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Creating Symmetrical Designs (SM.3.1)

Standard: Demonstrate the ability to fold and cut paper to create symmetrical snowflakes, ensuring each design has balanced patterns and is carefully crafted to reflect the principles of symmetry and geometric shapes.

Learning Target 1: I can fold paper evenly to create a symmetrical design for my snowflake.

Check for Understanding: Have students demonstrate their folding technique and check if the folds are even. Ask them to explain how they ensured the paper is folded symmetrically.

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Dressing for Snow Sports (WD.9.1)

Standard: Select and wear clothing specifically designed for snow sports (e.g., snow pants, ski jackets, gloves) to ensure comfort and flexibility during skiing, snowboarding, and sledding.

Learning Target 4: I can explain why specific clothing is important for snow sports.

Check for Understanding: Describe what might happen if someone wore regular pants and a light jacket instead of snow gear while sledding.

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Creating Symmetrical Designs (SM.3.1)

Standard: Demonstrate the ability to fold and cut paper to create symmetrical snowflakes, ensuring each design has balanced patterns and is carefully crafted to reflect the principles of symmetry and geometric shapes.

Learning Target 4: I can explain why symmetry is important in creating a balanced snowflake design.

Check for Understanding: Have students verbally explain why symmetry is crucial for the balance of their snowflake.

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Standard: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
(ELA Literacy.RI.1)

Learning Target: I can find and explain specific parts of the text that show exactly what the author says, and also what I can guess or infer from the text based on the clues given.

Check for Understanding: Ask students to choose a specific part of the text, find several pieces of evidence that show what the author directly says, and explain what they can infer from that evidence. Have them discuss how these clues help them understand the deeper meaning or message of the text.

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"28 Ways to Quickly Check for Understanding"

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"28 Ways to Quickly Check for Understanding"

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Quick learning "pulse checks" during and after lessons can be a powerful way to "improve and enhance student learning," says veteran teacher and author Jay McTighe. Designed to assess students' understanding of concepts or their ability to apply new skills, formative assessments can also inform next instructional steps.

Importantly, they're generally not graded, since the point of these in-process checks is to "obtain feedback to use in improving teaching and learning, not to evaluate learning," McTighe clarifies. "It's important that students understand the purpose of these techniques, that mistakes are OK-and even expected-and that they will not be graded on their responses."

Drawing from our archives and hundreds of comments on the topic from educators across our social media channels, we compiled a list of quick, low-stakes-and fun!-formative assessments designed to offer a variety of low-lift, flexible options in your classroom.

Write a Headline: Following a lesson, ask students to write a headline about it. Teacher Sarah Cook caps her students' headlines at six words: "They really have to think about what is most crucial to say," she writes on our Facebook feed.

Sit Down/Stand Up: Midway through a lesson, or at the end, ask the class several true/false questions related to what you just covered and have them stand up if they agree, stay seated if they don't, or squat if they're uncertain, suggests educator Celeste Kirsh. To make kids comfortable, educator Jess Mark asks students to keep their eyes shut during this quick check for understanding.

Draw a Comic: After a lesson, "ask students to draw the lesson in a comic strip-max five frames," proposes educator Kim Allsup, then have them explain the comic to classmates. It's a helpful review strategy, and kids gain insights into what their peers found important about the lesson, says Allsup.

Color Cards: Periodically, stop the lesson and have students hold up color cards. Green means "Keep going, I understand"; yellow means "I'm a little confused"; red means "Stop, I need help." We heard several variations: Bobin Manchanda has students write their names on Post-it notes and stick them in green, yellow, or red zones on the board. Sarah Marlatt Petrie's students place a green or red dot on their desk to show their understanding, an approach that helps "other students identify an 'expert' when working in groups or pairs," Petrie writes.

Mini Debate: In class, select a few student "experts" to debate or discuss a topic you've just covered while the rest of the class listens, suggests Todd Finley, a professor of English education at East Carolina University. If you record it, you can even have students turn the discussion into a mini podcast using free audio editing software like Audacity.

Connect to Your Life: EducatorSarah Nawras Sandouk uses a strategy that she calls Connect to Life Objective. "Whether it's a poem, a text, a history fact, or even a grammar rule," she asks students to explain how they'll use something they've learned in their day-to-day lives.

Create a Quiz: Students can write a set of test questions related to the lesson they've just had, then pick two of them to answer in a paragraph, Finley suggests. For a twist, consider having students trade papers to answer each other's questions.

Quick Check-In: At the end of class, ask students to "take a selfie, or use an emoji, that represents how you felt about today's lesson," proposes teacher Tarita Reeves. "Include a caption that tells what you learned that made you feel this way."

Compose an Acrostic: Have students pick a vocabulary word or key term from the day's lesson and write an acrostic poem-a short poem where each line begins with the next letter in the chosen word-suggests Kristin Shapiro.

Knowledge Walk: On the whiteboard or on sticky notes hung around the class, students can write a single sentence summarizing something new they learned, says educator Greg Evans on our thread on X. Then the class strolls around the classroom reading what their peers have written.

Have a Chat: If you have the time, quick one-on-one conversations with students-scheduled or off the cuff-can reveal what they understand and what they're struggling with. "Five minutes per student would take quite a bit of time," says educator and education researcher Laura Thomas, "but you don't have to talk to every student about every project or lesson."

Tweet It: Have students write a 280-character tweet summarizing a central takeaway from the lesson, suggests Finley. And if there's time, have students write responses to each other's tweets, says educator Jackie Ferguson. Consider having students generate related keywords or hashtags, too.

Use Your Hands: McTighe recommends hand signals to quickly gauge kids' understanding:

Thumbs up: I understand _____ and can explain it in my own words.

Wave hand: I'm not completely sure about _____ and doubt I could explain it.

Thumbs down: I don't yet understand _____ and cannot explain it.

Holding up fingers also works, says Sherri Rockstad Simpson, who asks students to hold up fingers from one to five to quickly show their level of understanding.

Note It: Ask students to write one takeaway from the lesson on a sticky note, then affix the notes to a poster or whiteboard so classmates can browse and learn from their peers, suggests educator Kim Roberts.

Misconception Check: Give students a common misconception about the topic they're studying. Their first challenge is to identify the flaw or error in the statement, says McTighe. The bigger challenge: correct the error with an accurate explanation.

Assess Yourself: The ability to assess their own learning is an important metacognitive skill for students. "You can give your rubric to your students and have them spot their strengths and weaknesses," says Thomas. For a lighter lift, write three or four topics on the board that you think the whole class should work on, then have students write their names under the topic they need the most help with.

Just One Word: Have students provide a singleword to describe a person, event, or concept they learned about. "I'm always amazed at the creative, thought-provoking words the kids come up with," writes Meredith Adelman.

Summary Poem: Ask students to list 10 useful vocabulary words from an assigned text, then write a free-verse poem using those words, says Finley. Or have them write a quick summary of the reading that incorporates their 10 chosen vocab words.

Concept Maps: Many teachers use graphic organizers and concept maps to support learning-but they can also work as formative assessments, writes McTighe. For example, students might draw a visual web of factors affecting plant growth or develop a concept map to illustrate how a bill becomes a law.

Help Me Plan: At the end of a lesson, educator Mark Hansen breaks his class into small groups at separate tables to discuss how their learning went. Groups report back to Hansen to share "what we should review or clarify tomorrow, and where we should go deeper."

3-2-1: Many teachers in our audience check for understanding via 3-2-1 prompts-with some interesting variations. Meghan Mannarino asks for three things students learned, two things they found interesting, and one question they have. Jessica Case-Martinez, meanwhile, starts her 3-2-1 by asking for three words to describe the day; Lorraine says on Instagram that she ends with one connection they can make about the class material.

A $2 Summary: Tell students that they have a $2.00 budget to summarize the day's lesson or a recent reading, and each word costs 10 cents. Besides quickly showing students' grasp of the lesson's key idea, this activity gets elementary-age students engaging in mathematical thinking, says educator Sunaina Sharma.

What Are Others Wondering?: To avoid the sea of blank stares after he prompts his class to ask questions, educator Paul Holimon suggests a different approach: Ask students to "think of a question you think someone else in the class might have about today's lesson. This solves the problem of a student thinking, 'I don't have any questions.'"

Vote With Your Feet: Hang four signs in the corners of your classroom: "Agree," "Mostly Agree," "Mostly Disagree," and "Disagree." Then read statements related to the day's lesson-for example, "Orwell was trying to call attention to animal rights with Old Major's speech"-and ask students to agree or disagree by migrating to the appropriate corner of the room, writes an educator from Rhode Island on Instagram.

One Minute Jot: Teacher Angie Huels gives students 60 seconds to write a reflection on the day's lesson, answering the following prompts: Name the most important thing you learned in class today; what questions do you still have?; and offer a suggestion about our class.

Help a Classmate: At the end of a lesson, students with questions can write them on the whiteboard, and classmates who think they know the answer can write a response below the question-or volunteer to discuss the topic one-on-one, writes educator Heather Brown.

Get Creative: "Whether students draw, create a collage, or sculpt," a creative formative assessment can help students "synthesize their learning," writes Thomas. "They can create a dance to model cell mitosis or act out stories like Ernest Hemingway's 'Hills Like White Elephants' to explore the subtext," she adds.

Teach Someone: To expose gaps in students' understanding, ask them to "teach a new concept or skill to someone else-a new student, a student who has just returned from absence, or a younger child," writes McTighe. Or have students write a letter explaining a new concept to a friend, Finley suggests.

HELP OTHER TEACHERS OUT!

What are your favorite ways to check for understanding? Please share your strategies and ideas in the comments so other teachers can try them out in their classrooms.

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28 Ways to Quickly Check for Understanding

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From sketching comics to drafting tweets, these fun-and fast-ways to check for understanding are creative and flexible.

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Standard: Establish and maintain a formal style.
(CCSS.ELA-LITERACY.W.7.1.D)

Learning Target : I can write in a way that sounds formal, using the right words and tone for the situation, and I can keep that formal style the whole time I'm writing.

Check for Understanding: Ask students to review a piece of writing they’ve completed and identify areas where they have used formal language (such as avoiding slang or contractions). Have them explain how they maintained a formal tone and style throughout their work, and if necessary, revise sections to make the style more consistent.

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Dressing for Snow Sports (WD.9.1)

Standard: Select and wear clothing specifically designed for snow sports (e.g., snow pants, ski jackets, gloves) to ensure comfort and flexibility during skiing, snowboarding, and sledding.

Learning Target 3: I can make sure my clothing allows me to move easily for activities like skiing or sledding.

Check for Understanding: Perform a quick squat or stretch while wearing snow clothing and describe how it feels. Is your clothing flexible enough for snow sports?

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Standard 1: Develops a variety of motor skills

1.12.6 Demonstrates appropriate technique in muscular strength and endurance training.

Learning Target 1- I can list two differences between muscular endurance and strength training.

Learning Target 2- I can demonstrate 3 muscular endurance exercises.

Learning Target 3- I can demonstrate 3 muscular strength exercises.

Check for Understanding- observational checking for understanding as they demonstrate exercises or peer observation.

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CTE Business and Finance Technology: Personal Finance C. Managing Finances and Budgeting: Develop and evaluate a budget plan.

Learning Target: I can categorize and classify expenses into fixed and variable.

Check for Understanding: Student created Venn Diagram of brainstormed expenses as an exit ticket.

Learning Target: I can construct and evaluate a personal budget and compare costs of living.

Check for Understanding: Verbally share major expenses in the budget or the cost of living comparison.

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Standard: Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.

Learning Target I: I can perform a translation of a figure using a vector on a coordinate grid.

Learning Target II: I can perform a reflection of a figure using a line of reflection on a coordinate grid.

Learning Target III: I can perform a rotation of a figure using a point of rotation on a coordinate grid.

Learning Target IV: I can use coordinates to describe the effects of translations, reflections and rotations on two-dimensional figures on the plane.

Learning Target V: I can describe a sequence of translations, reflections and rotations that exhibits the congruence between two given figures.

Check for Understanding: Have students demonstrate on a coordinate grid and then describe if order matters when working with multiple basic rigid motions.

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Standard: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
(CCSS.ELA-LITERACY.SL.7.1)

Learning Target: I can take part in discussions with others, listen to their ideas, share my own clearly, and build on what others say.

Check for Understanding: Have students participate in a group discussion on a specific topic, making sure they listen to others' ideas and share their own thoughts clearly. Ask them to explain how they built on someone else's idea or how they helped move the conversation forward.

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Standard: Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

Learning Target 1t:

I can describe the function of key organelles in the cell (nucleus, mitochondria, chloroplasts, ribosomes, etc.) and explain how each contributes to the overall function of the cell.

Check for understanding: Have students create analogies where they pick an everyday object that matches the function (all within the same space- ie- a school) to explain how each each item contributes to the overall function.

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Standard:  Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another (CCSS.Math.Content.HSG.CO.A.5).

Learning Target #1:  I can rotate a figure.

Check for Understanding:  Complete an exit ticket with an example of rotating a geometric figure.

Learning Target #2:  I can reflect a figure.

Check for Understanding:  Complete an exit ticket with an example of reflecting a geometric figure.

Learning Target #3:  I can translate a figure.

Check for Understanding:  Complete an exit ticket with an example of translating a geometric figure.

Learning Target #4:  I can describe a sequence of transformations that will carry a given figure onto another.

Check for Understanding:  Complete an exit ticket with an example of a transformation (rotation, reflection, translation).  Have students describe a sequence of transformations that will carry a given figure onto another.

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Standard: CCSS.ELA-Literacy.RI.5.8

Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

Learning Target: I can identify which key details support the main idea in a text.

Check for Understanding: Cite one key detail and explain how the key detail supports the main idea.

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Improvising (MU.Cr 1.1.3)

Standard: Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter.

Learning Target 1: I can chant a different rhythm pattern

Check for Understanding: Have students take turns chanting a rhythm different than mine

Learning Target 2: I can sing/chant a different pattern that is just the right size (example: 4-8 beats)

Check for Understanding: Start with a poem then chant a new rhythm, wait 4 beats, chant another rhythm. Have students take turns chanting their rhythms during the space between my patterns.

Learning Target 3: I can sing/chant a pattern that is in the right tonality/and or meter

Check for Understanding: Have students perform their rhythm while the class is keeping a steady beat to determine if their rhythms fit the meter/tempo

Learning Target 4: I can use part of the pattern before mine in my pattern (including part of the question in the answer)

Check for Understanding: Have students listen to longer rhythms (8-16 beats). Have students include part of the first rhythm in their improvised rhythm while still making it discernibly different.

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CCSS.ELA-Literacy.RF.1.3.c
Know final -e and common vowel team conventions for representing long vowel sounds.

Learning Target 1: I can read words with the long vowel sound with magic e (VcE)

Check for Understanding: Students will read a list of CVC and VcE words, cut-cute, plan-plane...and highlight,swat, hammer, or hop on the word dictated.

Learning Target 2: I can read words with the long vowel sound spelled with vowel teams: ai, ay, ea, oa.

Check for Understanding: Students will each get a word on a piece of paper. Students sort themselves out based on the vowel sound their word makes.

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RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Learning Target: I can find and cite relevant textual evidence to support my ideas

Check for Understanding: write a response using the evidence and why and how it supports your insight.

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Standard: FPP.03.02.03.a. Identify methods of food preservation.

1. Identify the steps involved in the cheddar cheese-making process
Learning Target: I can explain the key stages in cheddar cheese production, including milk preparation, curd formation, pressing, and aging.
Check for Understanding:

Create a cheddar cheese-making flowchart

2. Explain how preservation techniques are applied during cheese making
Learning Target: I can describe how the fermentation, salting, and aging processes help preserve cheddar cheese and extend its shelf life.
Check for Understanding:

5 words to describe the preservation process

3. Analyze the role of beneficial bacteria in cheese preservation
Learning Target: I can explain how lactic acid and bacteria are used in the cheese-making process to prevent spoilage and contribute to the preservation of cheddar cheese.
Check for Understanding:

Ticket out - summarize how lactic acid bacteria work to preserve cheese.

4. Discuss the impact of temperature and humidity on cheese aging
Learning Target: I can compare and contrast how controlled temperature and humidity levels influence the preservation and flavor development of cheddar cheese during aging.
Check for Understanding:

Based on a given scenario, students can predict what would happen to the cheese given specific conditions in the scenario

5. Compare different methods of cheese preservation
Learning Target: I can identify and evaluate various preservation methods for cheddar cheese, such as refrigeration, wax coating, and vacuum sealing, and how they affect quality and shelf life.
Check for Understanding:

Debate the pros / cons of different preservation methods

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Standard:

HSS-ID.A.2. Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.

Learning Targets:

1. I can calculate the mean, median, and interquartile range of a set of data

2. I can describe the shape of a set of data from a dot plot, histogram and box plot

3. I can determine the appropriate measure of center for a set of data

Checks for Understanding:

1. Exit ticket where students are asked to perform this skill

2. Informal Q&A/Interviewing of students during individual or group practice

3. Exit ticket or Have students whiteboard the graph of a set of data, describe the shape of the graph and state the appropriate measure of center.  Then have each group defend their choice to the class.

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Reading Foundational Skills (RF. 1.3) Phonics and Word Recognition

Standard: Know and apply grade-level Phonics and word analysis in decoding words.

a) Know the spelling-sound correspondences for common constant digraphs

Learning Target 1: I can read and spell words with the -ck digraph.

Check for understanding: Students will demonstrate the ability to read single syllable -ck digraph words with and without scaffolds such as elkonin boxes or manipulative letters. Additionally, students will be able to spell words with the -ck digraph when prompted. Initially both reading and spelling may require tangible support such as manipulative letters, but should move toward automaticity with repeat exposures. Students will also be able to explain that consonant digraphs consist of two letters with a single phoneme/sound.

Learning Target 2: I can read and spell words with the sh digraph.

Check for understanding: Students will demonstrate the ability to read single syllable sh digraph words with and without scaffolds such as elkonin boxes or manipulative letters. Additionally, students will be able to spell words with the sh digraph when prompted. Initially both reading and spelling may require tangible support such as manipulative letters, but should move toward automaticity with repeat exposures. Students will also be able to explain that consonant digraphs consist of two letters with a single phoneme/sound.

Learning Target 3: I can read and spell words with the ch digraph.

Check for understanding: Students will demonstrate the ability to read single syllable ch digraph words with and without scaffolds such as elkonin boxes or manipulative letters. Additionally, students will be able to spell words with the ch digraph when prompted. Initially both reading and spelling may require tangible support such as manipulative letters, but should move toward automaticity with repeat exposures. Students will also be able to explain that consonant digraphs consist of two letters with a single phoneme/sound.

Learning Target 4: I can read and spell words with consonant digraphs.

Check for understanding: Students will demonstrate the ability to read and spell single syllable consonant digraph words with and without scaffolds. In this lesson, each of the learned consonant digraphs will be present (ch, sh, ck.) Students who are proficient in this skill will recognize consonant digraphs in words and produce the appropriate phoneme for the digraph when blending the sounds into a spoken word. The student will spell consonant digraph words by pairing the digraph sound to the correct graphemes (ex. /k/ as ck.)

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R.L.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

R.L.3: Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

Learning Target: I can define theme and use story elements to determine the theme.

Task: We will show that we can do this by:

Quick Write about the theme of the story

Reading Scraps of Time: Away West- Chapter 6

Taking notes in Story Elements Thinking Map.

Success Criteria:

I know I will be successful when  I discuss and record historical fiction elements  and theme in my notebook.

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Standard: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Learning Target 1: I can find specific text evidence and explain exactly what the text means as well as point out how the text leaves ideas open to interpretation.

Checking for Understanding: Ask students to choose a specific passage from the text. Have them

highlight both the explicit details and any clues they used to make inferences. Then, ask them to explain any areas of the text that are unclear or open-ended, and discuss how those uncertainties affect their understanding of the text.

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CCSS. ELA Literature

6-12 English Language Arts

Grade 9

Literature - Key Ideas and Details

Determine a theme or central idea of a text and analyze in detail its development over the course of the text including how it emerges and is shaped and refined by specific details, provide an objective summary of the text.

Learning Targets

1) I can identify the difference between the main idea and the theme of a short story.

2) I can identify the definition of a theme. (Message about human nature or the human condition)

3) When presented a short story, fable, or movie clip, I can identify the underlying message.

4) I can write a theme statement after reading a short story or watching a movie.

Check for understanding

Have students write a theme statement for a well known movie or fable.

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Standard: Apply strategies involving right triangles to find unknown sides, categorize triangles, and exhibit solutions in simplified exact form.

Learning Target 1- I can apply the Pythagorean Theorem to determine if a triangle is right.

Check for Understanding 1- Give students side lengths in radical form to check to see if they are determining the longest side before inputting sides into the Pythagorean Theorem.

Learning Target 2- I can alter the Pythagorean Theorem to determine if a triangle is acute or obtuse.

Check for Understanding 2- Have students determine if a triangle is acute or obtuse by drawing and altering a right triangle diagram.

Learning Target 3- I can find unknown sides of right triangles using the Pythagorean Theorem.

Check for Understanding 3- Once students have solved for an unknown side, have them run a check of their work to ensure that their found side satisfies the Pythagorean Theorem.

Learning Target 4- I can apply special right triangle (30-60-90, 45-45-90) side ratios to find unknown sides.

Check for Understanding 4- Give students word problem descriptions from which they need to draw a diagram and connect the diagram to one of the special right triangles.

Learning Target 5- I can use my understanding of the Pythagorean Theorem to develop formulas for finding distance between two sets of coordinates and the length of a space diagonal.

Check for Understanding 5- Check for understanding frequently by working your way up through increasingly more demanding problems.  Start off simple and work towards more abstract.

Learning Target 6- I can keep my work and final solutions in simplified exact form instead of rounding decimals.

Check for Understanding 6- Have students explain why keeping work in simplified exact form is more ideal than rounding decimals.  What could backfire on us if we use rounded answers?

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CCSS.ELA-Literacy.W.2.2

Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

(Informational Bug Books)

Learning Target 1:

I can group facts together to organize them.

Checks for Understanding:

Cut and sort bug facts into groups. Students explain why they sorted them into those groups.

_________________

Learning Target 2:

I can add headings to groups of information.

Checks for Understanding:

Cut and sort bug facts into groups. Students explain why they sorted them into those groups. From their explanation, they add a heading to describe that group.

_________________

Learning Target 3:

I can bold important words and define what they mean.

Checks for Understanding:

From the previous sort, students bold words that are important to their bug. They verbally define them.

_________________

Learning Target 4:

I can organize groups of facts together, give them a heading, and define the important words.

Checks for Understanding:

Students organize their bug research and group facts together within their writing. Each group/section has a heading and all important words are bold. Students verbally define important words.

_________________

Learning Target 5:

I can define important words in my glossary.

Checks for Understanding:

Students create a glossary by writing the definition for each bold, important word. This glossary is included in their informational story.

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Standard:

Demonstrate appropriate interpretation and technical accuracy, in order to BLEND with a performing ensemble.

Learning Target 1:

I can produce a good sound within my ensemble.

Learning Target 2:

I can listen to other ensemble members creating and contributing to a balanced blend.

Learning Target 3:

I can use the proper technical approach to maintain/sustain proper blend.

Check for Understanding:

1. Have students demonstrate good sound/blend, by singing/playing long tones or phrases.

2. Have students identify who is the loudest and who is the softest.

3. Have students demonstrate individual examples of long tones.

Sample Question:

1. Why is blend important in an ensemble?

2. What section/individual is the loudest of softest?

3. What does proper technique look/sound like?

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W.9-10.1a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

I can write a claim and 2-3 topics to support my position on a given prompt.

Check for understanding: Turn in your claim for approval OR

Find a partner’s claim

I can categorize evidence.

Check for understanding: Annotate a given op-ed

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K Science Standard: Students who demonstrate understanding can: K-PS2-1. Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.

Learning Targets:

Learning Target #1: I can observe and explain what happens when I push and pull an object covered in different materials.

Learning Target #2: I can choose the best materials to move an object.

Learning Target #3: I can construct a “sled” to move presents.

Learning Target #4: I can test my sled and make improvements.

Learning Target #1: I can observe and explain what happens when I push and pull an object covered in different materials.

Checks for Understanding: Have students push and pull blocks wrapped in different materials (sand paper, construction paper, aluminum foil). Ask them to explain the difference in the materials and why.

Sample Question: “Which material was the easiest to push/pull? Which material was the hardest to push/pull? Which material was the easiest to pull/push? How do you know? Why?”

Learning Target #2: I can choose the best materials to move an object.

Checks for Understanding: Have students select from a variety of paper (examples; sand paper, glitter wrapping paper, construction paper , aluminum foil (shiny, metallic wrapping paper). Ask students to explain their reasoning for their choice.

Sample Question: “Which material was the easiest to push/pull? Which material was the hardest to push/pull? Which material was the easiest to pull? How do you know? Why?”

Learning Target #3: I can construct a “sled” to move presents.

Checks for Understanding: Have students select material (wax paper, foil, wrapping paper) to go on the bottom of the sled to make the sled move effectively.  Ask students to explain their reasoning for their choice. (weight, force, capacity, friction)

Sample Question: “Why did you choose this type of paper for the bottom of your sled?”

Learning Target #4:  I can test my sled and make improvements.

Checks for Understanding: Have students move his/her sled with presents in it from a-b around some obstacles (blocks/trees). Have them explain how effective their sled is and if they can make their sleds better.

Sample Question: “How well did your sled move the presents?  How do you know?  How could you improve your sled to move even more presents?”

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Standard:

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

B. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

Learning Targets:

I can demonstrate understanding of an effective thesis statement.

I can choose text evidence that supports my thesis statement.

Check for Understanding:

Courtroom Opening statement:

“Ladies and gentlemen of the jury, I will prove to you that (Insert Thesis Statement)

The evidence I will introduce to support my thesis is “__________________”, “____________________” and “___________________”.

Jury gives thumbs up or down.

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Standard: HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.

Learning Targets:

I can classify compounds as ionic or covalent based on conductivity, crystal structure, and the elements that make them up.

I can name compounds correctly, considering their classification and formula.

I can explain the structure of molecules using the valence model.

I can show the structure of molecules using molecular, line and structural formulas.

I can explain the valence of different atoms using electron configuration

Check for Understanding

-Opener Problems: tied to learning target and previous lesson. For example after conducting a lab, a list of compounds they had not tested and their properties to see if they could predict if they were ionic or covalent based on Properties.

-Homework Quizzes: After homework is given a short open notes quiz is administered either on paper or electronically and is tied to a learning target

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Visual Arts:  Intro to Sculpture Architectural construction unit

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Visual Arts:  Intro to Sculpture Architectural construction unit

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Developing Artistic Ideas

Target 1: I can research and choose an architectural structure or style to inspire my clay sculpture, understanding its cultural, historical, or societal context.

Target 2: I can create sketches and brainstorming ideas that explore how to simplify complex architectural features into sculptural forms.

CFU:

How did you choose the architectural structure or style for your sculpture?

What cultural or historical significance does it hold?

How have you simplified your chosen architectural structure into basic shapes and forms (e.g., columns, arches, walls)?

Target 3: I can identify and use visual elements (line, shape, texture, etc.) that represent the chosen architectural style or structure in my clay sculpture.

CFU:

How have you designed your chosen architectural structure into basic shapes and forms (e.g., columns, arches, walls)?

Planning and Building the Sculpture

Target 4: I can plan the stages of my sculpture, including how to break down architectural elements into workable forms and consider proportions and balance.

CFU:

How have you simplified your chosen architectural structure into basic shapes and forms (e.g., columns, arches, walls)?

Sketches

Target 5: I can use appropriate clay techniques (coil, slab, pinch, or additive) to build and assemble the elements of my architectural sculpture.

CFU:

Monitor students’ progress as they work with clay. Look for appropriate use of building techniques and the creation of stable, well-proportioned structures. Offer guidance on refining techniques, ensuring the integrity of the design.

Target 6: I can refine my sculpture by adding textural details, shapes, and finishing touches that emphasize key architectural features (e.g., arches, columns, windows).

CFU:

Students add textural details, finishing touches, and smaller features to their sculpture (such as windows, doors, or carvings). They can present their work to a peer for feedback on texture and detailing.

Reflecting and Connecting to Broader Contexts

Target 7: I can present my sculpture to others and reflect on how my artistic choices connect to both the physical form of architecture and the broader cultural themes it represents.

CFU:

Review the students' digital portfolio reflections for depth and insight. Are they able to articulate the evolution of their ideas from early sketches to the final piece? Are they reflecting on how the architecture influenced their design choices and artistic expression?

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Clothing: A Reflection of One’s Identity

Standard: Demonstrate the ability to identify the cultural significance/importance of clothing.

Learning Target 1: Students will be able to identify and to use in writing and discussion clothing vocabulary.

Check for Understanding: Word sort of clothing vocabulary using the seasons of the year and defend their choices based on weather and activities.

Learning Target 2: Students will be able to identify cultural connections related to clothing.

Check for Understanding: Given a series of images, students identify the articles of clothing using the vocabulary and then identify which culture/country it connects to.

Learning Target 3: Students will be able to make a personal connection to the importance of clothing.

Check for Understanding: Have students choose a piece of clothing that they own that has a strong personal connection to them. Given the scenario that our local museum is doing a special exhibit about clothing as a window into self/cultural identity, each student will write an exhibit label describing the item’s physical characteristics as well as the item’s significance in their personal lives. Additionally, students will then act as museum docents for their clothing exhibit and orally communicate pertinent information about their clothing to the museum visitors.

CT State Standard

Content Standard 8: Comparison among cultures

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Standard: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELA CCSS.ELA-Literacy.RL.9-10.2

Learning Target 1

I can explain the meaning and significance of assimilation and the role it plays in the conflict between the main characters in Bread Givers.

Check for Understanding: Students complete a quick write where they define assimilation and give an example of a character who assimilates or resists assimilation.

Learning Target 2

I can explain how the tension between tradition and modernity is illustrated in the lives of the main characters in Bread Givers.

Check for Understanding: Have students turn and talk about how different characters represent different attitudes toward tradition vs modernity.

Learning Target 3

I can cite specific examples from Bread Givers that illustrate the development of a central idea or thematic topic

Check for Understanding: Students produce a sticky note with a specific examples from the text and post it on a designated space on the wall

Learning Target 4

I can identify a central idea or thematic topic in Bread Givers and explain how it is developed over the course of the novel.

Check for Understanding: individual check ins with students during independent work.

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CCSS.ELA-Literacy.W.3.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

We can write an informational paragraph about RQ #1.

We can do this by organizing our information into complete sentences that follow the informational paragraph structure.

Success Criteria: Informational paragraph checklist

Check for Understanding: Have students explain why their paragraph meets the criteria on the checklist.

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Standard: Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Learning target 1

I can annotate key passages from Catcher in the Rye that focus on character development, language & tone, and theme recognition.

Check for understanding:

Have students highlight one key annotation from their text and explain, in a pair-share or quick-write, how it connects to either character development, tone, or theme. Collect examples on the board to ensure a variety of connections.

Learning target 2

I can use my annotations in a discussion of how characterization reveals theme in Catcher in the Rye.

Check for Understanding:

Before starting the discussion, ask students to write a short statement connecting a character's actions or traits to a specific theme, using evidence from their annotations. Share a few responses to confirm readiness for discussion.

Learning target 3

I can gather and prepare text evidence from Catcher in the Rye to support my argument in a small group discussion.

Check for Understanding:

Provide students with a prompt (e.g., "What does Holden’s relationship with Phoebe reveal about his view of innocence?"). Ask them to underline or sticky-note two quotes in their book and briefly explain how each supports their response. Check their choices during small group prep.

Learning target 4

I can actively engage in a collaborative discussion about The Catcher in the Rye by listening to others’ ideas, asking questions, and responding with relevant evidence to deepen our understanding of the text.

Check for Understanding:

Use a discussion tracker where students self-assess or peer-assess using a simple rubric:

Did I share at least one idea with text evidence?

Did I ask a clarifying or follow-up question?

Did I respond thoughtfully to someone else’s point?

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NGSS MS-LS2-5.

Evaluate competing design solutions for maintaining biodiversity and ecosystem services

I can identify and explain the key features of biodiversity and ecosystem services, including their importance to humans and the environment.

CFU: Students explain what biodiversity is and its importance in their presentation to their peers.

(individual check-ins with teacher prior to presentations).

I can compare multiple design solutions for maintaining biodiversity, evaluating their strengths and weaknesses based on scientific evidence.

CFU: Students will take notes on student presentations and share feedback and suggestions for improvement to each other in which they share the strengths and weaknesses of each individual plan.

I can use evidence to make a reasoned argument for the best design solution to maintain biodiversity and ecosystem services in a given scenario.

CFU: Given the feedback they have received and research they’ve conducted (including any further research) students will revise their plans and explain and defend changes they made to teachers.

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Develop and refine artistic techniques and work towards presentation

(MU Pr5.1.4)

Standard: Perform music alone or with others, with expression and technical accuracy, and appropriate interpretation.

Learning target 1: I can sing or play my music according to the composer.

Check for understanding: Have each student play the piece of music as written.

Learning Target 2: I can play the music with my own interpretation.

Check for understanding: Have each student play the music the way they hear the music.

Learning Target 3: I can play the music with dynamics. Loud and Soft.

Check for understanding: Have the students play together as a group to demonstrate dynamics.

Learning Target 4: I can play my music for my stand partner using expression and technical accuracy.

Check for understanding: Discuss what can be improved and what worked.

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CCSS.MATH.CONTENT.7.NS.A.1.D

Apply properties of operations as strategies to add and subtract rational numbers.

Learning Targets:

1. I can describe the commutative property.

2. I can apply the commutative property to add rational numbers.

3. I can apply the commutative property to subtract rational numbers.

4. I can describe the associative property.

5. I can apply the associative property to group rational numbers in different ways in order to add them more easily.

6. I can describe the identity property of addition.

7. I can apply the identity property when adding rational numbers.

8. I can describe the distributive property.

9. I can apply the distributive property to simplify expressions when adding or subtracting rational numbers.

Checking for Understanding:

1. Using index cards, students match the properties with the correction definitions.

2. Again using index cards, match the property with the correct “application.”

3. Quick white board checks: