Learning Activities Expected Teacher Support Points of Evaluation And Teacher Student Questions Reactions Opening activity In order to activate prior Students will share Give simple step-by-step Listen to students’ knowledge, ask students to their answers with the instructions and make sure responses and ask discuss the Spirit Rally and class and discuss what all students, including questions for explain what the police they learned during English language learners, comprehension and officers instructed them to Spirit Rally. know what is expected of understanding. Make a do. them. note of students’ responses as informal assessment. Ask students to list the Students will use their Provide students with the As students give you negative effects of health background worksheets they completed their answers, make sure on drugs and positive knowledge and refer yesterday and have them on the right track they’re effects of saying no to to their notes to state use their notes to remind and are familiar with the drugs. the positive and themselves of the positive effects. Make a note of negative effects. and negative effects. their answers and give appropriate feedback. In order to motivate Students will comment Answer questions As you ask questions students’ students, let them know on the activity and let and make sure they know about the project, make that today they will be the teacher know if what is expected of them. sure responses students’ drawing a they have any are appropriate. Students situation/challenge they questions. should be aware of how might be faced with. to complete the project Explain that they will draw before they begin a picture showing how they working on it. will say no to drugs, and which verbal and or communication skills they will use to say no. Direct Instruction new Students will watch Repeat the new vocabulary Ask questions for Introduce today’s concept and explain that the teacher and think words students learned comprehension and facing a new situation is about how they can before and make sure you understanding and make just like reading a new use their background have pictures available to a note of students’ story; they may run into knowledge to make better explain the concept responses. Based on new people and new certain decisions. to English Language answers, students’ challenges, and they have Learners and non-English rephrase and focus on to use their background speakers. certain words or concepts knowledge of the subject to if necessary. make appropriate decisions.
Learning Activities And Teacher Questions Expected Student Reactions Teacher Support Points of Evaluation Opening activity In order to activate prior knowledge, ask students to discuss the Spirit Rally and explain what the police officers instructed them to do. Ask students to list the negative effects of health on drugs and positive effects of saying no to drugs. In order to motivate students, let them know that today they will be drawing a situation/challenge they might be faced with. Explain that they will draw a picture showing how they will say no to drugs, and which verbal and or communication skills they will use to say no. Direct Instruction Introduce today’s new concept and explain that facing a new situation is just like reading a new story; they may run into new people and new challenges, and they have to use their background knowledge of the subject to make appropriate decisions. Students will share their answers with the class and discuss what they learned during Spirit Rally. Students will use their background knowledge and refer to their notes to state the positive and negative effects. Students will comment on the activity and let the teacher know if they have any questions. Students will watch the teacher and think about how they can use their background knowledge to make certain decisions. Give simple step-by-step instructions and make sure all students, including English language learners, know what is expected of them. Provide students with the worksheets they completed yesterday and have them use their notes to remind themselves of the positive and negative effects. Answer students’ questions and make sure they know what is expected of them. Repeat the new vocabulary words students learned before and make sure you have pictures available to better explain the concept to English Language Learners and non-English speakers. Listen to students’ responses and ask questions for comprehension and understanding. Make a note of students’ responses as informal assessment. As students give you their answers, make sure they’re on the right track and are familiar with the effects. Make a note of their answers and give appropriate feedback. As you ask questions about the project, make sure students’ responses are appropriate. Students should be aware of how to complete the project before they begin working on it. Ask questions for comprehension and understanding and make a note of students’ responses. Based on students’ answers, rephrase and focus on certain words or concepts if necessary.