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Students will be able to communicate and reason together; solving problems to gain a better understanding.

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Students will be able to identify and direct their attention to areas of personal growth and improvement, and connect them to future learning opportunities

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Students will be able to recieve specific feedback from teachers to help them to gain a deeper understand of the content they are learning.

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Students will be able to focus on a LT and provide each other with feedback

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Students will be able to make adjustments to their work based off of constructive feedback received from both teachers and peers.

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The teacher said, "We are self assessing while we are singing four measures of music with accurate breating, also called accurate phrasing with the songs, Let Freedom Ring, ad Seize the Day".

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Music Teacher added visual cuing feedback, "Look at my hands"! Beautiful blend, Don't loose momentum with your breath". Students were divided into three groups and two groups provided the third feedback on their breathing or "accurate phrasing".

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Teacher - as we all sing today, read along and listen for breathing patterns. After listening to a section sing a part of a song, the teacher asked, " did you hear any breathing mistakes?" Students raised their hands and gave specific sections/words where mistakes were made. Teacher - then had the group re-sing the section to see if the breathing was changed after receiving feedback.

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Teacher had the group sing collectively and self- assess- pay attention to their own timing, breathing pauses, etc

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Teacher circulated around the classroom inquiring, "Did you figure it out? How did you know?"

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Teacher would give feedback to singing- "Nice corrections!" "Any other feedback for them?" "What was corrected? Anything still there?"

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Teacher reminded students to double check each other work to help them avoid making errors.

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Students sang parts of a song in group, while the other groups listed. They gave each other feedback- where were they collectively breathing, etc. Then the group would sing the part again to make corrections based off feedback.

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Teacher checked in on a group, "You have different answers for 1 and 3. XXX don't rush you know how to do these". The teacher then looked to the students partner and told her she could help him out. Student, then walked her partner through problem 1.

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Students were communicating with each other to reason and represent their thinking. As they reviewed each other's work, they gave each other feedback on how they solved the problem, resulting in the students making corrections or using their solutions for models for solving other problems.

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While students worked on a partner activity the teacher circulated to monitor students and ask questions to help them set up proportions and equations.

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While working on a partner activity, if students didn't get the same answer, they were directed to then give each other feedback to find each other's mistakes, or see if they both made a mistake.

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Teacher reviewed the lesson and how to use the colored papers. There are 2 different types of problems that will both get the same answer. This will help you check with your partner. One student group, " I got 5" and the partner, "I got 20".

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Students worked on solving percent problems with a partner math activity- they solved the same problem, one with a proportion, the other with the equation, and then checked answers with each other.

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As the students were working in small groups to determine which graph corresponded with each element/molecule, the teacher circulated around the classroom inquiring, " If the substance does change, what phase does it change to?" and "What would happen if I raised the temperature or the pressure?"

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Students helped each other with stations- well if that's the critical point, did we get #3 correct, or could it also be #4?

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Teacher monitored student work during the stations asking prompting questions- "What's the critical point?", What happens there?, This one's a tricky one- what's the only thing you see? You tell me- it changes from a liquid to a solid if the temperature does what?

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Students engaged in discussions to provide examples of hope by sharing, "Hope helped people get through tough times" and "With hope you can get through challenges."

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Students worked in collaborative groups in different stations to match a graph with a table for different states of matter.

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Teacher moved around from group to group making sure students understood the points on the graph. She asked, " where is the triple point, and so on".

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Teacher asked students to read the poem and make comparisons to the book Night. As they made connections, she asked probing questions such as, "What are they using to symbolize HOPE?"

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When asked about the last stanza, a student responded that the bird never asked for anything. The teacher responded, "You are correct that the bird never asked for anything, just like Elie in the book".

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Gathered class back together as a whole group- "Many of you hit the personification." "Alot of you knew that..." "Great examples!"

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Teacher met with groups of students and provided feedback as the students shared examples of personification.

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Student noted that the feather floating in the picture represented a musical note. Teacher responded, "That's such a great way of looking at it, make sure you wrote that down".

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Students were working in groups to annotate a poem and interpret the meaning in order to connect it to a novel. Teacher guided as she moved from group to group- "that's great! Now look at Stanza 2..."

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Students identified areas of were groups were not staggering their breathe.

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Teacher walked around and checked in with each group to find key components in poem.

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Students worked in groups to annotate a poem - they shared their answers/discoveries with each other

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Teacher said, " Great job, based on the feedback that we gave your group, I can see you fixed the areas you needed to improve on."

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Students were asked to give each other feedback after singing.