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We added vocabulary.
OBJ --> The students will recognize the components of the cell theory by creating a foldable.

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* Content and Lang Objectives
* Essential Vocabulary
* Prior Knowledge

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Content Objective: The students will recognize the components of the cell theory by creating a foldable.

Language Objective: The students will read to recognize the components of the cell theory

Vocabulary: Cell, Theory

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Graphic orgaizer with videos

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Turn and Talk
Completing graphic organizer
videos with PAT list

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Guided Notes
Think-Pair-Share
Stations
Small Group Check for Understanding...

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Formative: Z Chart
Summative: CBA

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Formative --> Mastery of content on plicker quiz 80 % or higher ...
Z - Chart -->  Quiz
Summative --> multiple choice guided reading... 80%

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Z chart
quiziz
small formative assessments
Quick write to answer the guiding question
completion of a foldable
CBA

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Extend: Research scientist and write about how they contributed to the cell theory

Intervene: Small group

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Grade Level unsuccessful equals reteach/retest....

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Intervention:
Focus small group instruction
Peer Tutors
Warm up
Tutorials
BrainPop/EduSmart

Enrichment/Extension:
ClassFlow activity to learn more about one scientist that contributed to the cell theory

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Small Group
Spiral Back
Tutorials

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Provide interventions for the students that did not get it and enrichment activities for those that are success

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Content Objective:
Today I will recognize the parts of cell theory.
Language Objecctive:
Today I will create a list with my elbow partner about what makes something living or non-living.

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Extend: Research scientist and write about how they contributed to the cell theory

Intervene: Small group, turorials and spiral back through warm ups.

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How will I differentiate:
- viewing picture & defending answer
- create T-chart with classmate
- card sort
- Mrs. Gren video, Wacky History of cell theory video
- Station Lab- Cell Theory

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- Plickers
- Kahoot
- thumbs up or down

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- Reteaching
- peer tutoring

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Formative:  verify data recorded on the graph and the data table.
Summative: Class discussion to ensure students answered the questions properly.

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We will use strategies to utilize different modalities.

examples:
videos/visual/ drawing
lecture/ auditory
physical/ labs

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Allow students to participate in flexible grouping to discuss their findings.  Reteach the concept using all modalities.

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We will meet students where they are.

Some effective strategies will be using flexiblie grouping,
Using online resources fro home use (google classrooms),
Tutorials

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Grantham TLP

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We will identify characteristics of living things.

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We will use visual and kinesthetic methods to create a foldable

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The students will be able to verbally answer the guiding questions.

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We will use peer tutoring for TEK mastery.

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Teacher tutorials and Peer teaching/tutorials

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Shotwell

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TLW complete a Lab Practical on the microscope. Have student groups draw microscope and label each part, with brief description.

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TLW will utilize alternative resources to reteach parts of the microscope. i.e.: Videos and handouts
When students are successful give encouragement and praise to keep them motivated and engaged.

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Peer to peer group tutoring
Group students who have mastered content with students who haven't mastered the content.

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Manipulated the vocabulary

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Anticipation guide, graphic organizer, timeline, interactive comic strip, rap song, and videos

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Responses to Anticipation guide and correct statement, match game answers, and multiple choice quiz, left sides

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Peer tutoring, one on ones, tutorials on my website, and fixer upper

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We will add more labs and manipulatives.

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Concept cube to help with vocabulary words. This will help every type of learner with how to  know what it looks like with their drawing, they explain in their own words, and learn the definition.

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Formative and summative assessments.

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Tutoring, peer dialogue, z chart. Continue to spiral back to maintain student performance.

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Tutoring, peer dialogue, z chart.

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Students use Venn diagrams,  osberve and record data using complete sentences with academic language

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We want to have students writing.

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Observation s and data that the student recorded Venn diagram exit tickets

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Guided Kahoot, nearpod

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Response is not only to the students that did not master it is also for the student so who mastered. Card sort for the not master and maybe a z chart for the mastered.

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Learning to make the content objectives clearer.

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utilize the Lead4ward playlist strategies for rehearsal/practice and extended thinking

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We liked the Mystery Bag strategy because it can be used to reach visual, auditory and kinesthetic learners.

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We liked the Mystery Bag strategy because it can be used to reach visual, auditory and kinesthetic learners.

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Making TEKS measurable

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"Ball Toss"
Modified: -used ball of yarn to connect members of an ecosystem to create an tangible, interactive food web

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Students will show evidence of what they learned by successfully completing products and being able to explain the purpose and how it is linked to the objectives of the day.

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Students will show evidence of what they learned by successfully completing products and being able to explain the purpose and how it is linked to the objectives of the day.

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Concept Maps
Labs
Z-charts
Timelines
Plickers

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Using heat maps and other data analysis along with revisiting anticipatory sets and learning targets we will reteach and extend learning.

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Cause and Effect T-chart
If then statements

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Use lead 4 ward strategies for students that got it and those that need to a different approach to understand the objective. 

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Use lead 4 ward strategies for students that got it and those that need to a different approach to understand the objective. 

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We will utilize peer tutoring, ABCD reasoning cards and pick up the slip up.

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When students are successful, my goal is to push them further. If students are not successful, I will encourage the students that the objective can be obtained.

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When students are successful, my goal is to push them further. If students are not successful, I will encourage the students that the objective can be obtained.

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Small group peer tutoring
Tour of knowledge

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Will will use peer teaching, extension activities for those who mastered, and small group reteach for those who did not master the content.

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We will reteach the TEK not mastered using DIFFERENT strategies. We will also offer tutoring to those who need it.

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The students ability to write using academic language will demonstrate their mastery. We will offer more student reflection opportunities using writing, video, and construction activities to address the different learning modalities.

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We will use gallery walks, chrome books activities such as quiz-let, presentations, and graphing strategies to address the diverse learning modalities

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Learning how to write content and language objectives.

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We will use small group, peer tutoring, and one on one teaching for students that are not successful. for students that are successful we will use google classroom to extend their learning as well as menu activities and research

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We added one of our learning targets: "Identify the main function of the human skeletal system."

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3D visuals, diverse vocabulary models,z-charts created from guided readings, identifying organs and tissues on their own bodies, etc. Each strategy addresses the various learning modalities.

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Formative and summative assessments consisting of quickwrites, exit tickets, vocabulary quizzes etc. either written or electronically.

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Interventions and reteaching which may include peer tutoring, electronic reinforcement via kahoots and quizlet or other sites, after school tutorials, etc.

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Small groups, Google classroom and tutorials to extend learning, Lead4ward strategies.