Q1: Why? Anticipatory Set Ideas for Formative Assessment Video Clips: LZ Code Inspiration/motivation/quote Thumbs up 4-3-2-1 Scoring Scale K-W-L Non-graded quiz 26FV3AG Factor an Walk/field experience – Circle Map Self reflection Expression Essential question: How do you add, Bubble Map Peer reflection LZ Code 32E87EE Factor subtract, multiply, divide and factor – Double Bubble Exit Slip Linear Expressions algebraic statements? Think-Pair-Share 1 Sentence Summary Story: Other 2 Column Notes Poem: Webb’s Depth of Knowledge Level 1- Recall Level 3- Strategic Thinking Level 2- Skill/Concept 4- Extended Thinking School-Identified Q2: Concepts for Whole Group and Small Group (I Do) WICOR: Writing What will I model, demonstrate, explain, provide mini-lesson for, etc.? Inquiry Marzano’s Strategies I modeled Cornell for the students prior to them taking Identifying Similarities and Differences their own notes. Non-Linguistic Representations Setting Objectives and Providing Feedback I explained in two separate instances of the process involved Homework and Practice with the SUHUPU activity. Generating and Testing Hypotheses Questions, Cues, and Advanced Organizers Summarizing and Note Taking Reinforcing Effort and Providing Recognition Opportunities for Differentiation (mark with ) Q3: Concepts for Group and Small Group (We Do) Content scaffolding and enrichment How will I provide guided practice, discussion opportunities, practice, etc.? Process different ways to access or practice content Students will use technology (laptop computers) to take Cornell Notes at their own pace from LearnZillion website. Product different ways to demonstrate learning Students will discuss problems during seatwork. based on Stand Up, Hands Up, Pair Up (SUHUPU) provides discussion Readiness opportunities in addition to hands-on practice. Interest Learning Profile ESE Modifications Q4: Independent Practice and Observable Tasks (You Do) ESOL Strategies If students have knowledge and understanding, what will they Gardener’s practice, perform, or produce individually or in cooperative groups Intelligences related to standards? Strategy: Verbal-Linguistic Stand Up, Hand Visual-Spatial Interpersonal Students will practice solving one-step equations while Up, Pair Up interacting with other students that are experts on one problem. Bodily-Kinesthetic Musical Students work as part of a large group and subdivide into pairs Naturalist until all students have worked with every other student. Intrapersonal
Q1: Why? Anticipatory Set Ideas for Formative Assessment Video Clips: LZ Code 26FV3AG – Factor an Expression LZ Code 32E87EE – Factor Linear Expressions Story: Poem: Inspiration/motivation/quote Walk/field experience Essential question: How do you add, subtract, multiply, divide and factor algebraic statements? Other Thumbs up K-W-L Circle Map Bubble Map Double Bubble Think-Pair-Share 2 Column Notes 4-3-2-1 Scoring Scale Non-graded quiz Self reflection Peer reflection Exit Slip 1 Sentence Summary Webb’s Depth of Knowledge Level 1- Recall Level 2- Skill/Concept Level 3- Strategic Thinking 4- Extended Thinking School-Identified WICOR: Writing Inquiry Q2: Concepts for Whole Group and Small Group (I Do) What will I model, demonstrate, explain, provide mini-lesson for, etc.? I modeled Cornell for the students prior to them taking their own notes. I explained in two separate instances of the process involved with the SUHUPU activity. Marzano’s Strategies Identifying Similarities and Differences Non-Linguistic Representations Setting Objectives and Providing Feedback Homework and Practice Generating and Testing Hypotheses Questions, Cues, and Advanced Organizers Summarizing and Note Taking Reinforcing Effort and Providing Recognition Opportunities for Differentiation (mark with ) Q3: Concepts for Group and Small Group (We Do) How will I provide guided practice, discussion opportunities, practice, etc.? Students will use technology (laptop computers) to take Cornell Notes at their own pace from LearnZillion website. Students will discuss problems during seatwork. Stand Up, Hands Up, Pair Up (SUHUPU) provides discussion opportunities in addition to hands-on practice. Content Process Product scaffolding and enrichment different ways to access or practice content different ways to demonstrate learning based on Readiness Interest Learning Profile ESE Modifications Q4: Independent Practice and Observable Tasks (You Do) If students have knowledge and understanding, what will they practice, perform, or produce individually or in cooperative groups related to standards? Students will practice solving one-step equations while interacting with other students that are experts on one problem. Students work as part of a large group and subdivide into pairs until all students have worked with every other student. ESOL Strategies Gardener’s Intelligences Verbal-Linguistic Visual-Spatial Interpersonal Bodily-Kinesthetic Musical Naturalist Intrapersonal Strategy: Stand Up, Hand Up, Pair Up