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Students used prior knowledge to define analysis

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I like how Bria and Ms. Devore validate their student. like "yes that is great" or "you guys are awesome"

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I like how Bria and Ms. Devore validate their student. like "yes that is great" or "you guys are awesome"

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I like how Ms. Devore and Bria guide the conversation and explain the assignment

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It is truly a mystery to me that analysis seems to be a new concept for students every single year.  There must be a way to vertically align analysis expectations so the kids don't have to re-activate different versions of prior knowledge.

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It is truly a mystery to me that analysis seems to be a new concept for students every single year.  There must be a way to vertically align analysis expectations so the kids don't have to re-activate different versions of prior knowledge.

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It's nice to hear REC reviewed so quickly. We spend so much time on it!

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It's nice to hear REC reviewed so quickly. We spend so much time on it!

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Evidence of student discussion is clear. Students are able to analyze the analysis!

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other students validate each other about their evidence and restating of their evidence being well done

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other students validate each other about their evidence and restating of their evidence being well done

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Asked students to think about what they learned last year and what they already know about analysis.

-Emily M

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Choice in how they are going to complete the assignment.

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Our kids can TALK.  Their debate skills are fierce-- how can we effectively help them move that kind of discourse to the paper/digital doc?

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Our kids can TALK.  Their debate skills are fierce-- how can we effectively help them move that kind of discourse to the paper/digital doc?

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I like that the lesson started with activating prior knowledge! It shows that you are taking students step by step. From lower order thinking to higher order thinking.

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I wonder how it can be applied to Middle School and how to help Special Education kids reach an analysis (I'm guessing it could take more steps).

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Ms. Devore mentions that her students don't like the electoral college, showing she knows her students well. 

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Ms. Devore mentions that her students don't like the electoral college, showing she knows her students well. 

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Bria walks around to monitor students during share with partners

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Bria walks around to monitor students during share with partners

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I love the transition that the students have done a great job using their own words, now they are going to hear it in yours.

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Clear directions, clear support for students broken down into small and manageable step by step portions that build on one another. Opportunities to think through speaking and engage with peers. Rubric with clear criteria. Students were using the resources and steps that you provided. Great opportunity for reflection.

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It's cool to see students genuinely engaged in this task that they've been working on through all their time at 223

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Very strong model and time for students to analyze what a good model is and break it down before their own work is great

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Clearly laid out expectations and supports to encourage guided independence and discourse.

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I love how confident students are in their discussions about writing! 

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I love how confident students are in their discussions about writing! 

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Students were not only activating prior knowledge, but also using it as confidence to begin enhancing their analysis. 

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Students were not only activating prior knowledge, but also using it as confidence to begin enhancing their analysis. 

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Students were asked to not only underline analysis (identifying it) but then explain why it's effective. Helpful monitoring steps to make sure students are understanding and prepared for what's next.

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Students were asked to not only underline analysis (identifying it) but then explain why it's effective. Helpful monitoring steps to make sure students are understanding and prepared for what's next.

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I like that students were provided a model of what was expected. As well as that the lesson started with activating prior knowledge with a whole class discussion! It was also really nice to see all of the opportunities students had to engage with each other throughout the lesson.

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"Strong analysis move"-- do you encourage kids to use 1, 2, ...what expectation is in place for a MS analysis and ES analysis?

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"Strong analysis move"-- do you encourage kids to use 1, 2, ...what expectation is in place for a MS analysis and ES analysis?