# data[].attributes.headline
Musical Theatre - Physical and Vocal Warm-up - meets performance standards and creates a routine

# data[].attributes.subject
Musical Theatre - Physical and Vocal Warm-up - meets performance standards and creates a routine

# data[].attributes.headline
Musical Theatre - Posture is the prerequisite to singing/performing. Body awareness, Balance of tones/ Sight-reading drills...creating a routine that is beneficial to them and me!

# data[].attributes.subject
Musical Theatre - Posture is the prerequisite to singing/performing. Body awareness, Balance of tones/ Sight-reading drills...creating a routine that is beneficial to them and me!

# data[].attributes.headline
Musical Theatre - I am in front of the class, completing each task with the class, assessing and correcting groups/individuals.

# data[].attributes.subject
Musical Theatre - I am in front of the class, completing each task with the class, assessing and correcting groups/individuals.

# data[].attributes.body
Google Forms
Quizizz
in Flipchart

# data[].attributes.body
Question of the day ---> Doodle of the Day - students will doodle and use descriptive words to answer their question of the day

# data[].attributes.body
I will draw/write my doodle of the day for the answer to the question of the day which leads into the lesson for the day and discussion.

# data[].attributes.body
Go over Bell Ringer
Standards, Learning Targets
Demonstrate how to work problem types of that day

# data[].attributes.body
Demonstrate how to work different types of problems, explaining each step, asking questions, answering questions

# data[].attributes.body
I am in front of the class modeling the bellringer/discussing/answering questions once it is completed. When we do group work/independent work, I continuously ask, "why do you know that or how do you know that?"

# data[].attributes.body
AP Biology
Students will answer Science Starter (Bell Ringer) on their individual sheet for the week.

# data[].attributes.body
AP Biology Student Science Starter sheet

# data[].attributes.body
after lesson starter... Teacher moves into modeling lesson (giving examples, language of the standards, working practice problems with students) as needed.

# data[].attributes.body
Students are now familiar with expectations and begin their Science Starter at the bell.  Teacher mentions the learning target, success criteria, and ask the question... Students answer after 2-3 minute timer = collaboration takes places.

# data[].attributes.body
Ask a question about prior knowledge that is required for today's lesson.

SAT Review question

# data[].attributes.body
Demonstrate working a problem

Look at common errors in a student work sample

# data[].attributes.body
Learning Targets and Success Criteria

# data[].attributes.body
Question everyday. Google form quiz every Friday over the bell ringer questions for the week.

# data[].attributes.body
Bell ringer/agenda
Lesson/discussion/review questions
Closing

# data[].attributes.body
I model how to have a collaborative conversation. I have the students use sentence starters and walk around and remind them what I should hear during the conversations.

"I think the POV is..."
"I agree with you that the POV is..."
"I see where you are coming from, but I was thinkin that..."

# data[].attributes.body
I model how to ask/answer questions. I walk around the room constantly checking in with studenst to make sure they are understanding directions/assignments, etc.

# data[].attributes.body
For ELA students it is important to consistently review foundational skills in grammar, structure, and standards that were addressed in earlier grades.  Every week students are given a weeks worth of exercises.  In groups, students work collaboratively to answer these questions.  Answers are provided, specific standards addressed, students are given an opportunity to ask questions and make observations.

# data[].attributes.body
Math fact drills

# data[].attributes.body
I am in front of the class introducing the lesson with a Flocabulary video or generation genius video, then we work some problems together. I talk out each step as I go so the students can hear, not just see me working them out, they can hear the steps being completed.

# data[].attributes.body
Model working out problems step by step and verbalize how to work them out when you are modeling them. Don't just work out each problem; talk through it.

# data[].attributes.body
Today students were given 3 Q's review as a review for their chapter test next week. My agenda is posted and updated daily on my whiteboard.

# data[].attributes.body
Review answers to the bellringer, answer any questions about the bellringer, review agenda for the day & then get started for the day.

# data[].attributes.body
Routine of putting away phone, getting chrome book, and materials for the day.

# data[].attributes.body
I write out steps on how to properly complete the assignment. I model first by following each step as students are following along. I ask questions to ensure all students are able to follow each step. I allow one student to come up and walk me through the steps I have provided. Ask questions, before I allow students to work independently on the assignment following the steps provided.

# data[].attributes.body
Teacher demo by showing the steps while I verbally explain.

# data[].attributes.body
Students go to my Google Classroom and answer 3-5 grammar related questions. I go over the correct answers after I take attendance, and we discuss any questions they may have.

# data[].attributes.attachment_caption
Students complete questions of the day to use as a study guide/notes/ review of content.  Some days for review I will have students review using quizlet/blooket

# data[].attributes.body
We review our learning targets for the lesson.

# data[].attributes.body
I model the way I want students to answer questions by typing my own answer on the ClearTouch so that they can see it.
I also show students a model essay/narrative when we start working on a writing.

# data[].attributes.body
We review bellringer answers and answer any questions. Review learning target and how it applies to lesson of the day.

# data[].attributes.body
I usually begin lessons asking the students what they know or remember about our topic and review vocabulary.

# data[].attributes.attachment_caption
Students are to complete these review exercises from the previous day's lesson while I briefly check homework and take attendance. 

# data[].attributes.body
Using the activator (bell ringer), I activate prior knowledge from the previous days' lessons. This helps me understand what information students readily recall, while also allowing me to hone in areas of weakness that I can address throughout the current day's lesson.

# data[].attributes.body
Students keep up with a weekly sheet that has a space for each day's bellringer. Graphs, diagrams etc. are on the sheet and students copy down a question or problems and solve.

# data[].attributes.body
Teacher will model examples that correlate with the success criteria. Teacher will also address weaknesses discovered during the activator using specific examples. Student exemplars will displayed using the document camera to show the various approaches to the same problem.

# data[].attributes.body
Everyday the students have a "Question of the Day". It is typically a review question from the previous day's assignment. When new material is introduced, it will be a "what do you already know" type question. They are given a weekly sheet on Monday and are expected to keep up with it and bring it back each day. At the end of the unit, these bell ringers will be their study guide for the unit test.

# data[].attributes.body
Students have a drawing prompt to fullfil, some are technical drawing skills for improvement and some are silly prompts to get the ideas going. The students have 4 min to draw and then 1 min to share their drawing with someone around them.

Ive found sharing their work/interpretation of the prompt slowly gives them more confidence with standing infront of the class to present summative projects.

# data[].attributes.body
Modeling a problem step-by-step while talking through it, asking students' leading questions to help them arrive at the correct answer.

# data[].attributes.body
Review correct answer to bell ringer, explain why that is the correct answer. Sometimes they will explain why the others are wrong. Overall the students are creating a study guide for the unit test.

# data[].attributes.body
Students know when the timer is up they put their bellringer into their portfolio folder. I present our lesson for the day and our goals for the class period and walk them through any new processes or materials.

# data[].attributes.body
New materials will have step by step processes on how to use them/handle them on the board for all to see while I make my way around the room to personally work with each student. I will always introduce new ideas with examples from past students and even my own work as an example. I do not give the students projects I cannot do myself.

# data[].attributes.body
Quizziz, Google Forms, Paper/pencil graphic organizer or problem, Cut longer assignment and work problem that is your table (will work other problems as part of regular lesson).

# data[].attributes.body
Going over each question daily to ensure student understanding. Adjust daily to have students explain their answers instead of just writing them down. Explain why some are correct as well as why some are wrong

# data[].attributes.body
Go over bellringer and Learning Target. Link new topic to previous topic.

# data[].attributes.body
Students have a "question of the day" every day. The students are expected to keep up with their question of the day sheet and use it as a study guide at the end of the unit.

# data[].attributes.body
Students create a Vocabulary Self Collection sheet and each day they add one or two vocabulary words and the definitions for that day. This is turned in at the end of the 9wks as a formative grade.

# data[].attributes.body
Students come in and get out instruments, music and stands and begin practicing on their own.

# data[].attributes.body
Each day has a “themed” opener. Each Monday I post the week’s openers and agendas and on Friday they turn them in.

# data[].attributes.body
I always demonstrate the skills that I want my students to work on that day. For instance, in our volleyball unit we spent the entire first day working on setting a volleyball. I demonstrated how I expect them to set the ball using a large beach ball and then with a volleyball to show the different hand placements. I then chose a student to set back and forth with me. After demonstrating, I put them in groups and we played "Keep it up" using only sets.

# data[].attributes.body
Showing the students an example of how I expect things to be done based on what we are doing that day.

# data[].attributes.body
We complete the opener and then discuss the Plan For the Day on their daily agenda slide.

# data[].attributes.body
Students are logged into their designated website/classroom and ready for the day's lesson.

# data[].attributes.body
Mrs. Hudson will have students review previous alphabet or vocabulary (or comparable notes that have been provided) and prepare to complete a verbal or written assignment to share with instructor or group.

# data[].attributes.body
I have the students go through a series of warm-ups to get their muscles moving and their minds on making music. Then we move into the rehearsal portion of the class.

# data[].attributes.body
With an actual skill, I model the action I want them to complete, ask what questions they have, sometimes I will have them write down the steps and then they will practice while I monitor.

# data[].attributes.body
Going over the Bell ringer and success criteria with the students followed by intro to whatever the lesson is over.

# data[].attributes.body
The PE bell ringer involves getting the students warmed up every day with a light jog and then static stretches to prevent injury.

# data[].attributes.body
Demonstration of the work that students will complete during the independent learning session.

# data[].attributes.body
I demonstrate through vocal performance (and sometimes instrumental performance) how certain sections of music should be played.

# data[].attributes.body
Starting a lesson looks like students having the materials for the rest of the lesson, engaging in the bellringer with comments and questions, understanding the instructions for the activating assignment.

# data[].attributes.body
Each day our students come in and have 7 minutes to dress out and prepare for the class warm up. As they are completing the warm up, I introduce the lesson topic and any key term or relevant information pertaining to the topic.

# data[].attributes.body
Teaching consists of Mrs. Hudson and Mr. Sasser greeting students in Spanish, Mr. Sasser instructing students what materials they need at their desk (and to drop off electronics in the designated classroom area), Mrs. Hudson and Mr. Sasser directing students to begin bellringer and what to begin for the activating assignment.

# data[].attributes.body
Fill in graphic organizer in GDoc then match vocab and definitions in the same GDoc.

# data[].attributes.body
Flip Chart - first slide is bell ringer

# data[].attributes.body
apply one skill/technique/fact learned from the previous day's lesson followed by a short discussion of some students' responses

# data[].attributes.attachment_caption
I love using a grammar spiral review with my students daily. I trade off between digital and paper from to give students a variety. 

# data[].attributes.body
Learning target discussion and how related to previous skills/techniques and to future application of these skills/techniques.

# data[].attributes.body
Daily Number Sense Fluency Problem (PowerPoint)
Students complete a problem every day to increase their number sense fluency.

# data[].attributes.headline
Review of bellringer, review success criteria, agenda, jump into the day's topic (real world ideas and examples to start the topic)

# data[].attributes.subject
Review of bellringer, review success criteria, agenda, jump into the day's topic (real world ideas and examples to start the topic)

# data[].attributes.body
I will have a question or problem on the board that relates to the previous lesson or that day's lesson.

# data[].attributes.body
Started with bell ringer as opener to lesson. Build upon that with problems over the topic that day.

# data[].attributes.body
Students have a bell ringer in a folder that they get everyday and it is posted on the board. The Bell ringer is either a review of the day before or reviewing a skill necessary for the new lesson.

# data[].attributes.body
I start off each day by having a few students tell me something good. When students realize that I care about their life, they know that what I am teaching is to better what they already have going on. Immediately following, of course we go over learning targets and success criteria.

# data[].attributes.headline
Introduce "How to Classify Matter"  by showing images/photos/particle models of elements, compounds, mixtures and asking students what the different samples have in common and how they are different.

# data[].attributes.subject
Introduce "How to Classify Matter"  by showing images/photos/particle models of elements, compounds, mixtures and asking students what the different samples have in common and how they are different.

# data[].attributes.body
projecting passage and modeling annotation techniques along with modeling supporting notes for annotations

# data[].attributes.headline
Showing and talking about your thought process

# data[].attributes.subject
Showing and talking about your thought process

# data[].attributes.body
Starting a lesson typically involves the use of a graphic organizer that students will work to complete with the teacher. I typically hand out the graphic organizer while students are working on the bell ringer.

# data[].attributes.body
If the bell ringer is a question that relates to that day's lesson, I will start by asking if anyone knows the answer. If it is a problem that relates to that day's lesson, I will start by going through the problem step by step.

# data[].attributes.body
Model problems step by step on the board. Make sure to talk and use the vocabulary. Allow students to ask questions and I will ask them questions along the way.

# data[].attributes.headline
Social Studies-Give at least one question a day.  My questions are spiraling reviews from previous units and I include questions from assessments that I noticed students struggled with.  Questions can be open-ended or just recall.  Questions that align with standards.

# data[].attributes.subject
Social Studies-Give at least one question a day.  My questions are spiraling reviews from previous units and I include questions from assessments that I noticed students struggled with.  Questions can be open-ended or just recall.  Questions that align with standards.

# data[].attributes.body
Before assigning an online quiz game to students, I would demonstrate how to open the app, change the settings, maneuver through the app and show how to search for elements on a periodic table poster to find the answers.

# data[].attributes.body
Reminding students of the procedures and expectations. The lesson segment includes teacher modeling of completing the graphic organizer, how to do the skill, providing examples, discussing the success criteria.

# data[].attributes.body
Teacher modeling consist of showing students how to answer questions based on the rubric provided to them. It also consist of showing students everything that we need them to know and explaining why and how. There is always room for outside the box thinking, but these should occur during the run phase of the lesson.

# data[].attributes.headline
Review bellringer.  Discuss Success criteria and agenda.  Brief review from yesterday and link yesterday's lesson into todays lesson. Review is student led and no more than 2 to 3 minutes.

# data[].attributes.subject
Review bellringer.  Discuss Success criteria and agenda.  Brief review from yesterday and link yesterday's lesson into todays lesson. Review is student led and no more than 2 to 3 minutes.

# data[].attributes.headline
Social Studies-With my content most of my teacher modeling would be modeling DBQ practices, or providing exemplars of expectations. 

# data[].attributes.subject
Social Studies-With my content most of my teacher modeling would be modeling DBQ practices, or providing exemplars of expectations. 

# data[].attributes.body
Every week, students do specific work on specific days. We introduce what we are working on that day and explain their responsibilities for that day. We model and talk students through the skills we want them to learn that day.

# data[].attributes.body
Explicit Instruction - I Do, We Do, You Do
Think Aloud - Talk through what you are doing as you model.

# data[].attributes.body
Step-by-Step walk throughs of the first 2-3 problems that are on their independent practice worksheets