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Always reinforcing the concepts that require application based on a clear understanding of the concept itself.

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Teaching life skills and current events and comparing to past and future events(mass incarceration of  negro)

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Citing Evidence and Justifying Arguments

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The first few weeks of school are usually review. Survey the students and have them lead some of the sessions. Students will recall some of the vocabulary and cultural aspects previously learned. Others can jump in and supplement. Buy - in .

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1st 2 weeks:Learning all body systems as a general concept.
Suggestion: Using real world and relatable examples to invoke joy. Students LOVE talking about anatomy so showing "gross" or funny pics as a hook or point of
discussion.

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Clarity of the importance of being at school.
Focusing while at School
Accountability
Communication & Respect
Addressing barriers and getting to know the backstory behind the student

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connecting with concepts

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Teaching students to play instruments for the first time. (Proper Assemble, Maintenance, Producing Tone, etc)

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Leveling up Resources: Establishing background knowledge on what exists as a community and nation v what they understand under current circumstance
Mandating Joy: Using Hashtags as class start to guage scholar attitude and engagement readiness
The LRT: Build Relationships through Trust/Integrity/Desired Integrity
LFvHC: High Expectations within an environment of trust and CT strategies
Reframing: Scholar Defines Learning and Demonstrates Understanding (not always mastery at standard level but applying CT mastery to obtain Standard Mastery) #MakeItMakeSense!

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1. Teaching figurative v/s literal language
2. Understanding slang from a different time period
3. Annotating text pull pull out the best supporting evidence to answer the question(s)

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Citing Evidence and Justifying the Argument

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How to Understand and Use the Nutrition Facts.

Determining healthy food from reading food labels. Plan a healthy meal using food labels as of proof of healthiness.

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Teaching the basic concepts of democracy, especially the worth and dignity of all individuals when there are so many instances where the opposite is being shown.

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Reinforcing Rules and Procedures because they have been in their own world for a year and a min

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Getting them to show their work.

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Academic vocabulary:
Use academic vocabulary from our class to defend or attack a controversial piece of art. (example : Should the government still commission portraits for the president, first lady and all the congress, and senate at 90,000 a painting? Is it a good use of tax dollars)

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differentiating dependent and independent variables

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Teaching the different forms of figurative language.

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Reading/Interpreting Graphs
Map Skills
Photo Analysis

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ELL 9-12                         Student surveys built into teambuilding that find out student interests to leverage during teaching content

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ELL 9-12                         Student surveys built into teambuilding that find out student interests to leverage during teaching content

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Focus on definitions of new language terms, in a short competition.

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Students will create and analyze
word processing layouts

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We will be practicing annotating and answering text based questions. We will use works about the Civil Rights movement during the second week as an introduction to the setting (1963) of our first text.

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Students will analyze dance videos ie "Single Ladies" by Beyonce. With the videos, students will analyze dance moves that incorporate anatomical terminology as well as utilize planes through which the movements pass. *Students script the movements as they describe anatomical terms.

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Challenge:
At the beginning of the year, students are often intimidated by learning a new language. They think it's hard and they believe they can't learn it before they even try.
Strategy:
Introduce students to the concept of cognates and do activities that help them realize they already know tons of Spanish or they can figure out what things mean if they can recognize the cognate in English. It is a magical, fun process for them and it gives them ton of confidence.

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I could use the equity strategy from Thinking Like a Lawyer in my instruction during the section on the initial lesson speaking to the governments relocating of Natives through manifest destiny.

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Background knowledge activities- Memory Play
Write about a disagreement you have had from your perspective and from the perspective of the person with whom you disagreed.
What are the differences? Whose perspective is most reliable? Why?

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Class Discussions about:
1.What is music?
2.Why does music matter?
3.What is music made up of?
4.Why does playing well make music better?
5.What makes music better?
6.What is music?

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Discuss the why of claiming of land and exploring by the first European settlers and the impacts that it had on the local people.

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1. ELA 8
2. How to have an academic discussion with a partner
3. I will be able to use relevant academic language as well as complete thoughts to engage with a partner about an assigned topic.
4. Students/partner groups will model good academic discussion habits for the class and receive feedback from other students/pairs about glows and grows of their discourse.

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Unit1 Lesson 1
Rigid Transformations:
I. Students will "act" out with hand movements for translation, rotation, and reflection.
II.  Students will stand and follow instructions (like Simon Says) and those who miss, must take a seat.  Those who are sitting will point out those who are disqualified.
For example:  Rotate 180 degrees counterclockwise or Translate 3 units back.

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Making inferences activity with pictures that represent me and students make inferences about me.
Give students the opportunity to do the same and we make inferences about each other.

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Organization Skills
Many students (especially 6th graders) will need assistance with creating separate binders/folders for each class.

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Reinforcing rules and procedures.

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1. 8th ELA
2. Citing the strongest evidence.
3. Students struggle to support their answers with strong textual evidence.
4. I can have students highlight several pieces of evidence that support their answer and have them argue why their selected answer is the strongest.

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Annotation skills/ use of double entry Reading log. To get students to extend their thinking as well as to work on reflecting and/  or to self evaluate their perspectives against the perspective of their classmates which enhance their growth and learning.

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1. ELA
2. Participating in a Book Pass activity.
3.  Students will preview a book for 2 minutes, then write a short synopsis of the book, then pass the book to another student, etc.
4.  Students will share out .

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Divide class into groups
Each group must read an article about total health (mental, social, physical)
Each group then presents the article and key points
The other groups question the presenting group about the article (presenters cannot have a copy of the article to lean on)
The objective is for students to internalize the content, investigate the articles and its claims, and think about what is being written.

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I am going to focus on getting students to describe competing viewpoints. For example one of my early standards deals with government corruption. I will ask the students why there was a public outcry when the American people learned of government corruption.

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Reading Timelines
Students often struggle with reading timelines especially BC/AD .I like to talk through time with them. What does BC/AD stand for? Has the world only been around for 2021 years? When did we start keeping track of time? where do we start? What if we find something that is older than everything else?

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Health Triangle (Physical Health)
1. Argue for which is better: getting less sleep or eating unhealthy foods? Why?
2. How does getting less sleep affect your mental/emotional and social health?

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academic vocabulary

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Difficulty: Getting students used to speaking only in Spanish during specific classroom activities.
Resolution: Explaining the activity in English first as well as why it is important to the learning and academic goals.  Then doing a count down or other signal to Spanish-only mode.  Start practicing these activities using topics they are already familiar with in Spanish (perhaps doing some quick vocabulary/grammar exposure prior to the activity) before doing the real-deal activities  with new content.

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Scale Drawings
Relating the scale drawings to what a scale drawing is and what it is not
Comparing the characteristics of scale drawings to understand the definition of a scale drawing
Proportionality of the drawing (including ratios)
Activity: Scaling an object or letter of their choice

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Butler
6th-8th
Band
Students will be presented information on music listening and the characteristic tones of band instruments. The goal is to have students recognize the pre-existing experience with music before they start taking steps towards music making with the band instruments they are being introduced to. Then to build on that experience so they can use those instruments.

To incorporate Think Law into that lesson, students would be asked to share how they listen to music and compare it to the levels of music listening. Then, the students will brainstorm how they can build on their experience to gain a higher level of music listening, based on the definitions of music listening.

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Write an email to themselved 1 year in the future acknowledging all they accomplished this year. This is a great activity to visualize where they wanna be a year from now

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Teach them how to annotate using a popular song.

Teach them the appropriate markings to use while practicing with a song that might be popular with their age group (underlining main characters, highlighting problems, drawing boxes around unknown words, etc.)

(A lot of times, students know the lyrics, but may not know what they really mean...a lot like the texts we read in class.)

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1. 10th/11th English Lang. Arts
2. How can we use annotation to emphasize essential information in texts?
3. One good way to introduce this process is to utilize a personal narrative from the teacher.
Annotation Focus 1: Highlight FACTS (pieces of information that can be proven) about your teacher
Annotation Focus 2: What could be an alternative "Reading Focus" for this personal narrative? (After a Think/Pair/Share, students can annotate with their own purpose and share)
Sample student responses: Reading focus could be opinions the teacher expresses
Reading focus could be unknown words
Reading focus could be transitional words and phrases that show passage of time

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Exchange of Views for Facing History (Middle School) 

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Exchange of Views for Facing History (Middle School) 

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Cite Evidence and Justifying Answers

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1. Warm-up: create a sequence given a rule.  You can start with ANY number.  The rule is:  one less than twice the previous number.

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Annotation-Text Based Questions
Civil Rights Movement

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What are forces?
Describing different types of forces and using prior scientific language and knowledge.
Teaching the 8th grade standard while also teaching/reteaching/reviewing gaps in knowledge.

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6th Math Unit 1 "Surface Area" "Terminology"

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6th Math Unit 1 "Surface Area" "Terminology"

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*see it
*match it
*hear it
*Frayer Model:  use Counter-examples; WHAT IT looks like-, sounds like-., feels like TO ME;
*actually demonstrate the  VERBS

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1. 9-12/General Music- Cowans
2. In your opinion, define Music, discuss its different uses, and give your opinion on how the world would be with it.
3. I would give the book definition and students will provided examples from their own personal experiences.

4. Students will be able to identify different uses of music and will be able to define Music.

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1. Line through graffiti
2. How do street artists use line to create massive pieces of art that sometimes legal and other times illegal?
3. I will be presenting information piece by piece in small chunks to build up to building a small fence themselves that they will do graffiti . The fences will be connected together to make a display in the hallway.
4. The final product will be a name plate out of popsicle sticks to look like a fence with their name done in graffiti letters to make students realize that line can be found in the most mundane and non mundane places.

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1. 9th grade algebra 1
2. Students can determine the difference between statistical and non-statistical questions.
3.  Students will be given different questions and will determine how they compare and contrast. The categories will only be given to them after they have already spent some time discussing the differences between the given questions.
4. They will ultimately learn the 4 question types, and how to determine which category a question falls under.

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J. Mitchell
Maps Skills Analysis - Students must learn how to read maps utilizing the map key and distance measurements.
They will also learn how to locate specific locations and use latitude and longitude for absolute location.
Timelines- Students must learn how to read timelines. Most struggle with the BC era and the numbers moving in the opposite direction.
Reading Comprehension- Most students struggle to read thus they struggle to actually comprehend most of what is read.
Vocabulary- Academic language

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1. 9th Grade ELA
2. Analysis of rhytm
3. It made be more difficult for students to simply look at the "clump of words" in a poem in order to derive flow, tone, and voice
4. A way to get around this is to access their background knowledge on music. Poetry can be framed in relation to their favorite artist/song and make the reading more accessble.

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2. Organizational skills(schedule, classes, supplies etc)
3. Collaborating with teachers to be sure they are aware of students that have IEP 's , 504 or students that may be candidates for services.

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1. Show 2 movie clips of disagreements. Analyze clips for which is more correct. Students will come up with their own script for a disagreement to show how they would want someone to disagree with them.
2. Students will then be shown a clip of an actual debate and will analyze it for differences in speech and vocabulary, commenting on what stood out to them.
3. Students will use their discussion of these to create class rules for how to respond to peers when they disagree.

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Internal & External Characterization

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Difference between Main Idea, Central Idea, & Theme

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Difference between Main Idea, Central Idea, & Theme

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1. 7th Grade/ELA
2. Various ELA standards, concepts, and strategies
3. Differentiating between them
4. Break down the meaning for each while providing examples from a given or chosen piece of text

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1. 10th Grade English
2. How can we annotate more effectively?
3. I will be revealing the information through an annotation guide, and a personal narrative I create.
4. The final product will be an annotated personal narrative.

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1. 6th Grade/Social Studies
2. How much time has passed between civilizations?
3. Students will learn to add and subtract time correctly in order to determine the length of time that has passed within and between civilizations.
4. Students will work in groups to complete a Google Classroom form proving they know when to add vs. subtract to determine the correct concepts of time.

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1. Build up with team building/get to know you games.
2. Practice answering/ asking personal questions.
3. Make a comic about yourself (drawn)
4. Write a draft of the letter.
5. Peer review/ discussion (Did the letter reflect the answers to the questions that we shared?
6. Revision
7. Final letter.

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1. 12th grade physics
2. How objects behave during parabolic motion and how to determine things such as time and speed during the motion.
3. Students will have a catapult, radar detector, camera, stopwatch, ladder, an object to launch, etc. give students resources and have them gather information about the way objects travel when given an initial velocity.
4. End goals- see that gravity is the only reason the object accelerates. See that velocity in the y-direction is 0 when an object is at the top of its flight. Understand that speed of the object depends on the time in flight so you can create a function.

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Share your:
1. NameGrade/Subject Level
2. What is the big question your students will be investigating?
3.  Will you be revealing information or will your students be researching?
4.  What will the final product be?

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1. 5th Grade Science
2. Should plastic straws be banned?
3.  I will be revealing information from a scholastic article I have about the impact of plastic straws.
4.  Students will write a letter to our local city council to make a recommendation about a policy they should create for our town.

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Share your:
1. Grade/Subject Level
2. What will you be teaching?
3. What is the biggest mistake students make when learning about that topic?
4.  How can you have them analyze this mistake?

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1. 3rd Grade ELA
2. Irregular verb tense
3.  Students tend to try to always follow the pattern of adding -ed to make a verb past tense, even when the verb is irregular.
4.  I will have the students write multiple choice questions and think about how they can try to trick Joe.

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Share your:
1. Name/Grade/Subject Level
2.  What will your students be studying?
3.  How can learners look at that topic or issue from multiple perspectives?

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EXAMPLE: Analysis from Multiple Perspectives 

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EXAMPLE: Analysis from Multiple Perspectives 

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1.  7th Grade Social Studies
2. Why is voter turn-out so low?
3. Students can look at how different groups think about voting.  How to veterans feel about voting?  What about young people?  What about someone who is very busy with work or kids?  Why might that person not make the effort to get the the poles?