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Students use the engineering process to design/create solutions to conflicts in their choice novel.

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Students used a balloon to model the Coriolis Effect and rotation.

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Students used the game of Go Fish with their Unit 14 vocabulary words to review for a quiz.

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Nonfiction Novels: Socratic Seminar

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Corona's 8th grade ELA students engage in Socratic Seminar to discuss their own HIGHER-LEVEL ANALYSIS questions related to the nonfiction reading we just completed. The discourses I observed exceeded my expectations and based on their feedback; the class was also pleasantly surprised at the results.

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Students began by individually crafting “what if?” scenarios pertaining to their nonfiction novel choice. Then, small groups of students cooperatively worked to analyze the different scenarios and outcomes to gain a deeper and richer comprehension of the text.

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Nonfiction novel Socratic Seminars with three separate novels. 

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Students prepared for their Socratic Seminars by individually generating four higher-order think questions using HIIS stems and by responding to a novel specific essential question. Socratic Seminar guidelines were reiterated and students effectively engaged in a 20 minute session. Finally, student reflected in their Writer’s Notebook (metacognition) regarding what they learned, what was successful and what could be improved.

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After teacher review of each students rough drafts, students were placed into strategic groups to aid in students individual needs to meet the requirements of the writing rubric.

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Students worked in strategically planned groups to discuss their novel.

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Students answered a total of 6 depth and complexity questions to further than discussions of the novel. Students recorded their answers and group discussion in their Writer's Notebook.

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ELA 8th Grade-Consensus Maps, Gallery Walk, and 30-Second Experts 

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ELA 8th Grade-Consensus Maps, Gallery Walk, and 30-Second Experts 

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Students collaborated on a consensus map to determine the most impactful artifact in their historical nonfiction novels (3). Then, on a gallery walk of all classes' consensus maps, students individually identified the most significant artifact, completed an analysis of the artifact's purpose, audience, impact on audience (mood), etc. Finally, students partnered with a student reading a different novel and engaged in a 30-minute expert discussion.

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Students were given close reading questions for their text “Fearless Photographer” they had to work collaboratively to answer them.

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After reading “Hatchet” students were tasked with designing and building something that would help Brian survive the wilderness.

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Students partnered and asked each other to identify sounds and letters. (Warm-Up Routine)

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7th Grade - Tim Burton Inspired Snowmen (Value Study)

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At the midway point, students shared kudos and kind critiques about their classmates' work based on the grading criteria on the rubric.

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Students used their annotated text to match generalizations to direct quotes from the text. Students then expanded on their understanding and created their own generalization to match a given quote from the text.

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Advanced ELA students began the semester concept of Power by creating Power Poems that give a pronoun to the word power and explore their own understanding of what power is on both metaphorical and concrete levels. 

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6th Grade Dodecahedron Novel Study (On-Grade Level) 

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6th Grade Dodecahedron Novel Study (On-Grade Level) 

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Students independently synthesized a semesters worth of fiction analysis skills and standards to generate a 4 dimensional visual representations of their chosen novels.

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7th grade science Engagement and collaboration 

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7th grade science Engagement and collaboration 

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Exploring with magnets. Creating force fields. Testing attraction and repelling

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Engagement, collaboration, modeling balanced forces and unbalanced forces.

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Students coached their peers through a math problem

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Access to English translation as a Scaffold and Reflective Tool

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Access to English translation as a Scaffold and Reflective Tool

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Practicing Pastime Vocab by playing Memory

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Practicing Pastime Vocab by playing Memory

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Scaffolding to help build conversation proficiency

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Scaffolding to help build conversation proficiency

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Students created real life data to create a scatterplot

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Function/ non function gallery walk

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Math 8 Word bank with keywords

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8th Grade Math- word bank and visual examples

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6th Grade Science: Categorizing and Sorting with Collaboration 

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6th Grade Science: Categorizing and Sorting with Collaboration 

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As an introduction to the Rocks unit, students worked together to categorize and sort a random set of rocks into different categories.

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Students tested their app with other students using paper prototypes

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Students identify a problem and develop/code an app to solve the problem

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Students write functions/formulas in Google Sheets that are used to calculate weekly Fantasy Football scores.

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Students build Vex IQ Clawbots and compete in various events including obstacle course, mars rover mission, and battle bots.

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Students researched weather proof housing elements and built their own model house to withstand unique weather disasters that were simulated outside.

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Students used a circle radius to create various sized ramps for a tech deck skatepark.

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Students created custom carnival style games using student built catapults.

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Students construct rockets with fuel powered engines and launch 1000 feet into the air.

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Students battle by taking turns describing the key features of various functions. Bonus points for rhyming.

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Students enter the statistics of their FF team against other students. Students check each others box scores and earn bonuses for finding mistakes.

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Students used playdoh to create models of the Appalachian and Rocky Mountains in order to show the differences between the 2 mountain ranges. This was an introduction engagement activity into our weathering unit.

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7th grade Science- word bank and peer feedback

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7th grade Science- word bank and peer feedback

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When completing a lab on the law of conservation of mass, students used glow sticks to mass before and after the chemical reaction occurred. The students used a word bank to explain what happened. They students also peer reviewed, gave feedback and edited each other’s responses. The most well written response won the glow stick.

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Students have discussed articles and watched videos addressing the topic: Excretory/Urinary System(s). Today students jotted down personal GIST summarizing their understanding and collaborated to create a combined 10-15 GIST summarizing their understanding after viewing two particular videos on this topic.

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Analyzing Washingtons farewell address by breaking into major topics. Students travel around in groups to analyze and each primary source from Washingtons farewell address

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Students completed a self paced activities based on the Russian Revolution

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Students working together through a sequenced math curricular task. Students worked independently and then shared their thinking in order to come to a consensus before moving on to the next problem.

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Sixed Grade Social Studies used Mark-Up the Text strategy to find evidence for a Philosophical Chairs activity. "Do mummies belong in museums?"

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In small group, students were provided sentence stems and a word bank to complete the EBAS.

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Students practiced Focused Note Taking working in collaborative pairs while learning about Washington's presidency and the precedents that he set for term limits, foreign alliances, and political parties.

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Students write a 3 paragraph persuasive essay that includes a claim, evidence, and reasoning from a document. Student also select a counterclaim and include relevant evidence. Students also writing a concluding sentence that may include a long-term impact of the topic.

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Will add student examples and blank documents to see what they did

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Students created seafloor spreading models to help understand how new seafloor is formed when tectonic plates move apart.

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What is more engaging than an ice cream party?

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Essential Question: Can art be functional?

Students tested out their ceramic mugs and bowls with an ice cream party.

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Creating eco-friendly plastic and changing the malleability and density by testing with different amounts of glycerin. How does changing the amount of glycerin affect the eco-friendly plastic? The students followed step by step directions, created plastic with a chemical reaction using natural resources, and completed qualitative data table, and learned new vocabulary to answer the question while working together in lab groups.

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Students had to problem solve and collaborate to determine the order that items would break down and decompose. They had to line up from fastest to slowest.

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Students sifted through a beach to tally trash found. These items were collected from local beaches in the area. Styrofoam and plastic was the most abundant.

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Hypothesis writing with a sentence starter … If then because

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Word Bank of connector/ transition words

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Word Bank of connector/ transition words

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After taking notes on the past tense of the infinitive "to go", they used their notes to write about an experience/vacation they had.

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After taking notes on the past tense of the infinitive "to go", they used their notes to write about an experience/vacation they had.

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Visual Arts C.E.R. with higher level questioning. Sentence starters were projected on the smartboard for ELD.

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Students peer critiqued rough drafts using a checklist from the rubric for their Illustrated Recipes painting.

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Students peer critiqued rough drafts using a checklist from the rubric for their Illustrated Recipes painting.

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Students engaged in 4 different stations—collaborative, teacher-led, technology and independent to dig-deeper into the central idea & characterization in “The Graveyard Book.” Students only complete two-stations a day. 

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Students discovered one word, one phrase, and one sentence from their particular novel’s chapter to share in small novel groups to discuss and analyze their novels. 

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Students analyzed “The Tell-Tale Heart”, generate higher-level questions, pulled relevant text evidence and debated the narrator’s sanity as if it they were in a court room. Student choose to play either the role of the defense lawyer or the prosecutor. 

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Students engaged in student led novel Socratic Seminars using their annotations and student-generated higher-level thinking questions (AVID stems). 

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Novel Socratic Seminars (Collaboration, Inquiry & Higher-order thinking questions)

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Novel Socratic Seminars (Collaboration, Inquiry & Higher-order thinking questions)

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Students collaborate to compose a concise central idea for the graphic novel “The Graveyard Book.”

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Two students digging into the text “Abuela Invents the Zero” to compose their two-voiced poem—understanding perspectives. 

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Students used candy bars to model tectonic plate movement. Pictured is the result of a convergent boundary (2 plates coming together over time to form mountains)

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Students acted out a play called Plate Tectonics to show how scientist Alfred Wegener came up with the continental drift theory.

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Students used articles, evidence and images to work together to create a geologic timeline of events.

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Students in Media collaborating and providing feedback to one another on their WeVideo creations.

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After researching a provided Patient Caseload, ’research doctors’ were given an opportunity to create a presentation of choice. Post presentation- the class was given opportunity to asks clarification questions.

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Students worked in teams to sort colors into color theory categories.

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Students reinforced the vocabulary for Costa's Higher Level Inquiry words

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Students use a word bank and sentence frames to complete their warm up.

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Science 7th grade hands on engagement while making a model of the digestive system.  

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Science 7th grade hands on engagement while making a model of the digestive system.  

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Students create a digestive system model. This picture represents the food leaving the mouth that was broken mechanical and chemically entering the esophagus where food is propelled into the stomach to further be broken down.

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Science 7th grade collaboration and engagement 

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Science 7th grade collaboration and engagement 

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Student’s collaborate to identify organs in organ systems during frog dissection.

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Students were given a random Patient Caseload. Through their understanding of Body Subsystems each set of ‘research doctors’ worked together researching leading to a presentation style of choice. Some examples were standard report out, poster visuals and Google Slides.

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Students used this strategy in the CER Review lesson. After watching a video, students had to share one EVIDENCE piece supporting the CLAIM, My Dad is an alien.

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Students worked together to score Shape and Color project examples. 

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Students worked with A/B Partners to brainstorm for their upcoming project.

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Students use the Quiz quiz trade cards to coach, redirect or praise each other during their speaking practice 

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Students used a frayer model to define a word in the text as a group, then they created skits to show the word in action. The rest of the class played charades to guess the definitions of the words.

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Students tried to write their names in Cuneiform like the ancient sumerians.