Teacher Action [Observable]: How are you structuring the Student Action [Observable]: What will the student do in meaning making for and with the students? response to your directions? How are you differentiating to engage all your students? Should vary throughout. Student What will you be doing? actions serve as formative assessment you can use to Where are the directions for students? gauge student understanding. INTRO/HOOK Reading: Connect (activate prior knowledge) Writing: Listening: Inform: (what are we today/today’s objective) Speaking: Motivate: (LESSON HOOK) Differentiation: (Who DOES this in real life? Why College & Career Connections: does it matter?) Estimated Time (pacing) STEP 2 STEP 2 Reading: Writing: Listening: Speaking: Estimated Time (pacing) Differentiation: STEP 3 STEP 3 Reading: Writing: Listening: Speaking: Differentiation: Estimated Time (pacing) STEP 4 STEP 4 Reading: Writing: Listening: Speaking: Differentiation: Estimated Time (pacing) STEP 5
Teacher Action [Observable]: How are you structuring the meaning making for and with the students? What will you be doing? Where are the directions for students? INTRO/HOOK Connect (activate prior knowledge) Inform: (what are we today/today’s objective) Motivate: (LESSON HOOK) College & Career Connections: (Who DOES this in real life? Why does it matter?) Estimated Time (pacing) STEP 2 Estimated Time (pacing) STEP 3 Estimated Time (pacing) STEP 4 Estimated Time (pacing) Student Action [Observable]: What will the student do in response to your directions? How are you differentiating to engage all your students? Should vary throughout. Student actions serve as formative assessment you can use to gauge student understanding. Reading: Writing: Listening: Speaking: Differentiation: STEP 2 Reading: Writing: Listening: Speaking: Differentiation: STEP 3 Reading: Writing: Listening: Speaking: Differentiation: STEP 4 Reading: Writing: Listening: Speaking: Differentiation: STEP 5
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