The Lesson Cycle Design: Classroom Visit

Teacher: Tierney Barcarse & Misty Nishida Date: 2.5.13 Time: 12:45-1:25 Core Subject: Intervention Observer: __________Quarterly Focus:

Cooperative Learning …

Do Now

7 Minutes Students complete a T Chart with an example already started. Students must add two more bullets to each column.Study tools/methods When learning, I wish teachers would

let us… Notes (notetaking) Play games

Students will share with a partner when they are finished and see if any of their lists align with their peers. Teacher will guide them to find that studying can be done in a fun way!

Effective Teaching:Effective checking for

understandingStudent engagementSpecific FeedbackVisuals, manipulatives,

graphic organizersFormative assessmentWait timeThink/ Pair/ Share

Cooperative Learning:heterogeneous

groupingPositive

interdependence (each member’s effort required for group success)

Face-to-face interactionIndividual and group

accountabilityCheck for

understanding strategies encourage interaction (Think-Pair-Share, elbow partner)Cooperative Learning Strategies Used:

Think-Pair-Share4 CornersJigsawReciprocal TeachingInside-outside circleOther _____________

2 MinutesWritten on the board: C U l8tr 2day, U R n YNI yea? <3In partners, students will decipher the sentence on white boards. Teacher will count to three and partners will hold their white boards up. Did the students all have the same answer? Q: What happens if we misinterpret words? A: We might get a wrong outcome. Q: What if we practiced using these text message words? A: We’d get it right more often. Let’s see if we can practice these words together!I Can statement 4 min: LA 6.2.2, 6.6.8 I can decode text message language into standard English using peer tutoring to reinforce what I’ve learned.LA 6.6.6 I can adjust the volume and tone of my voice when peer tutoring as demonstrated by an increase in my achievement points. LA 6.7.2 I can use positive language to work collaboratively with my peers when tutoring them as demonstrated by gaining bonus points during peer tutoring. CTE 6.2.1 I can create personal achievement goals to increase my understanding of text message language as related to standard English.HE 6-8.5.2 I can show respectful behavior to my classroom community by displaying appropriate behavior as demonstrated by my participation and earning of bonus points during peer tutoring.

Topic Constructing Meaning

Benchmark LA.6.2.2 Use knowledge of organizational structures (e.g., logical, classification) to construct meaning from texts

Topic Delivery

Benchmark LA.6.6.6 Adjust volume, pacing, pitch, tone, and voice to support the content of the message

Topic Delivery

Benchmark LA.6.6.8Adjust dialect (e.g., standard English, Hawaiian Creole, colloquialisms) to grade-appropriate audience, purpose, and situation

Topic Clarity

Benchmark LA.6.7.2 Use appropriate verbal and nonverbal language for various purposes and audiences

Topic Career Goals and Options

Benchmark CTE.6.2.1 Establish personal and learning goals related to

career and life interests

Topic Communication Skills Across Topic Areas

Benchmark HE.6-8.5.2 Use effective behaviors that communicate care, consideration, and respect of self and others

Academic & Content Vocabulary, and Background Knowledge 7 min: Flash Cards- A card containing a small amount of information, held up for students to see as a tool for learning.Positive Feedback- A encouraging response to good effort.Respect- Students define: Guiding questions: how do you show respect? What does respect feel like?Vocabulary cards- go over them

Explicit Instruction & Teacher Modeling Metacognitive Strategies

Direct Instruction 10-15 MinutesExplicit Modeling: 7 minInside outside circle (modified) Co-teachers will set the chairs in the middle of the class to model CWPT On the board will be an example of the Team point chart with the movers and stayers Student will form a circle around the teachers to watch teachers do ClassWide Peer

Tutoring After teachers are finished modeling. They go over the key points again:

o Movers are in red, they collect materialso If a student receives the wrong answer, we give them the correct answer

and politely as them to try againo We mark a point only for correct answers on the first tryo Teams can earn bonus points for demonstrating appropriate behavior, inside

voices, encouraging remarks, and moving quickly through the material. Students will repeat back the key points, thumbs up/thumbs down if everyone

understands the rules.

Guided Practice: Team point chart will be posted on the board for Movers to collect materials Movers will collect materials and go to their partners, making sure they are not right next

to another team Timer will be set to 7 min After timer goes off, teams switch, 7 min Teams tally points, read off to the teachers for writing down on chart. Students set goals to increase their points for the next round of peer tutoring.

Guided Practice

Cooperative Learning & Group Practice

Independent Practice & Teacher Monitoring

Closes the Lesson, checks student understanding: Aligned to “I Can” Yes Students complete I Can check for understanding chart to see reflect if they met the standards for the day. Everyone will speak out one I can statement they marked proficient and be prepared to share out with the class an example of how they did that.

Comments:

Thank you for the visit! If you have any questions, or would like support please email me at: _______________________@edisonlearning.com

The Lesson Cycle Design: Descriptors

Do Now

5-7 Minutes, Daily, Independent practice, Ensure academic engagement from the bell Review of grade-level previous skill Review of basic skill needed for that lesson Embedding of previously taught weak skills or test-taking skills2-4 Minutes, Ensure student engagement Engage all students to recall previous learning knowledge or skills and relate it to the new learning establish for students a purpose or reason for the learning Build background knowledge.I Can statement Display and state the objective of the learning in student friendly language to inform students of what they

need to know and be able to do Referred to throughout the lesson.Academic and Content Vocabulary Introduce/ review academic and content vocabulary essential to the lesson Strategies: quick sketch, charades, Tic-Tac-Toe, word map, graphic organizers, etc.“I Do” Explicit Instruction & Teacher Modeling – Metacognitive Strategies Have students “watch me first” where I explain the thinking/ process (think aloud) Provide clear, accurate examples (2-3) of the learning. Engage all students in the process through note-taking, advance organizers Partner discussion of learning All students answer or discuss related questions.

“We Do” Guided Practice Work together with students to practice the new learning Continue to do a think aloud and direct students to verbalize the process when completing skills. Provide a highly structured practice that is led, guided, and supported by the teacher. Monitor student responses, provide specific feedback to students and adjust instruction if needed (i.e. decide

to explain and model one more example). Remain highly involved in practice as students are gradually released to practice in groups or partnerships.“You Do” Independent or Group Practice Engage all students to independently perform the new skill/ learning. Review all students’ responses to determine instructional needs.“You Do” Independent Practice with Teacher Monitoring Have a plan to meet students’ needs based on their responses during preceding comprehension check in the

independent or group practice. Students complete tasks independently of teacher to practice the new learning. Teacher has a plan to re-

teach students who demonstrated that they could not be successful on their own. With a new explanation.

Daily, Closes the Lesson, Ensures bell to bell academic engagement Assess understanding of the lesson objective.

All phases of the lesson:

Explicitly state and refer to the objective of the lesson Emphasize/ reinforce key academic and content vocabulary Utilize student engagement techniques Monitor, checks for understanding, and makes individual or collective adjustments Reinforce effort, provides recognition Provide specific and immediate feedback