Students are creating a collaborative poster, the Mind Mirror, to analyze a character. After creating the posters groups are responsible for presenting the posters as well.

Student Instructions:

Your poster should have

-2 quotes, taken from the text

-2 phrases that are original to you

-2 symbols that represent who Phateon is, how he is feeling, and what he wants

-2 drawings that are relevant to the moment you have been assigned

1) Students build a terrarium to model the Earth's Spheres. The dirt and rock models the geosphere, the water models the hydrosphere, the air is the atmosphere and the living plant is the biosphere.

2) Essential Materials: we are watching a video of an animal interacting with the 4 spheres. Student has a written lab paper. Students have materials to build a terrarium in a group of four

3) Scaffolding strategies

4) Instructional strategies.

I know we have discussed critical stance, but it's an area I'd like to explore more and strategies on how to improve oracy in my classroom. As I look at TELPAS data students are not doing well in this area, and I'd like to build their confidence.

CO: I can understand that there are linear relationships that are not proportional.

CO:I can write an equation that represents a linear relationship that is not proportional.

LO:I can explain how to write a linear equation to my partner using a sentence stem, “To write an equation from a (table/graph/word problem) by  ______.”

Essential Materials:

Payday Loans video, Worksheet, Calculator, Practice problems.

Scaffolding Strategies:

Video for background knowledge, sentence stems, questions to prompt making connections to past lessons, think-pair-share,

Instructional Challenges:

How do I get the students to fill in the table without telling them how to start? What if they don't understand the roll-over fees? How do I get the students to remember how to use interest rates, while this is not the objective of the lesson, but it is the objective of the critical stance part of the lesson?

(2) Essential materials - Any key materials needed, such as texts, videos, handouts, etc.

(3) Scaffolding strategies - Describe the support you plan to use, such as sentence stems, modeling, etc.

(4) Instructional challenges - Identify a specific part of the lesson/activity where you would like your peer’s opinion/feedback/help with refinements. For example: “At ___ part of this lesson/activity, how can I increase student engagement?”, and “I am finding it difficult to formatively assess what students know at ___ part of the lesson/activity. How can I build in formative assessment there?”

Content Objective: SWBAT explain the Columbian Exchange by creating a “New World” and “Old World” menu, and synthesize a fusion menu.

Language Objective: SWBAT create a new term for the Columbian Exchange by choosing language that reflects colonialism and possible issues of equity.

2) A) This is one activity from the lesson, where students worked in groups to identify if certain plants and animals originate from the "New World" or "Old World". I printed out 24 different items from this activity for each group of 3-5 students. https://drive.google.com/file/d/1ac9aoKbNFnLz7MRJOT0nx2YmpxTE6s29/view

B) Afterwards, students created their own "Columbian Exchange" Menu

https://drive.google.com/file/d/1tdhEHjj5WAVcuM_hQb5fjMpJ0vstQPZp/view

C) Students also read and discussed about the controversy surrounding Columbus Day, and as a class we created our own new term for the Columbian Exchange that recognizes its impact on indigenous people.

https://www.npr.org/2019/10/14/769083847/columbus-day-or-indigenous-peoples-day

3) Supports I used included group work, student work samples as exemplars (like https://docs.google.com/presentation/d/14zvfOV3IYjkMjgmixn1mNUqFEmLJJnfyIqdRH0vjk-o/edit?usp=sharing and https://docs.google.com/presentation/d/1jdYnNfsG-OBqrSXTtqV6-HxZ_DAB5kucq3zVOS1N32M/edit?slide=id.g26b2cab3c8c_0_2#slide=id.g26b2cab3c8c_0_2), pictures of plants and animals, and modeling.

4) Instructional challenges include students not being familiar with the controversy behind Columbus Day. They also may not understand the metaphorical meaning behind the word "exchange" where a term of equal trade really wasn't equal for indigenous people.

CO: Student will interpret numeric data summarized in graphic representations.

LO: I can orally explain to a partner how to interpret numeric data summarized in graphic representations.

(2)Essential Materials-

True or False card sort.

Warm-up sheet

Vocabulary cards with translations

(3) Scaffolding strategies-

As a warm-up give students vocabulary cards with pictures. Have students quiz each other with cards. Allow students to keep cards throughout activity if needed.

Review one of the examples asking guiding questions.

Model what it looks like for students to complete the activity in pairs.

Give students sentence stems to assist in justifying their answers.

(4) Instructional Challenges -

There are multiple representations of data. Students may struggle with remembering how to analyze all the representations.

How do I get students to focus on headings and labels?

Students may struggle with representing data with fractions.

CO: I can use text evidence and original

commentary to support an interpretive response. E2.5(C)

LO: I can practice using RACE to write SCRs.

Writing Centers: read the excerpt at each station.

1. Answer the open-ended question posed using RACE.

2. We will rotate to the next station in fifteen (15) minutes.

3. Students that may need more support can be given sentence stem to follow RACE strategy.

Material:

Gallery Walk with excerpt and SCR prompt.

Journal

RACE

Universal Meaning Anchor Chart

Scaffolding Challenges:

Provide RACE anchor chart w/ Sentence stems

Provide Theme topics (categories)