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Create or identify one question in your first month of content.

What standard does it align to?

What are some potential misconceptions?

What can you do in your teaching practice to prevent these misconceptions?

Roughly, when will you give these questions?

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I can design a solution to an engineering problem and evaluate any constraints that could impact my approach. (ETS1.A)

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what can you take from your physical fitness scores by looking at the fitness gram chart, and how can you apply exercises outside of school to improve your scores.

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what can you take from your physical fitness scores by looking at the fitness gram chart, and how can you apply exercises outside of school to improve your scores.

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NYS standard 3
Boltus

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1. Gathering, Interpreting and Using Evidence

2. Common misconception: Primary sources are always accurate.

3. Compare secondary sources with primary sources to find validity.

4. Week 1 is GSPECH historian skills students will get pre assessment on Monday then Formal Assessment on Th/F

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7th Grade Science Possible Misconceptions

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7th Grade Science Possible Misconceptions

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What is a constraint? (Break down language), the steps in the engineering design process

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What do artists do?

Visual Arts Anchor Standard 11

That artists only draw, or have to be good at realistic art, or have to be labeled as an "artist"

Show multiple examples of artists, including people who like to make art but have other careers.

At the beginning of the year, to set them up to think about this throughout their art class

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If this food label shows 140 calories, how many calrories are in the entire product

NHES 1 Comprehending Health Concepts
NHES 7 Practice health enhancing behaviors

The bottle has 140 total calories, Calrories dont matter Carbs do

I can teach the students what calories are and what they do in the body to producse fat in the body

second week (gotta move fast on the wheel)

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Question: How does the author craft a difference in point of view across characters?

Standard: RL7.6

Misconceptions: Not understanding POV. Not being able to compare and contrast.

What I can do: I can make sure I scaffold the instruction so the students have a groundwork of definitions and practice with these complex ELA terms before I ask that they do any higher level thinking with them.

Early on in our reading this year.

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This is an old state test question that aligns to standard 7.G.1. Potential misconceptions would be students not applying the scale factor to both sides before determining the area or they could find the area and then just use the scale factor, r, instead of r^2. To prevent this we can do scaling activities of different rooms and locations they know and see what happens to the lengths and the areas, comparing, if they make sense, etc. This will be given toward the end of our first unit on scale factor.

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How can scholars show translations mathematically?

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How can scholars show translations mathematically?

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Standard 8.G.1

Key vocabulary terms in this unit may confuse scholars as some of the vocabulary is used differently in everyday English, where as in math it has a specific meaning/ description of a function.

I will incorporate visuals as well as manipulatives to show the math and the movement of each translation of the image.

We will give these questions in the first 2 weeks of school and and have a collaborative board for our scholars to build their knowledge of the Translation Unit.

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7th Grade Science Question Implementation

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7th Grade Science Question Implementation

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This question could be asked at the beginning of the Engineering Design unit as a guiding question that students would need to answer throughout various tasks.

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What is theme?

RL6.2

Confusing with main idea

Use the vocabulary and model as we read

Sept - sometime.

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Question: Which character traits best describe Kayley? Lauren? How are these characters similar and/or different than other students in the story?

Standards: RL1- text evidence, RL3- dialogue

Misconceptions: what character traits are, how to compare/contrast

Practice: explicit instruction, note-taking, video review, practice often with characterization

Timeline: end of September

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Question: Why do we use the engineering design process to solve design challenges?

Standard: MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.

Possible Misconception: There is only one solution to designing or optimizing design.

Practice: Lab Inquiry- guided students through design process- small groups working together to design together
Reflection about the process

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1. Essential Question Unit 1:  How do story elements effect the text?

2. Standards:

Interaction of story elements [RL.7.3]

3. Misconceptions:
Not knowing the story elements well enough, not being able to build the connections.
4. Teaching: Reteach story elements, anchor charts, FNT.
5. When: When begining out first text

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Concept: Rotation vs Revolution

Misconceptions: Confusing the two terms and this question is always on 8th grade Science Test.

Practice: I combine many avenues to remember the differences. We will watch a quick video, we will have students move around the classroom demonstrating and then we will clap out the syllables. Rotation has 3 syllables and DAY has three letters. Revolution have 4 syllables and YEAR has four letters.

Questions: We will revisit this multiple times throughout the school year and it is on almost every Castle Learning Assessment.
R

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Question: How do artists add variety to their albums using the elements of music?

Standard: MU:Pr4.1.8

Misconceptions: variety = different genre

Avoid misconception: pre-teach the difference between the elements of music and genre characteristics

When to give question: Beginning of year to establish background knowledge for future composition project and song analysis

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Is it living or nonliving?  What are the characteristics of all living things?

Standard 4, key idea 1 :Living things are both similar to and different from each other and nonliving things.

Students may categorize dead things as "nonliving"  Students may categorize things that do not move as "nonliving" (tree, grass)

To prevent misconceptions, I can explicitly teach that things that were once living are categorized as living, and that trees and grass grow and sway with the wind.

end of September

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Why are we doing fitness testing and what scores do I want to improve and how will I get there?    Standard 3 We will teach and talk about this the entire year, starting in the first 2 weeks.

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Which sentence type asks for information?
a. exclamation
b. question
c. statement
d. command

7L3

Some misconceptions we may run into is that "sentence" is sometimes used interchangably with "statements". It will take some activities to reinforce that sentences come in a variety of styles, not just statements.

This question will come up within the first few weeks, but after introducing the concept of sentence variety

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Production and Distribution of Writing:                                 CCSS.ELA-LITERACY.WHST.6-8.4          Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.                            CCSS.ELA-LITERACY.WHST.6-8.5With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

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Production and Distribution of Writing:                                 CCSS.ELA-LITERACY.WHST.6-8.4          Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.                            CCSS.ELA-LITERACY.WHST.6-8.5With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

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1. What are the 5 components on physical fitness that we focus on during fitness testing?

2. SHAPE 3, NYS 3

3. Differences between strength and endurance components and components vs. exercises.

4. Examples of the exercises and how different exercises can fall under the same component, demonstrations

5. Throughout the fitness testing unit in the beginning of the school year and at the end of the school year.

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How can students demonstrate ratios in math?

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How can students demonstrate ratios in math?

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Standard 6.RP.1
Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.

Use manipulatives to demonstrate ratios.

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Which is an example of a simile?
a. she is a rose
b. the rose danced in the wind
c. he is as strong as an ox
d. I ate a million pieces of candy

Misconception: Often students think a comparison is a simile and chose the first one. They also sometimes forget that it includes the word 'as'.
What I can do is have students create flashcards of similes and metaphors and play a quick game to identify.
This would be assessed in the coming weeks.

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Who do you relate to most in the story? Arturo or his grandmother? What lines support your decision?

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Who do you relate to most in the story? Arturo or his grandmother? What lines support your decision?

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standard: 8R3: In literary texts, analyze how particular lines of dialogue or events propel the action, reveal aspects of a character, or provoke a decision. (RL)

Misconceptions: relate to  vs. relationship
Arturo vs. Abuela's POV

Word study, looking into specific lines of dialogue to determine how each character feels.

I would use this towards the end of the story to prompt discussion.

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How do I correctly read a map in order to answer a given question?

Standard:
6.1a Maps can be used to represent varied climate zones, landforms, bodies of water, and resources of the Eastern Hemisphere.

Misconceptions:
"reading" a map is not the same as reading a text. As the teacher, I could model what "reading a map" looks like as I teach the concept.

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How do you use the verb 'to be' to give information about yourself and others?

Standard: 6L3  Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Misconceptions: When to use each form (am, is, are) with appropriate nouns/pronouns

Prevention: Review nouns/pronouns, focused notes, anchor chart displayed

Timeline: Throughout Unit 1 (September-October)

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How is History Connected?
-aligns with all standards
-misconceptions: 'time periods' might be difficult to make connections from different points of time as geographically understanding.

- preventing misconceptions: highlighting importance actions as well as differences.

-When? When finishing new content and starting a unit. can also be used for DINs and Exit Tickets.

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Instead of working on a standard, SS practices are included in many standards. Chronological reasoning and geographic reasoning are touched on consistently. It is very easy to see where students have misconceptions. Repeated practice in numerous units shows improvement.

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Question from a Unit 1 text from last year: What conclusions can be drawn about how Kim’s perception of his identity evolves throughout the text?

Standard: 6R6: In literary texts, identify the point of view and explain how it is developed and conveys meaning.

Potential misconceptions:  Vocabulary in the question, understanding of the text, and understanding of the concept of identity.

This question would be asked at the end of the week after we discussed and analyzed the story for several days.

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What is the difference between a scaled copy and a scale drawing?

Students could potentially mix the two. I think its going to be super important to show 3-dimensional scaled copies throughout the first few lessons of Unit 1 so that when students are later introduced to scale drawings they see that these are only 2-dimensional.