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1.Identify one part of a lesson was rigorous and explain how you know.
expectations of what a final work of art looks like..Ex: No white space left, details added to not only the subject matter but also the background, meticulous placement of shapes and understanding of the concept of "Mosaic" exploring pattern and symmetry

2. Identify one part of a lesson that was not rigorous and explain how you could have increased the rigor.
Certain classes should have had more clarification between terms i.e Mosaic vs. Collage, as well as teacher example being fully completed to clearly demonstrate what the high expectation is.

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Students were able to make predictions using headings, pictures and captions from articles about Jackie Robinson using the following question: How journalists helped to desegregate baseball? and What were their opinions about Jackie Robinson as a baseball player?

One part of my lesson that was not rigorous was the DO NOW: What people or events are influences in other people's lives? It was a review of yesterday's class and they knew the answers very quickly.

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1. One part of my lesson that was rigorous was asking students to compose. I know because students were using higher order thinking and using learning from the lesson to create something in pairs or on their own.
2. Part of my lesson was a "reflect now" or a check for understanding on the "do now." This was not particularly effective because students were too eager to continue with the assignment and the stop was to "soft" for students to actually reflect on the "do now" in the way that I intended.

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1. One rigorous part of my lesson yesterday included a game where students needed to come up with their own descriptions or definitions to new vocabulary words. This was rigorous, as in the game, students were not able to simply recite or recall a definition.

2. One part of my lesson yesterday that was not rigorous was a portion of an activity that asked students to match words with pictures that best represent their definitions. This part of the activity did not challenge students to grapple with or respond with how did they know.

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1.Identify one part of the lesson that was rigorous and explain how you know:
One rigorous part of my  ELA lesson was the instructional activity that included gradual release : I do : You do together  and We do :. We read a passage about Hedgehogs and Porcupines and students compared and contrasted the animals using a  Venn diagram with their partners. We had a discussion  about their findings and the students did bear the bulk of the cognitive load during the share out.
2. Identify one part of a lesson that was not rigorous and explain how you could have increased rigor. One part of my lesson that was not as rigorous as it could be during the Read aloud during yesterday's lesson, I read the passage and one way to make it more rigorous was to have the students practice reading aloud.

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1. One part of my lesson that was rigorous was when students were required to create their own original word problems.
2. To make it more rigorous, I could have had students attempt to write their own multi-step word problems.

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One part of my lesson that was rigorous was the model section of writing their lab reports, they needed to show how the product would work.  They had to represent how they used the results of our investigations in their model designs. By the many questions I got I could tell making those connections was very rigorous for them.

What was not rigorous about it was the "show your design" part because that only required drawing. Many students simply went to the internet to find a picture of the device they are creating and traced or copied. It felt like I was giving them free time not them creating an engineering design sketch as it should have been.

The Model section of your Lab Report will show the design of your solar cell product.

Instructions were: You will make a final diagram of your solar cell product to show how the product would look and work. The diagram should also represent how you used the results of your investigations to improve the design.

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1.Identify one part of a lesson was rigorous and explain how you know:

One part of the lesson that was rigorous was when students had to stand up and explain to their classmates exactly how they got their answer, and why they make each individual decision or movement with numbers.

2. Identify one part of a lesson that was not rigorous and explain how you could have increased the rigor.

When I was in the teaching portion of my volume lesson, I was pretty much doing the entire problems for them to show them how to find the volume of each shape. I could have given them the problem and asked them questions about how they think they'd be able to answer it beforehand, or gave them a do now with a question first, and have them try to figure out how to answer questions based on what they already know about volume.

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Rigorous: After reading, students were required to answer questions and find evidence to best support it.
Non-Rigorous: students were reading in small groups and everyone works at a different pace, so if they didn't get to the cool down there was not much rigor other than reading and vocabulary.

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1.Identify one part of a lesson was rigorous and explain how you know.

Students engaged in a turn and talk activity to identify clear examples from the world they live in regarding specific forms of oppression.

2. Identify one part of a lesson that was not rigorous and explain how you could have increased the rigor.

Students primarily engaged in guided notes, which serves as more of a "banking" model of education. While these notes were broken up with reflection questions, students were unable to engage in a rigorous cool down due to time management. Students were expected to use text evidence from a book to identify specific forms of oppression, but we did not complete the reading and were unable to include this piece.

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1.Identify one part of a lesson was rigorous and explain how you know.

Students must utilize the vocabulary to demonstrate understanding, rather than simply repeating a copied definition. Additionally gives students a chance to represent their own individual thoughts in writing.

2. Identify one part of a lesson that was not rigorous and explain how you could have increased the rigor.

Cool down was an extra example of the instructional activity, rather than an extension or summation of it.

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Rigorous activity: Think write share for ethnic studies- students had to read the quote, write down their answers to the question then find a supporting quote. Students had the bulk of the cognitive load and had to share out their findings.

Non-Rigorous: SDL- The focus area review was not rigorous enough as students were asked to write down notes as we went over shapes and angles. They did not have to bear the cognitive load.

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1)
Student were ask to think about the problem ask. We shared as a class with cold calling involved.
Ensuring students have their assessments and met in a timely manner.
Re teaching the high expectations that our set for the students in the class and making sure that all students are understanding the material that is covered in class.
2)

My warm ups were not as rigorous due to the work capacity surrounded around MCAS.

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Rigorous: After a secondclose read of a passage, students were asked to go back and respond again to multiple choice questions that they had incorrect after the first read providing evidence from the text to support their answer.
Non-Rigorous: Did not require students to explain their thinking in their cool-down exercise.

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1. Think Pair Share "The pen was mightier than the sword" what does that mean? How do you know?This was rigorous because it was a higher-order thinking question that required they use the analysis level of Bloom's Taxonomy. It required the students to explain their thinking, while connecting two ideas via a metaphor. This ensured students were bearing the bulk of the cognitive load.
2. Rather than asking for just an interpretation, I could have also asked students if they agree/disagree with the saying and why to take them from analysis----> evaluate.

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1.Identify one part of a lesson was rigorous and explain how you know: One part of the lesson that was rigorous was student discussion around the text that we read (super fox) that was lead primarily by students responding to each other using basic accountable talk.

2. Identify one part of a lesson that was not rigorous and explain how you could have increased the rigor.
One part that was not as rigorous was the warm up.  I made it more fun and less actually based in the lesson.

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1. Last week, I had students look at the tools available on the MCAS Math Practice Test to familiarize themselves with the different ways they might have to enter answers for different questions. I used a group model, so students were grouped and given a practice test question to investigate. At the end of a certain time, the groups presented how to answer the question using the different tools. This was rigorous because it was student-led, and though it was not math-focused, it empowered students to think for themselves in a way that feels safe and appropriate, given that they have not done something like this in my class before.
2. Also last week, I had students do some review activities on Quizizz.com, which allows teachers to find or make quizzes or practice sets that students can play live in a fun and engaging format. What could have made this activity more rigorous would be to have students go back through the problems they got wrong (which I believe is an available feature on the website) and analyze something that went wrong. Conversely, students could also be asked to look back at a question they got right and explain their thinking.

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My cool down was rigorous is was personal and they have to apply their knowledge on a real situation.
Part of my class work, next time I will ask them  to link the requirements of creating the coal-mining ad with the answers of their guided questions.

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1.  One part of yesterdays lesson that was rigorous was the think pair share (turn and talk) the students did during the lesson.  They actually did this twice during the lesson on coordinate pairs and having to figure out the y-coordinate when x was a given coordinate.  I know this was rigorous because most students were struggling with responding to each other and asking me for guidance during the turn and talk.  This is still new to the class and I am trying to incorporate it in my lessons a few times a class.

2. My warm-ups have been MCAS review and I have been trying to squeeze in as much as possible this week so I think that maybe they are not as rigorous as they could be but they are standards based and necessary. The students are working independently and then we are going over them as a class to ensure that the students are all on the same page.

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1. One part of the lesson that was rigorous was having students explain their thinking about why Jackie Robinson and his family felt "unwelcomed" when they moved to California.
2. One part of the lesson that was not rigorous was not requiring students to share their answers in the small group with one another (provide an opportunity for open discussion in sharing their interpretations and ideas).

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1. One part of yesterday lesson that was rigorous was the beginning part of my lesson where I put several 4 sided shapes on the screen. I asked students to think about what they noticed. Then I had them pair up and share what they noticed. Then we had a whole group share out and many students created definitions before I introduced the vocabulary for 4-sided shapes.  This was rigorous because students were bearing the bulk of the cognitive load, they were engaged and interacting with their peers building their own understanding of the different figures.
2. A part of yesterday's lesson that was not as rigorous was the practice problems. Students worked independently on a problem set and classified 4-sided shapes. I could have increases rigor by having students write a sentence to explain how they knew that shape matched their classification.

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Rigorous: Student's were asked to use text based evidence and explain how the evidence supports an answer to their reading section for the class.

Not Rigorous: For my cool down not all the students were at the point in the book they needed to be at in order to complete it, so the end of class was a mix up of kids still reading, few completing the end of class assessment, and other finishing up with questions.

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The rigor was having my students explain their thinking during turn/talk.

What was not rigorous was using new vocab. My coach suggest the 7-step vocab lesson.

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Assess today and yesterday’s Agenda Boards:

1.Identify one part of a lesson was rigorous and explain how you know.

2. Identify one part of a lesson that was not rigorous and explain how you could have increased the rigor.