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Think Pair Share
Saturating
Filtering

Dot voting
Gallery walk
Name the project

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Chrysanthemum
The Invisible Boy by Trudy Ludwig(the brown bag teacher - in email)
How Full is Your Bucket? for kids by Tom RAth
Each Kindness by Jacqueline Woodson
Giraffes Can't Dance by Giles Andreae
The Giving Tree by Shel Silverstein
Peanut Butter and Cupcake by Terry Border
Stick and Stone by Beth Ferry

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- students create a friend they would want to have (empathy map)
- Student Wanted Poster
- Teacher Wanted Poster

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student, teacher, principal
(empathy map?)

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Second Step lessons
Pictures/Behavior videos
Behavior posters

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Rules/Expectations for the classroom/home learning

Students present their visual of the classroom rule

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Vargas

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Vargas

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Vargas

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Vargas

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How will you generate curiosity and interest in the project?

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How will you generate curiosity and interest in the project?

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GETTING TO KNOW EACH OTHER
Hope and Fears
Class scavenger hunt
M&M share
Four Corners Would You Rather

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What tech tools will help you facilitate this project online?

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What tech tools will help you facilitate this project online?

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Seesaw

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What key vocabulary do learners need access to?

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What key vocabulary do learners need access to?

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How do we build community of learners that work together?

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Respectful
Responsible
Team
Best

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We’ve created a wide range of rubrics - for designing and teaching PBL to guiding students through key stages of the PBL proces

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Helping all students (including English Language Learners) become fluent in the language of a project's targeted content is an essential part of teaching in a PBL classroom. Project Based Learning classrooms offer rich opportunities to learn and apply vocabulary in authentic and meaning-oriented ways, but this is most powerful when PBL teachers plan intentionally for vocabulary development throughout the project.

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Students generate a list of need to knows. What do learners need to know to successfully answer the driving question?

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Students generate a list of need to knows. What do learners need to know to successfully answer the driving question?

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What are the goals for learning?
S.CN.01.02 explore and use language to communicate with a variety of audiences and
for different purposes including making requests, solving problems, looking for solutions,
constructing relationships, and expressing courtesies.
S.CN.01.03 speak effectively maintaining appropriate posture, eye contact, and position using
props such as photographs or illustrations in narrative and informational presentations.
S.DS.01.01 engage in substantive conversations, remaining focused on subject
matter, with interchanges building on prior responses in literature discussions, paired
conversations, or other interactions.
S.DS.01.04 plan and deliver presentations using an informational organizational pattern
(e.g., descriptive, enumerative, or sequential) providing several facts and details to make
their point while maintaining appropriate posture and eye contact using a prop.

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M &M questions

Brown- What is your favorite thing to do with your family?

Yellow - What is something you like to do in the fall?

Red - How many people and pets are in your family?

Orange - What is your favorite toy or game?

Blue- What is something you are good at?

Green- What is your favorite food?

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What can we give to our friends/classmates to help create the classroom environment we all learn best in?