Students can 
1. Brainstorm and create in small groups face to face on one device.
2. Share an "everyone can edit" link with students in Google Classroom for whole-class collaboration. 
3. In remote or online settings, students can work together in small groups in the same jam. 

 Pre-select key vocabulary words and make copies of graphic organizer.

Provide copies of the Frayer Model graphic organizer to students and explain the process.  

Divide the class into student pairs. Assign each pair one of the key concepts and have them complete the four-square organizer for this concept. Or, assign each student one word to work on alone.  

Ask students or student pairs to share their conclusions with the entire class. Use these presentations to review the entire list of key concepts.

Make copies of each Frayer graphic organizer so every student has a copy of all key concepts to use for review. OR display completed Frayer graphic organizers on a “Vocabulary Wall” for student reference. 
7. Optional Extension

Extend or deepen students' thinking by asking students to:
• Describe the rationale for examples and non-examples
• Asking students to use the Frayer Model as a note taking strategy during reading.
• Asking students to change the titles of the boxes to include concept development categories.
When to use the Frayer Model
 Students may use the Frayer Model to: 
• develop understanding of key concepts and vocabulary. 
• draw on prior knowledge to make connections among concepts. 
• compare attributes and examples. 
• think critically to find relationships between concepts and to develop deeper 
• understanding of word meanings 
• make visual connections and personal associations.
• review key vocabulary before a test or quiz 
• create a “vocabulary wall” for quick reference of word meanings

It encourages students to reflect on their notes by actively summarizing them in their own words. When reviewing the notes, it is also useful to reorder objects on the page, for example, to add a solution to an answer on the side of the notes.

How to use Cornell Notetaking in the classroom?
It requires very little preparation which makes it ideal for note-taking in class. 
The page will be divided into 4 — or sometimes only 3 — different sections: Two columns, one area at the bottom of the page, and one smaller area at the top of the page:
All actual notes from the lecture go into the main note-taking column.

The smaller column on the left side is for questions about the notes that can be answered when reviewing and keywords or comments that make the whole reviewing and exam preparation process easier.
When reviewing the notes, a brief summary of every page should be written into the section at the bottom.

Steps in the guided reading process:

One of the most innovative ways that teachers of all grades and institutions inspire students to use Six-Word Memoirs in their classroom is through visuals. More specifically, art, illustration, classes, and photography that expand the meaning past the words.  
2. Six -Words Displayed Across School 

In another form of mixed-media memoir, students can share their own “legacy” at their school through their own words (six words, of course) and images to offer an essence of their experience.  
3. Exploring Real-World Issues 

Use Six-Word memoirs to voice their student's political truths and process real-world trauma.
4. Reading Comprehension & Character Summation
After reading a story or text, students put themselves into the shoes of the narrator to tell a six-word story.
5 . As a Form of Introduction
When using six-word memoirs as a method of introduction, students can pick content and decide how much of themselves to share. They can share their favorite book, the number of siblings they have, or the fact they miss someone who is no longer here. 

Journal writing can be done at a set time during a class period or day, or students can write in journals sometime during the day. Monitor the latter through a checklist, noting whether or not students are writing in them. Journals can also be part of writing conferences with individuals or small groups. They can also be used to address writing conventions and questions and needs students may have about spelling, punctuation, word usage, or grammar. Students can choose to share what they have written, or they can share an idea from the journal that they would like to explore further with another type of writing (e.g., poetry, story, or letter). Journals can be used in conferences to discuss these other writing forms.

Prepare a sheet of paper with bingo squares listing various facts about students in your class — eg., “Has two dogs,” “Has visited at least three states,” “Ate cereal for breakfast this morning,” etc. Give each student a sheet of paper, and have them find a student in the room who meets the criterion in the square. The student then writes their peer's name in the appropriate square and moves on to find another partner. Students are not allowed to work with the same classmate more than once. Once someone has completed five squares in a row, they can shout, “Bingo!”

Get students familiar with one another and their classroom with a scavenger hunt. Students follow clues about classroom procedures to find other clues and objects hidden around the room. Teachers can create instructions such as, “Find the place where you turn in your papers. What color is the envelope sitting in this spot today? Write the color of the envelope on your scavenger hunt notes." Once a team has completed the scavenger hunt, they will have walked through the classroom procedures and answered some questions along the way.

Students write a story about their summer vacation in just six words and share it with the rest of the class. This is trickier than it sounds! Classmates can then respond to a student's story, but again in just six words. This is a fun challenge for the entire class that also helps students get to know each other a little better, all while encouraging creativity.

Students write two facts about themselves on a piece of paper, then wad up the paper like a snowball and toss it into the middle of the room. Each paper is then opened and read aloud to the class. Students can try to guess who wrote the "Snowball," or the writer can reveal his or her identity. The student can then elaborate on what they wrote, and classmates can ask questions.

This is an active team challenge where students are put in groups and given 20 sticks of raw spaghetti, a marshmallow, some tape, and some yarn. Their goal is to work as a team and use these materials to build the tallest structure. Students get to know each other as they work together to solve this fun challenge.

The teacher begins with a ball of yarn and asks a question such as, “If you could eat dinner with anyone in the world, who would it be and why?” You then pinch a length of yarn in one hand and toss the rest of the ball to a student. The student answers the question, holds onto a short length of the yarn, and tosses the ball to yet another student. Rinse and repeat! Once everyone has answered, the teacher can draw attention to the web of yarn in front of the students to illustrate how the class is connected and woven together.

Finally, plan activities and opportunities for practice. This can be as a whole class activity or in pairs or small groups. Don’t forget that sentence starters are useful in both speaking and writing activities.

Begin by convincing yourself that this tool is powerful enough to include in your daily routine. 

Step 2: Preparation

To prepare for the implementation of classroom cheers, you need to have a plan and you need to learn them yourself. This list of suggestions can help you:  

Choose Visuals (Cheer cards, posters, cheer sticks, etc.)

Prepare/Store Visuals: Print, laminate and organize your visuals and store them in an easy-to-access spot. 

Practice the cheers yourself so you feel competent and capable when introducing them to students.

Step 3: Demonstrate & Practice
Now, it is time to share this special gift with your students! Yay! We suggest starting with one or two and practicing those with consistency until students have mastered them. This adds to their comfort level and therefore, their participation in your cheers. When those are mastered, add more when you see students are ready and revisit prior cheers often enough for students to remember them all.