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Outcome:
Strategies:
Tools:
Plan:
R&R:

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Outcome- Students in Global science will be assessed on their prior knowledge in the formation and use of coal, natural gas and oil.  The poll will be taken again at the end of class to identify learning.
Strategies-  Direct Instruction
tools poll everywhere
Plan Develop a formative assessment using the poll everywhere tool
R&R- Quadrant A- acquisition of new knowledge.

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Outcome: The student will be able to intelligently discuss the effects of McCarthyism on American culture and the relationship it has to the Salem Witch Trials.
Strategies: Direct instruction
Tools: Poll Everywhere
Plan: During notes, the students will answer a poll asking which method of identifying witches they find funniest.
R&R: This will provide a useful yet relevant brain break for the students, as well as allow them to relate to the content.

Outcome: The student will be able to Identify themes in act 1 of The Crucible and discuss their relation to humanity.
Strategies: Concept Mapping
Tools: Poplet
Plan: As we read, the student will jot down anything about the story that they notice. They will then develop these observations into themes of act 1.
R&R: The students will identify how the themes are shown in the story then discuss how the themes are still relevant today.

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Outcome- Understand what rights/freedoms are protected/not protected by the First Amendment
Strategies- Direct Instruction
Tools- Kahoot/Polleverywhere
Plan- Pose various questions (i.e. The right to shout FIRE in a crowded theater is protected under the 1st Amendment - YES or NO), and reveal the right answer, and discuss why there are misconceptions)
R&R- What rights does the Bill of Rights offer to individual citizens/you? VERY RELEVANT, about citizenship, applicable to EVERY PERSON.

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Outcome: Students will show understanding of the reasons Shakespeare wrote Macbeth
Strategies: Direct Instruction
Tools: Polleverywhere.com
Plan: After research and notes students will be polled to answer questions about Shakespeare
R&R: Quadrant A and B, as scaffolding/preparation for reading Macbeth, and identifying layers within the text

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Session 1:
Outcome:
Strategies: Direct Instruction
Tools: Gallery walk, QR code
Plan: Genomics and the Human genome Project
R&R: Beginning in Quad 1, moving into Quad

Session 2:
Outcome: improve science reasoning skills exercise
Strategies: Concept mapping
Tools: QR code, poplet
Plan: during warm up, I will share a graph and analysis with students to interpret the data provided, and pull out important information
R&R: Quad C

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Framework
Outcome:
Strategies: Direct Instruction
Tools: mentimeter
Plan:
R&R

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Outcome: Students will understand Greek societal roles and compare to current roles in society
Strategies: Direct Instruction
Tools: Padlet
Plan: Greek society and gender roles
R&R: Add padlet questions to  "Greek Hero" and "Unhappy Lot of Women" readings

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Outcome: Students will show what they believe before reading "Of Mice and Men"
Strategies: Direct Instruction
Tools: Two Corners
Plan: Students will read statements of important topics in "Of Mice and Men" and right down if they agree or disagree with that statement and why. They then will go from one side of the room to the other side to physically show what they believe. They talk in their group and then have one person share why their group chose that side.
R&R: B

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Outcome: Students will develop effective test-taking strategies
Strategies: Concept Mapping
Tools: Popplet
Plan: Students will brainstorm individually, then in small groups, about their experiences/strategies that they have used when taking various types of tests.
R&R: Application and Assimilation; test-taking is cross curricular and ever-present.

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Framework:  Review

Outcome: Students understand vocab
Strategies: Direct instruction
Tools:  nearpod
Plan: draw a tree. Identify language family, branch, group, and language
R&R:

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Outcome: Students will attend to precision
Strategies: Direct Instruction
Tools: Kahoot
Plan: Provide students with feedback related to each question. Attend more in depth to the questions with less success.
R&R: Quadrant B

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Framework: Concept Mapping

Outcome
Strategies Concept Mapping
Tools popplet
Plan introduce balancing equations.  Give introductory information then have students use popplet to write down the main ideas
R&R quadrant B

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Outcome: Input/output of Photosynthesis
Strategy:  Direct Instruction
Tools: Poll everywhere
Plan: Ask kids before during and after the lecture on Photosynthesis about the inputs and outputs
R&R: Rigorous identification of components of photosynthesis for success on the AP exam

Outcome: Energy transfer through systems
Strategy: Concept Mapping
Tool: Poplet
Plan: At the completion of the content of Cell Resp & Photo identify ideas and themes adn the factors that connect them
R&R: Relationships (through rigor)

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Outcome: Chapter Reading Comprehension
Strategies: Direct Instruction
Tools: EdPuzzel for Chapter Reading and sticky notes for exit tickets
Plan:
Step 1-Students will get the first few chapters with teacher modeling the reading and comprehension process. Teacher will ask questions and pause during the reading.
Step 2-Then the scaffolding will begin and students will do this in a group for the next few chapters, with teacher modeled questions.
Step 3-Then the students will do the next few chapters with developing their own questions.
Step 4-The next few chapters will have students using EdPuzzle with questions during the reading to perform independent cognition.
R&R: All levels by the end.

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Outcome
Strategies: Direct Instruction
Tools: QR code
Plan: Provide students with different reports on studies and experiments in AP Stat. They can critique the design of the study/experiment.
R&R: Quadrant C

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Outcome: Solving linear equations for x. the distributive property 3-2-1 method
Strategies: Direct Instruction
Tools: Whiteboards, poll everywhere?
Plan: provide examples and practice where they can solve equations in a different way
R&R: create varying levels of problems that provide a challenge. add word problems that are relevant to their current life.

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Outcome: Students should know how to effectively cook a meal through all the steps (from budgeting to grocery shopping to preparation and cleaning) independently.
Strategies: Direct Instruction
Tools: Kitchen resources (oven, microwave, etc) and finish with poll every where to understand their level of understanding. Feedback, guided practice is huge!
Plan: Students will plan their budget and grocery list. They will then be given the opportunity to go out in the community to shop for their list and stay within their budget. In ILS, students will make their meal independently and encouraged to make mistakes. Students will wrap up the lesson by trying poll everywhere to know where students need more support.
R&R: This will have students move from B to D

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Outcome: Students will be able to select a family favorite recipe and modify it to make it more nutritious.
Strategy: Direct Instruction
Tools: Poll every where, feedback and guided practice
Plan:  In class students will have the opportunity to identify ingredients to modify, the class will then prepare and analyze the product. So then the students can create a modified recipe at home  and analyze the nutritional content..
R & R . This will move students from A to D.

Concept Mapping:
Outcome; Students will be able to identify and analyze baked products for standard qualities.
Strategy:  analyze products to standard qualities of a product.  What does each ingredient and action contribute.
Tools:  Creation of food product. Map out characteristics and relation to the ingredient and method.
Plan:  Students will prepare baked products and analyze another teams food product. To understand the functions of the ingredients.

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Framework

Outcome:  Not really sure.  Hard for me to implement this in my subject area.
Lots of ways to use it but none really authentic....?

Strategies:
Tools:
Plan:
R & R:

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Outcome: Understanding the Engineering Design Process and Steps.
Strategies: Direct Instruction
Tools: Create Note-cards that have activities and/or work that take place in each step of the Engineering Design Process Steps - Low Tech
Plan: Use my current engineering design process Presentation, but before have them use the note-cards to define steps and then make changes based on the Presentation by redoing the note-cards.
R&R: Eng I

Outcome: Understanding how to Select an Approach via consensus
Strategies: Concept Mapping
Tools: Use various wheels and axel concepts what works what matters to the design.
Plan: Look at the adaptation during Brainstorming to determine why various designs work or do not.
R&R Eng I to overcome design flaws that hinder problem solving.

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Session 1:
Outcome: understand effectiveness of my own direct instruction with Algebra 1
Strategies: Direct Instruction
Tools: Mentimeter
Plan: In order to get feedback on how well the previous chapter went, and how well they prepared for their chapter 2 exam, students will answer a few questions in order to discuss the effectiveness of my direct instruction and their response to it.
R&R: Reflection is key to growth.

Session 2:
Outcome: how to create project linescapes
Strategy: concept mapping
Tools: padlet
Plan: design a concept map about themselves so they can design their piece of artwork for project linescapes
R&R: the project is 100% about them.

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Outcome understand basic electron flow
Strategies direct instruction
Tools poll everywhere
Plan  Have students get to a point then ask a question and use poll everywhere to see understanding
R&R quad B

Outcome learning ways to concept map
Strategies having us start with our work and taking it to a whole group
Tools C Mapping  Popplet
Plan us starting on our own and breaking into larger groups

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Outcome:  Students will understand that learning steps on how to solve math word problems actually can expand to "real" life problems they may encounter.
Strategies: Direct Instruction
Tools: Sticky Notes/Google Slides/Prodigy/Youtube
Plan: Go through PP on how to solve Math Word Problems. Practice sample problem. Then go to prodigy.com and practice multi-step problems on white board.
R&R: The last side on the PP is the short film, One Step. A group discussion on the three questions and then I explain the meaning behind the video and apply it to students academically and socially. Quad A/B

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Outcome

Strategies: Direct Instruction
Tools: Dice Roll
Plan:
R & R:

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Strategies -
tools - Low Tech - note cards to match vocab items
Plan - students work in groups to match vocab term to its definition
R&R - B

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Outcome: Student-athletes will understand their role and impact as a leader on their team
Strategies: Book Study "What drives winning"
Tools: Poll everywhere
Plan: After each chapter, students will answer questions thru Poll everywhere
R&R: By the end should hit all Quads

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This could be used as a way for students to identify the important concepts for the current chapter before the test.

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An interesting tool that engages students create own thoughts and reassuring good concepts. This could be used for different working techniques in the shop

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Outcome: Students should recognize how film making techniques can pose questions to a viewer.
Strategies: Examine short films, analyze using concept mapping, to understand how filmmakers convey themes using storytelling/filmmaking techniques.
Tools: Popplet: Concept Mapping
Plan:Choose relevant films that make the most sense for students to grab the concept in the outcome.
R&R: Students learn filmmaking techniques (rigor) and apply them to the film industry expectations/skill sets.

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Concept mapping is cool
Idea creation for artwork
looking at art themes and coming up with commonalities
Popplet

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Outcome: outcome and relevance/importance is directly from the student...using this strategy, we are not spoon-feeding our students what we think they need to know.
Strategies: Concept mapping
Tools: Poplet
Plan: To implement within my sophomore literature units when discussing relevant themes that they can connect to.

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What are do you think?
I would use this activity when dissecting JFK's assassination and the evidence that is questionable when watching assassination documentary.
Tools: Popplet: Concept map
R & R : analyzing information

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Outcome: Pulling authentic ideas that are relevant to learners.
Strategies:
concept mapping
Tools: popplet
Plan:Concept mapping, generate your own ideas, share these ideas with a small group and agree on 3 main themes, then with larger group agree on 2-3 main ideas.
R&R: authentic ideas that generate relevant ideas and concepts.

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good way to see other people's perspectives on common topics. could use for best practices on prehab for AT

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I would use concept mapping with Poplet to

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Students that I serve are going to have significant difficulty thinking this deeply. I think I could use it with some social problem solving. It would be a good way for students to come to consensus about what the actual problem is. For these students, it is appropriate rigor and will most definitely be releant to their lives.

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I would use this activity when looking at scientific articles, and looking at pulling out the main ideas & evidence. This would also work when looking at gene technology pros cons etc.

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Tools:popplet, combine groups, consensus
Outcome:learned how to use concept mapping, how to get students thinking in chunks, sectioning.
Great new idea for outlining. Or for thinking.

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It seems like one area that concept mapping could be used in Advanced Team Sports is to analyze offensive/defensive concepts in different sports. We could use concept mapping to dissect offensive and defensive strategies and identify what makes them successful.

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Scientific concept, such as sustainability or renewable resources.
- using the process to link what students already know to what they have learned thus far.
- using popular thought to what is happening.

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when students are given a cultural reading, they can determine what are the main ideas/focuses of said topic

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Concept Mapping:  I have Physics students use concept maps to create study guides that they are allowed to use during unit tests.  I model formal concept mapping by displaying concept maps created former students.

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I will use concept mapping in English I, CI21, and Creative Writing. In English I, I will use it for talking about controversial ideas when it comes to theme. I think students could use it when having discussions and writing papers too.

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I'm presenting on "Leading an Organization" to the district leaders next month and can use this as part of my presentation.

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Framework: Concept Mapping

This is a great way to have students find concepts and stand behind their ideas without feeding it to them. Give them time to explore, discuss, debate. Guide instead of feed. Find more open ways to approach examples, scripts, photos, designs.

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Framework:
Outcome: Students will understand how small acts matter
Strategies: Concept Mapping
Tools: Popplet
Plan: Watch video over WWII. While watching have students
R&R: What we do matters. Small acts have huge impacts

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Outcome: Renewable/NonRenewable resources.
Strategies: Concept Mapping
Tools: TodaysMeet or Popplet
Plan:
R&R:

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Outcome: Able to answer the statement "What We do Matters"

Strategies:  Concept Mapping

Tools: Popplett

Plan: Show a film, Pigeon, and have students answer the Statement "What We Do Matters"

R&R:

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Outcome: to find commonalities in an article about leadership
strategy: concept mapping
Tool: popplet

Plan: find article on student leadership and go through steps in session
R & R- quad B and C

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I will use Concept Mapping in Spanish when we read the novel for the semester and have them talk about the different themes and ideas they come across in the book after each chapter. I could also use it for when we learn about grammar and they could use it as a study guide or add to their notes

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I will use Concept Mapping in Spanish when we read the novel for the semester and have them talk about the different themes and ideas they come across in the book after each chapter. I could also use it for when we learn about grammar and they could use it as a study guide or add to their notes

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Outcome: Students will understand the effects of the Great Depression.Strategies:  Students will create a concept map for a reading on the DepressionTools: Article

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Outcome: Students will understand the effects of the Great Depression.Strategies:  Students will create a concept map for a reading on the DepressionTools: Article

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Outcome: Intro CS - Artificial Intelligence investigation and research
Strategies: Use concept mapping with 2 different readings. Determine thoughts on what future of CS should be
Tools: could be unplugged as a change from computer face time
Plan:
R&R: B & C

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The popplet technology would be great to add to the foreign language classroom when using inductive grammar. It's a great way for all students to put their thoughts up on the board to create the rules faster and in a more engaged fashion.

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I would use this in a variety of activities in a Spanish classroom. One way I could use this is for the novel we are going to begin reading in level 2 next week. We can concept map to detect the themes for a specific chapter.

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concept mapping. I would love to try this to introduce a unit and then again right before the test. Loved the way it was free and unorganized vs an outline

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great activity.

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Padlet gives a voice to all students and allows for large scale cross platform collaboration. Great for a big project.

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Like the idea of emergent (student) authentic input and buy in.

Would use with grammar concepts and Latino socio-cultural cues discussed in class. What  matters to you/ why should this be important or valuable to you and others?

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This will provide a useful yet relevant brain break for the students, as well as allow them to relate to the content.

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I really like this idea especially how student centered it is, I can see using this all the time.

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Tools:  paddlet, group consensus, combining
Learned how to combine in groups, work together, discussion but most importantly concept map an assignment (a instructional concept) to outlining.

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outcome: system of equations substitution method
Strategies: direct instruction
Tools: QR code
plan: use the QR code that lead to resource video about substitution method
R&R: Quad A or B depending on the video

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Framework:Outcome:Strategies: Direct InstructionTools: Technology and non technologyPlan: Teaching vocabulary, use non tech to introduce the vocab by having them get in groups and look up definitions then draw three words to present to the other groups to teach them the words then use a tech game like quizizz so they can practice the vocabularyR&R: using tech and non tech and working in groups helps prepare them for real life situations and have them be a little confused with new vocab but then practice it so they feel confident

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Framework:Outcome:Strategies: Direct InstructionTools: Technology and non technologyPlan: Teaching vocabulary, use non tech to introduce the vocab by having them get in groups and look up definitions then draw three words to present to the other groups to teach them the words then use a tech game like quizizz so they can practice the vocabularyR&R: using tech and non tech and working in groups helps prepare them for real life situations and have them be a little confused with new vocab but then practice it so they feel confident

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Outcome: Students will learn the importance of planning in creating a broadcast
Strategies: Direct Instruction
Tools: Storyboarding, examining and analyzing short broadcasts
Plan: Use self-analysis to get them from novice to expert.
R&R: Students see how practice and planning is so important in the videography industry.

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Instruction: Teaching the Great Depression to freshmen.
Tools: Interactive Direct Instruction Thought provoking questions throughout the lecture. This would be a low tech tool. I also give them stocks where they can write values on as I lecture.
Plan: Use scaffolding to get them from novice to expert.
R&R Quad A and some C with questions.

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Strategies: Direct Instruction
Tools: Whiteboards, Interactive Maps, Conjuguemos.com, and Quizlet.com
Plan: Modeling & "Palomitas"- popcorn checks for knowledge- throwing soft ball/ stuffed animal around randomly in class so each student answers with an original example of concept we are focusing on.
R&R: Quadrant A & B

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Outcomes: Students will feel empowered by creating the rules and interested to share what they found. The students love showing others that they got the right answer.
Tools: Guided/stepped worksheets.
R&R: Starting in A but moving into B as the students begin to practice and use the tense in a written activity.
Plan: To continue teaching the students different parts to the futur tense in French so that they students are analyzing all sides to the material.

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Outcome: Classify Stars based off of spectrograph data and the Balmer Series.  Solve complex problems.
Strategy: Direct Instruction
Tools: During background content info, use:
Low tech: die of destiny
Hi Tech: Kahoot to check for understanding
Plan: During and after direct instruction, have students answer questions verbally and digitally (Kahoot)
R&R: Qaudrant A moves to B or D

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Outcome: Students will be able to express opinion on works of art in Hispanic culture with vocabulary.
Strategies: Direct Instruction
Tools: Peardeck Presentation
Plan: Teach art vocabulary by displaying works of art for a Spanish class. Students are able to interact with presentation on their own computer while direct instruction is happening through Peardeck slides. As a new work of art appears students will be prompted with questions to display understanding of new vocab implementation. Students can type and draw answers.
R&R: Quadrant A and B

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Outcome:
Strategies: Direct Instruction
Tools: Poll Everywhere,
Plan: Show misconceptions or common errors that students do with the exponents.
R&R A

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Outcome: Genetics
Strategies: Direct Instruction
Tools: Poll everywhere
Plan: Use to discuss misconceptions in genetics
R&R: A

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Strategies:  Direct Instruction
Instruction:  For new concepts, check for students understanding first then go over concept.
Tools:  notecards, qr code,  padlet, stickies, polleverwhere
Human Resources unit: revisit what they know, practice, engage in different ways.

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Outcome: Students in Business Law will work to mastery related to rights and responsibilities for minors in contracts
Strategies: Direct Instruction
Tools: unplugged - notecards/matching concept; plugged - polleverywhere
Plan: Following each section (what is a contract, elements of contracts, how contracts end) students participate in polleverywhere as a formative check and use manipulatives for concept mastery
R&R: A...moving into B depending on the questions in poll

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Outcome: Identify the elements of market segementation
Strategies: Direct Instruction
Tools: unplugged - Notecards for matching concepts
Plan: In the middle of direct instruction, students will map their notecards midway through to ensure scaffolding & understanding
R&R: Acquisition

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Strategies Direct Instruction
tools - books and Inspiration
plan  - Have students model and role play
R&R - Students will learn through the preparation to represent their reformer from history

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Outcome: SWBAT write a five paragraph literary analysis essay with an effective thesis and MLA in-text citations.
Strategies: Direct Instruction
Tools: Teacher modeling, concept mapping/ outlining
Plan: Throughout the powerpoint explaining how to write a literary analysis essay students will see examples, discuss examples and create possible ideas, watch a teacher model each type of paragraph, and write their paragraphs.
R&R: Being able to interpret and analyze literature is a way for students to practice analyzing for future real-world practice. They will be in zone B and C.

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Outcome: Understanding sustainability and it's importance.
Strategies: Background knowledge
Poll everywhere: to get an idea of where each student is in their understanding of the importance of sustainability and our role in it.

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Outcome:   Students will be able to graph lines on a graph to represent the roads of a city.
Strategies:  Direct Instruction, group work
Tools: Poster Board
Plan:  Provide students with feedback related to each question. Attend more in depth to the questions with less success.
R&R: Quadrant B

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Newton's Laws
AP Physics C
Exercises 5.1 - Guided Practice: teacher models 5-step problem-solving process, students complete final mathematical steps and return with solutions.  Class discussion of solutions, but do not collect.
Exercises 5.2 - Independent practice, students may use their Exercises 5.1 solutions as a guide.

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I used to post the objective for each unit and smaller objectives for individual lessons, I need to go back to consistently doing that:)
The tool could just be writing on the board that stays up during the unit, and high tech could be uploading the information to the class website and making it available for comment.

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Outcome: Understand alliances as a contribute to WWI
Strategies: Direct Instruction
Tools: Poll Everywhere
Plan: Google slides over WWI alliance
R&R: Alliances can cause conflict

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Outcome: students will understand the legislative process
Strategies: direct instruction
Tools: manipulatives, padlet
Plan: lecture then kids put steps in order and put ideas for bills in padlet before mock congress
R&R: a and b moving to d

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Outcome: Students participate in their own outcome for reading comprehension.

Strategy: Interactive direct instruction.

Tools: EdPuzzle. Kahoot.

Plan: Identify intention and criteria. Share expectations for the class. Have plan for short lecture of main points and “need-to-knows.” Students then partake in guided practice while teacher coaches. Teacher provides cues to help students synthesize and process information. Students engage in independent practice (creating EdPuzzle or Kahoot questions) to show practice and mastery.

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Direct instruction
instruction can not simply be lecture! Especially in an environment of 90min periods.
Tools--quizlet live, white boards

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Outcome: Students will understand the steps of a design process and identify tasks and action within the steps.
Strategies: Interactive Direct Instruction

Tools: Slides, Poll Everywhere

Plan: Have students in groups discuss and predict what they think the 3 steps of design would be and why. Have a student from each group write on the board. Conduct a PollEverywhere to rate the options, then show my steps and discuss how their ideas fit into the process.

R&R: A & B

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Outcome: Students will collectively create a theme for them to use for their summative essay.
Strategies: Concept Mapping
Tools: Poplet
Plan: Students will find things in common with the three short stories, centered around war and then create a theme that they will use for there essay.
R&R: C

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outcome - learning verb tense
strategies - direct instructions
tools - inductive grammar worksheet
plan - students will be given a set of sentences in a certain tense that they will need to determine how the tense is used and conjugated
RandR - A - D

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Outcome
Strategy: Concept Mapping
Tools:  Popplet
Plan:  When reviewing calculus integration strategies, students can identify certain aspets of functions that help imply which straegy to employ.  Then, tey can organize their information with a concept map.
R&R: Quadrant B

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Outcome-
Strategies- Concept Mapping
Tools- Popplet
Plan-
R&R-

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Outcome: SWBAT create a concept map using personal and class observations
Strategies: Leave an open ended topic for students to come up with own ides. Then share with small group. Then share with class and come up with overall themes.
Tools: Use popplet to create concept map for the classes themes.
Plan: Create a concept map to organize information visually
R&R: Quadrant A and C

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Outcome: Students will explore concepts around major themes in Twelfth Night
Strategies: Concept Mapping
Tools: Popplet
Plan:In small groups students will explore big ideas and themes from Shakespereare's Twelfth Night and come up with a list of 2-3 big themes to bring to the group.
They will then explore other group themes and as a class agree upon 2-3 as a class.
R&R: Students will be working in quadrants B, C, and D

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Outcome- Students will be able to understand Supreme Court cases, including their issue, the questions asked of the court, the court's decision and rationale
Strategies- Concept Mapping
Tools- Popplet
Plan- Generating themes around cases and tying them to Constitutional principles will help students to identify core principles and remember them.
R&R- B and C

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Outcome: Collaboration with student groups/padlet
Strategies:  Interactive Direct Instruction
Tools: Youtube Video, short film "One Step"
Plan: At the end of discussing steps of solving word problems, students will watch One Step and discuss the message.
R&R  Quad B

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Outcome: Review the concepts taught in geometry
Strategies: Concept mat
tools: padlet, paper, notecards
plan: Students will brainstorm all the things we learned in geometry this year to create a note card for the final exam.
R&R: quadrant C