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My internalization included reflecting and reviewing lessons from BOY. Here are my reflections:

I will use strategy of think/ink-pair-share once a lesson.

I will use whiteboards during word work and grammar portions of the lesson

I will use Gallery walk for writing and after unit assessments or exit tickets.

Stop and jot can be used as well which can transfer to note taking during independent reading time.

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(Past internalization) Cognitive lift and how I will implement reciprocal teaching in the new year by assigning student roles: a summarizer, questioner, clarifier, predictor. Roles will be rotated. I will this in conjunction with Think-Pair-Share Also the use of graphic organizers placed at each group.

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Lesson 3 Unit 9 focuses on exploring the many themes of the story by text evidence and making inferences based upon character development. Students will be placed into small group to jump into discussion giving each other feedback and talk about the themes they have noticed throughout the story.

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As we reflect on Unit 8, big Kippster's have worked extremely hard to reach mastery. Utilizing student voice, allowing students to do all lifting with think, write, pair and share has pushed each student in different areas.

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I intend on improving unit 1 by using whiteboards for sections like word word, language, and parts where the writing isn't too much for kids to write on whiteboards, while still being a quick cfu for teachers.

Example: Write the TAG of the sentence on your whiteboard after you have completed your work on the paper. We can also use it for grammar, editing, revising, and using it for shorter check ins like punctuation and splelling.

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The primary focus of this unit is to both refresh and expand students’ understanding of theme and character development. It also provides opportunities for students to make in-depth connections and personal responses to the text, while exploring the dynamics of character relationships.

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As we conclude our Unit 8, I made sure to include think-pair-write-share to make it easier to transition into a class discussion & see where all our students are when it comes to energy. I also included a kahoot that specially covers Unit 8 to see what my students have retained, while also making it competitive. I want to open the door to reflecting over the unit as a whole.

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The purpose of this lesson is to identify theme and character changes using text evidence.

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U9 L3 This unit primary focus on theme and how students are able to find different themes. Student will create a gallery wall, and are able to join in and give feedback to peers. with directed IPS students are able to jot down their responses of the theme, their peers might have understood opposed to their own. This allows for overall student engagement and higher order thinking.

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The purpose is reflecting on previous lessons to improve engagement within my classroom.

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U9 L12

In this lesson students will get to discuss on the plot of the novel, "Hello Universe." They will do more of the cognitive lift through class discussions and turn and talks. I will also implement a Think/ink/Pair/share with white boards to get all students engaged.

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students are establishing a purpose for reading and are introduced to the central themes of friendship, identity, and understanding different perspectives. They learn to distinguish between first-person and third-person points of view and explore how an author’s choice of narration shapes the reader’s understanding of characters and events.

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I reviewed previous lessons from the beginning of the year to see where I can add more ink, pair, share to lessons where I already have pair and shares.

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The purpose of the lesson is to gather notes for Character Analysis Project. Teacher will model how to jot notes while reading for both characters who show up in a chapter and characters who are not present in reading for the day.

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The purpose of this lesson is for kippsters to be able to make connections and understand the way of life for children in Jamestown.

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Ervin:

The purpose of the lesson is for Kippster’s to make self to text connections.

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The purpose of Unit 10 Lesson 3 is to help little KIPPsters grasp the severity of the conditions the kids from England had to endure. They will need to make connections to the text in order to understand the feelings and thoughts the characters in the story had.

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The purpose of this lesson is to teach our students how to make personal connections, as well as, learn how to ask questions for a deeper understanding of the reading instead of only answering questions for comprehension.

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The purpose of the lesson is for students to learn and be able to understand personal connections, in the experience of Setting Sail on a voyage.

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The lesson's purpose is to make personal connections to the experience of setting sail on a voyage in “The Founding of Jamestown”, and ask and answer questions, orally and in writing, showing recall and understanding of the details of “Jamestown, Part I: A New Life” using text evidence.

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This lesson's purpose is for students to make personal connections to a text. The lesson also has students further their learning by writing questions as they read to deepen their knowledge on the topic.

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The purpose of this lesson is for students to be able to infer about the theme by using text evidence using the text The Great Migration.

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The purpose of this lesson is to have students inference using the evidence from the text to understand what the theme is.

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The purpose for lesson 3 is for students to make connections based on what happened in Jamestown. They will also have to form an opinion paragraph.

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The purpose of this lesson is to explore the theme in the passage while exploring the historical significance of the great migration

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Students will ask and answer questions, orally or in writing, to monitor their understanding of “Jamestown". They will also make personal connections to the experience of setting sail on a voyage in “The Founding of Jamestown

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The purpose of Unit 9 Lesson 10 is to make inferences about the theme of the text Migration and support it with relevant evidence.

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Students will make personal connections to the experience of setting sail on a voyage in “The Founding of Jamestown.”

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The main purpose is for student to be able to connect to the text.

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The purpose of this lesson is to identify theme and build background knowledge on the African American experience during Jim Crow.

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Bygrave

The lesson purpose is for students to get the full experience and make meaningful connections with the text. They are able to compare their lifestyles to children of the past lifestyles for deeper understanding.

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The key idea of this lesson is for students to be able to make a self-to-text connection, while also being able to identify the main theme or idea of the story and providing supporting, relevant details.

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The purpose of this lesson is to be able to make connections and understand on a deeper level the experiences that happened in Jamestown.

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The lesson purpose is for kids to ask answer questions to better understand the story. They will also make personal connections and have discussions with their partners on those connections.

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Students will be able to synthesize information they’ve read in the text to be able to make inferences about the theme in the great migration story

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The purpose of this lesson is to have students generate a list of inferences, and conclusions while manipulating the text to support their final writing assignment which dives into the multiple themes that can be in one story. This lesson also allows them to make personal connections and utilizing text features to help them comprehend the text.

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This unit primary focus is character development with emerging theme! This unit also allows students to explore character relationships and make personal connection with characters

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Purpose of this lesson is to make students understand Personal connections to the experience of children in Jamestown. Children in Jamestown had important responsibilities, even at a young age. Their lives were very different from kids today, focused more on survival and helping the colony. Productive Struggle are some key takeaways from this particular Lesson

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The purpose of lesson 3 is to make connections all while stamping the key idea throughout the text , yet having students to do the productive struggle and analyze building their cognition.

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My students haven't started this unit yet however I'm excited to watch them learn how the different "Themes" play out in this story. The purpose of this unit is Exploring themes and the development of characters.

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The purpose of the lesson is to have students understand how to find the theme of the story by using inferencing.

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The purpose is to have students generate conclusions of what themes the author presents in the text by utilizing text-evidence presented in the book.

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My students have been working on their character analysis for the end of the unit 9 of Hello Universe. My big take away out of this is to really see how my students are able to develop their projects and show their understanding of the unit. Also seeing them create their projects making it their own

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4th grade Obras is working on the Research Process and coming to conclusions and inferences. They will be critically thinking about non-fiction texts and identifying main ideas and key details. With the main idea and key details in mind, my plan is to have them create big blown up newspapers to broadcast these skills.

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The purpose of these lesson is to provide meaningful understanding of instruction

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The purpose is to have students understand main idea and why they are reading the text. Students will takes notes as well as engage in meaningful discussions.

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We will close out the year on the topic of the Jamestown colony through Amplify which will bleed into a novel study where the students will read, dissect the text, and write strong paragraphs about the reading.

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The purpose of this lesson is to provide students with multiple opportunities to practice writing an argumentative essay using informational texts. Students will examine various forms of fuel and evaluate which would be most beneficial for developing stronger, more sustainable communities. Through repeated engagement with the writing process, students will strengthen their ability to analyze evidence, construct logical arguments, and clearly communicate their ideas.

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U10L2

The purpose of this lesson is for the students to be able to explain the elements of Narrative writing and be able to retell a story. This will help them in their own writing of a narrative piece.

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Students should be able to construct an opinion paragraph using evidence/reasons from the text. Students should be able to think critical on the definition of success and demonstrate through their writing who they think the most successful explorer is.

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The purpose is for students to students to be able to identify the plot of the story and specifically analyze the rising action in the story. Students do more partner and independent reading to build their confidence and carry the cognitive load for preparing to take notes on plot.

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making text connections w/ current and relevant events. Understanding and explaining what they read.

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U10 L3 -

Working on:

Different text-to-connections with a strong emphasis on the lesson's discussion of the life of children at the time.

This also involves pulling key ideas out of the historical fiction account of the children living in Jamestown

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Unit 9: L4: The purpose of this lesson is to bridge literacy and historical inquiry by combining theme analysis with authentic research, empowering students to connect literature with real-world events, places, and cultural shifts related to the Great Migration. C. Griffin

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The purpose of this lesson is the students will be able to make connections between a passage from text and personal connection to the experience of setting sail. They will describe parts of the story and answer questions, orally or writing.

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The purpose is to be able to infer and explore main themes using their text evidence. Students will be able to compose notes to show their understanding of the themes emerged.

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The purpose of lesson 3 is to explore making inferences and looking at the theme of the text. Students will also be able to compose a correspondence: they will write an email to request information.

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Unit 9 Lesson 3

The purpose of this lesson is for students to infer and explore the main themes using text evidence to support their thinking. Students will be able to develop their note taking for their character chart. Students will be able to converse between tables on the characters feelings and how they are changing within the novel so far.

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The purpose is to be able to make connections in the text. They will have practices throughout the lesson with a partner and then do so independently. They must also be able to describe the parts of a narrative story to be able to write one at the end of the lesson.