What is the "impossibility" you hope to dismantle? What do you need to research more about?

Break 10:15-10:30

10:30-12:15

Lunch 12:15-1:15pm

1:15-2:30pm

Break 2:30-2:45

2:45-3:30 (this will be independent reading)

Defining key vocabulary using visuals and translated into their first languages

Peers support/pairing with students who speak their first language

Question frames for references

Use closed captioning when playing the video

Defining key vocabulary using visuals and translated into their first languages

Peers support/pairing with students who speak their first language

Question frames for references

Front-load new vocabulary

Provide them with a space that works best for them

Allow free movement

Chunking the learning experience (pause to centre focus and organize their thinking and questions)

Having a clear objective shared

Possible graphic organizer with sentence stems for example

Screenshots of key points from the video to help activate thinking and refer back to

Activating prior knowledge around the concepts of structures

Reduce language load with word banks, sentence frames, hands on, images/visuals

Explicit teaching of questioning

Flexible groups with like-minded peers

Options for expression in terms of modality

Small group settings

Sharing strengths (student perspective and an opportunity to validate unique strengths and an outlet to promote belonging and success)

Questions - What is your favourite thing to do with the people who take care of you?

What is one meaningful thing you would like me to know about you? --- ask throughout the year, and as you build relationship to see how it evolves

How do you enjoy learning? (possibly scenario driven)- what is it that they enjoy about the subject matter. What do they hope to learn?

About me Google slide (scaffolded with teacher example with a range of questions)

1 minute weekend recap - find value in the things that I do

In this ground-breaking collection, Mary Helen Immordino-Yang—an affective neuroscientist, human development psychologist, and former public school teacher—presents a decade of work with the potential to revolutionize educational theory and practice by deeply enriching our understanding of the complex connection between emotion and learning.

With her signature talent for explaining and interpreting neuroscientific findings in practical, teacher-relevant terms, Immordino-Yang offers two simple but profound ideas: first, that emotions are such powerful motivators of learning because they activate brain mechanisms that originally evolved to manage our basic survival; and second, that meaningful thinking and learning are inherently emotional, because we only think deeply about things we care about. Together, these insights suggest that in order to motivate students for academic learning, produce deep understanding, and ensure the transfer of educational experiences into real-world skills and careers, educators must find ways to leverage the emotional aspects of learning.