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T.C. Williams | RAP Course 2015 - 16| Gregory | Lesson Title: RAP Class Ecology Support Lessons 2.

1 and 2.2 Vocabulary Review | Date 10/16/15


Materials List: Slideshow, Vocabulary Kahoot! Game, Copy of Mental Warm Up; Lesson 2.1 and 2.2 Vocabulary handout;
PLANNING THE LESSON: STUDENT OUTCOME-BASED INSTRUCTIONAL DESIGN
ESSENTIAL QUESTIONS
Essential Questions:
Open-ended, interpretive
questions reflecting on the
big ideas of the unit
designed to promote inquiry.

Typically they
begin- Why? How? or
To What Extent?

How can I use peer feedback to


improve my understanding of science
vocabulary terms?
RAP EQ:

Ecology EQ: How can I understand and explain


key terms related to Lessons 2.1 and 2.2?

EVIDENCE OF STUDENT LEARNING


Pre- Assessment:

RAP Pre-Assessment:

How will students show that


they have the required
background-knowledge to
complete the lesson?

Attendance/Desk Check

How will previous student


learning data be used to
differentiate instruction?

Differentiation/Modification Notes:

Formative Assessment:

Formative Assessment - RAP:

How will students progress


towards the mastery
objective(s) be monitored
and assessed?

Students will self-evaluate their ability to constructively


use peer feedback to improve understanding of science
vocabulary terms

Students will show Ecology notebooks where they have


completed notes for these lessons.

Accommodations for wait time will be honored.

STUDENT OUTCOMES
Student Outcomes(s):
What knowledge, skills or
procedures, aligned with the
standard do students need
to master?
What higher-level thinking
action will students
demonstrate?
Written in SMART form
(Specific, Measureable,
Attainable, Relevant, Timebound) and must contain
the criteria/metric used to
determine mastery

SO RAP:
Today, you will

use peer feedback to improve


your understanding of science
vocabulary terms
use learning strategies to
understand and explain key terms
related to Lessons 2.1 and 2.2

How will feedback be


provided to students so that
teacher and students may
adjust the learning
process?
Summative Assessment:
How will students mastery
of the objective(s)
described in stage one be
formally assessed?

Teacher will monitor student pairs to get feedback on


the use of peer feedback
Teacher will use class discussion to monitor student
understanding and explanation of key vocabulary terms.
Summative Assessment - RAP:
Desk Check score included in weekly grade measuring
progress toward SO 1.1.A
Students will complete Kahoot Vocabulary Review
Game independently for a grade. Students will be
formally tested in Ecology class on vocabulary terms.

T.C. Williams | RAP Course 2015 - 16| Gregory | Lesson Title: RAP Class Ecology Support Lessons 2.1 and 2.2 Vocabulary Review | Date 10/16/15
TEACHING THE LESSON: FRAMING THE LEARNING
The teacher will model metacognition and
promote development of executive
function by:

The students will practice metacognition


Differentiation /Modification
and develop capacity for independent
Notes
learning by:

Preparing the Learning


Environment:

Provide visual and verbal reminders of


expectations

Students will:

How can the teacher model


desired academic behaviors, such
as organization and preparation for
class?

Prepare and check for the following materials:


Copies of Warm Up and Vocabulary handout
Student Chromebooks

How can the teacher model


effective collaboration?
How can the teacher structure the
classroom environment to
optimize student outcomes?

Framing the Learning/Warm


Up/Activator:
How will the learning be connected
to the EQ/ big ideas of the unit?

Lesson materials shared to Google Folder for RAP


and on Blackboard

Prepare for Desk Check without further


prompting:
Keep their Chromebooks CLOSED until
otherwise directed to get credit for the Desk
Check
Pick up and complete the Warm Up

Paper copies for students who are not prepared


Lesson projected on screen
Explicitly connecting RAP lessons to postsecondary goals: The warm-up activity about
community makes a connection to the unit
discussion of community and ecosystem.

Students will consider multiple points of view on


a single topic (their personality as a student).
Students will compare and contrast viewpoints.
(15-20 minutes)

Explicitly stating Student Outcomes:


How will the student outcomes be
communicated?
How will teacher(s) use an
activator to identify students
knowledge and misconceptions?
Time Frame: (5-10 minutes to
complete warm-up, 15-20 minutes
to share)

Provide a visual representation of a


complete desk check for student
reference.

SO will be also be on visual presentation and on


student handouts.
Modeling: Teacher will provide appropriate
examples for each category in the warm up.
Steps for Warm-up (5-10 minutes)
1) Students pick up warm-up and
complete it in the first few minutes of
class.
2) After the bell, make sure to read

Steps: Review expectations for sharing (Speak


loudly so everyone can hear; no talking while
others are sharing, show respect to each
perspective, etc.) Call on each student to offer
their perspective on what they enjoy about their
community. Take time to really listen and
engage with students about their thoughts work on encouraging regard for student
perspective both between teacher/student and
student/student .
Share a personal example of what I like about
my community/communities I have had in the
past.

Respect accommodations for


additional wait time by forecasting
the order in which you will call on
students. (I am going to start with ..
and go around the room this way
so that you all have an opportunity to
share)
Read aloud warm-up directions to
assist students who have difficulty
reading.

T.C. Williams | RAP Course 2015 - 16| Gregory | Lesson Title: RAP Class Ecology Support Lessons 2.1 and 2.2 Vocabulary Review | Date 10/16/15
the directions for the warm-up out loud
(some students have difficulty reading)
and provide a reminder for warm-up to be
completed and that it will be collected.
3) After announcements are
finished, discuss answers to warm-up as
a class.

Collect warm-ups for grading and put in to


grade folder on teacher cart.

TEACHING THE LESSON: PROVIDING EXPLICIT INSTRUCTION


The teacher will model metacognition and
promote development of executive
function by:

The students will practice metacognition


Differentiation /Modification
and develop capacity for independent
Notes
learning by:

T.C. Williams | RAP Course 2015 - 16| Gregory | Lesson Title: RAP Class Ecology Support Lessons 2.1 and 2.2 Vocabulary Review | Date 10/16/15
Teaching the Lesson:

Part 1 - Vocabulary Handout (20 min.)

How will teacher(s) explicitly


present information, model and
instruct students towards mastery
of the student outcomes(s)?

Teacher will ask a student to pass out vocabulary


handout papers.

How will work towards or mastery


of the objective(s) be
demonstrated?
How will evidence be gathered of
student learning?
How will capacities for executive
function and independent learning
be developed?

Teacher will direct student attention to vocabulary


definitions on screen and model how to fill in
missing blanks on definitions.

Part 2 - Working cooperatively with a partner to


decide on personal descriptions of vocabulary
and visual representations of words.

Accommodations for wait time will be


honored, students selected based on
complexity of problem or part of
problem
Students may represent work visually.
Students may choose to work with a
partner or independently on
Extending Vocabulary Activity.

Teacher will read aloud definitions and give


examples/non-examples of each (1-2 min. per
word). If time allows, ask students to give
examples/non-examples of vocabulary terms.
Part 2 - Peer discussion - extending vocabulary
understanding (15 min.)

How will misconceptions or gaps in


prior learning be addressed?

Teacher will direct students to work with a partner


or independently to fill in boxes on handout
regarding drawing a picture to describe vocabulary
word and writing their own description.

Summarizing/Anchoring the
Learning:

Explicitly connecting the lesson to the EQs,


SOs, and Post-Secondary Outcomes:

How will the learning be connected


to the Essential Questions and
Student Outcomes?

Part 1 - Listening attentively and filling in notes;


asking questions to clarify understanding;
volunteering to offer examples/nonexamples.

Teacher will use vocabulary Kahoot! Review


Game to promote student understanding of new
vocabulary and assess student understanding. (20
minutes)
Teacher will direct students to find the link to the
Kahoot Game on their Blackboard. Teacher will
lead students through the review game twice
together as a class.
Students will then complete vocabulary game once
on their own for a classroom grade.

Students will participate in Review game to gain


understanding of new vocabulary.

Student who were tardy or


unprepared for class will receive a
RAP Re-Teaching slip and report at
3:25 for reteaching of expectations for
academic behaviors and additional
independent core content practice.
Students who do not complete
vocabulary extension activity in class
will complete it for homework to turn
in the next day.