video.

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I like the idea of students creating theories now poetic verse demonstrating various literary devices like hyperbole, etc.

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I like how the group activities allow students to discuss the content as well as complete a task together instead of encouraging students to work idvidiually then compile their information. This is especially true in the Spanish lesson. This strategy could easily be used in other content areas by giving students a problem to solve where there may be different approaches and answers instead of a fact based (1 correct answer and approach) question.

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Definitely like the idea of creating a gif.

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I like the use of the boarding pass to give students a real world application to the information they are learning in class.
I could use real world problems to make the assignments meaningful to students and generate interest.

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I like that you guys listed activities on the CHS sample lesson.