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Inputting equations in the graphing caclulator.

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working in stations they were able to prepare 2 eggs choosing between poached, fried, or scrambled. Each egg had be be a different method

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Doing proof reviews in pairs. They were engaged because proofs tend to be a little harder, but liked working together. 

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Doing proof reviews in pairs. They were engaged because proofs tend to be a little harder, but liked working together. 

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Students were applying every factoring rule from Algebra I, II, and III to factor different polynomials.  This activity required them to apply many rules and look for subtle hidden tricks (possibly a difference of two squares that wasn't obvious).

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Students were applying every factoring rule from Algebra I, II, and III to factor different polynomials.  This activity required them to apply many rules and look for subtle hidden tricks (possibly a difference of two squares that wasn't obvious).

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"Backwards Analysis"  Students work in partners to take an article with no text features, and they have to add all the text features it needs to make it easy to understand and interesting.  They make a poster and then vote for the best one.

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"Backwards Analysis"  Students work in partners to take an article with no text features, and they have to add all the text features it needs to make it easy to understand and interesting.  They make a poster and then vote for the best one.

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Analysis packet about Narrative writing and what makes it different from other writing.  They then wrote their own narrative essay.

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Analysis packet about Narrative writing and what makes it different from other writing.  They then wrote their own narrative essay.

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Students were working together correcting quizzes. 

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Students were working together correcting quizzes. 

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The honors students want to know where they go wrong on a quiz because they care about being successful on the next test/quiz.

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Modeling transcription and translation.
Used chalk markers to write on the lab benches and model each step. They also had to use their vocab to label the steps in the process. Students then did a gallery walk to make corrections to other students' models. They were making their own models plus making corrections

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Analyzing different authors' messages, comparing & contrasting them, synthesizing the info, coming up with an overarching message

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Analyzing different authors' messages, comparing & contrasting them, synthesizing the info, coming up with an overarching message

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The topic interested them; it was an intro to a new book; most of them are naturally motivated to do well in school

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Students read a poem about parent/child relationships. After students read, they made text to text connections between the poem and the core text The Kite Runner. Students seemed highly engaged because they hadmultiple opportunities to discuss, they were completing a placemat activity that required everyone to participate and collaborate and they had an opportunity to write their own thoughts at the end of the activity.  The engagement was higher level because students had to make connections between two separate pieces.

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Partners held each other accountable on a worksheet about proving triangle congruence, groups were not able to move on until both had the correct work and received my signature.

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1. Students were analyzing a poem based on a specific stylistic element. They participated in a jigsaw activity to both learn and teach that element. After, students made connections b/w the poem and a specific chapter from our core text.
2. They were engaged due to the cooperative learning activity that the lesson was centered around and the heavy participation involved to discuss the poem's complex topics.

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They were engaged not only because they receive a grade on the essay, but they were also under significant time constraints.