Standard(s) and Benchmarks Addressed in TODAY’S _______ Minute Lesson:

(Related to) UNIT TITLE OR TOPIC: DISCIPLINE & GRADE LEVEL/S: Unit TIME FRAME:

Content Objective (WHAT?)—based on standards/essential learnings:

Content Language Objective (HOW?)—involves 4 language domains: reading-writing-speaking-listening:

Essential Questions (interesting and relevant to students): Assessment (circles back to content objective): Informal—Observation:

Level of Difficulty Learning Activities: (teacher will…student will…) Whole group? Small Group? Individual?
Level 4:
Knowledge Utilization:
4. Investigating
3. Experimenting
2. Problem solving
1. Decision making

Level 3 Analysis:
5. Specifying
4. Generalizing
3. Analyzing Errors
2. Classifying
1. Matching

L 2-Comprehension:
2. Symbolizing
1. Integrating

Level 1-Retrieval:
3. Executing
2. Recalling
1. Recognizing
 Teacher Reflection Questions:

1. How effective was this lesson?

2. To what extent were students engaged and what strategies proved most effective?

3. How did the activities help students understand the essential question/s?

4. What challenges did you encounter?

5. What changes might you make to this lesson to make it more effective, challenging, or engaging?

Other notes…
Standard(s) and Benchmarks Addressed in TODAY’S 90 Minute Lesson:
1: WLS: a, b, 2:WL4: b,c, 3:WL15:a,c,
(Related to) UNIT TITLE OR TOPIC: DISCIPLINE & GRADE LEVEL/S: Unit TIME FRAME:
Success Strategies Unit LA or Advisory - Grades 9-12 9 weeks- 60 minute class periods
Content Objective (WHAT?)—based on standards/essential learnings:
Students will independently recognize & edit correct use of commas, periods, apostrophes, and capitalization
Students will examine the three stages of habit forming
Students will recognize their counter-productive patterns of behavior and identify strategies to form new habits

Content Language Objective (HOW?)—involves 4 language domains: reading-writing-speaking-listening:

Students will orally identify missing punctuation (speaking & listening)
Students will watch/listen to video: “The Habit Loop” (listening)
Students will read article on forming and breaking bad habits: “How Habits Work” (reading)
Students will reflect on bad habits and write strategies to replace unhealthy habits with healthy ones (writing)
Students will think-pair-share to discuss how habits are formed & replaced (speaking & listening)

Essential Questions (interesting and relevant to students): Assessment (circles back to content objective): Informal—Observation:
How are habits formed, and how can bad habits be replaced with healthy Did students engage with activities/texts/conversations?
ones? Can students identify the 3 components of the “habit loop”, correlate t
their own unhealthy habits, and create new patterns of behavior?)

Level of Difficulty Learning Activities: (teacher will…student will…) Whole group? Small Group? Individual?
Level 4:  Birdseed: Teacher will lead whole-group discussion on inspiration quote: “We are what we repeatedly do; excellence, then, is not an act but a habit.” ~ Aristot
Knowledge Utilization:
 Students will lead daily whole group DOL exercise on whiteboard, recalling correct grammar/mechanics rules (student led--teacher guided)
4. Investigating
3. Experimenting  Teacher will connect lesson to theme of unit & frontload daily lesson, explaining that our habits are directly connected to happiness and succe
2. Problem solving  Teacher will direct students to take notes while watching “The Habit Loop” video-specifically noting definition of cue, routine, reward, and
1. Decision making keystone habit
Level 3 Analysis:
5. Specifying
 Students will watch video to analyze how habits are formed and replaced by new habits, noting 4 keywords & definitions
4. Generalizing  Students will think-pair-share their definitions of cue, routine, reward, and keystone habit
3. Analyzing Errors  Teacher will read aloud first half of article “How Habits Work” by Charles Duhigg/ Students will independently read second half
2. Classifying  Teacher will hand out and review writing assignment: Identifying your “habit loop”
1. Matching
L 2-Comprehension:
 Teacher will provide an example/exemplar of completed assignment
2. Symbolizing  Students will independently reflect on one habit they would most like to change & write response to prompt identifying cue, routine, & reward
1. Integrating related to that habit
Level 1-Retrieval:  Students will problem solve/specify how to replace cue, routine, & reward for bad habit to establish healthier behaviors/new habit
3. Executing
2. Recalling
1. Recognizing
 Teacher Reflection Questions:

6. How effective was this lesson?

7. To what extent were students engaged and what strategies proved most effective?

8. How did the activities help students understand the essential question/s?

9. What challenges did you encounter?

10. What changes might you make to this lesson to make it more effective, challenging, or engaging?