Lesson parts Motivated Collaborative Adaptive Integrity Self-aware/Self-direc Notes

& Positive ted

Mini Lesson: Students will X Students will have to X Students will be required
adapt because this is a to be self-aware by sitting
meet teacher on the carpet with new way of doing math for properly and listening to
them. the teacher.
their whiteboards and markers
● The teacher will
review and go over
vocabulary and model
how to use the area
model and partial
products to multiply
two-digit numbers

Guided Practice: X students will X Students will exercise X Students will have to X Students will use their X students will have to
have to show their collaborative skills if adapt because this is a integrity by showing the self-direct in self-starting
● The teacher will post a their they are stuck on a new way of doing math for work they did during on each problem.
motivation/opti problem by asking a them. guided practice: “For
few math problems for mism in trying classmate or teacher for
this new type of help. engagement and
students to work on math. accountability
purposes, students
the whole group using will be using a
the I do, We do, You whiteboard and
partner discussions.”
do approach.
● Students will solve
math problems using
 their whiteboards, and
the teacher will check
for understanding and
decide if more samples
are needed or if
students are ready to
move on to
independent practice.
● For engagement and
accountability
purposes, students will
be using a whiteboard
and partner
discussions.

Independent Practice:
Students will work
independently or in partners to
practice various skills and to
spiral review. Teacher will
introduce the different
rotations/activities students
will be doing. While students
X students X Students are required to X Students have to be X Students have use their X Students have to be self
have to remain collaborate in certain adaptive because when integrity skills to work on aware of their voice level
positive with stations as well as they are at their station their versaite sheet so it does not disrupt
each other collaborate with me in our they have to be honestly without copying others. They also have to
using kind small group session. independent and problem off of someone else. be disciplined in doing the
words and solvers. For example, if work needed to be done at
helping each their pencil breaks, they their station.
other out. Also, have to go grab a new one
they have to from our pencil bin. If their
stay motivated computer dies, they have
to get their to ask a friend who is not
rotations work using theirs if they can use
done. theirs, etc. We go through
all of these strategies
together at the beginning of
the school year.
are working, teachers will be X must be able to transition
quickly and quietly to
teaching small groups lessons another subject.

based on students’ needs for

differentiation purposes. The
4 rotations available for
today’s lesson are:
○ Math Facts
○ Problem set
○ Zearn
○ Versatile
*Students are to work quietly,
use inside voices to help one
another while teacher is
running small group
instruction

Closing: Students will be
prompted to clean up and
come together as a class to
reflect on what we learn today
X Might have to X have to communicate X has to be able to X Exit ticket shows if they X needs to be self-aware of
come up with with each other what they transition quickly and were practicing the skills what they accomplished
something accomplished and learned quietly and to another independently and listening and learned today.
positive like today. subjec and to a group to the lesson.
what strategy discussion.
did you like the X have to work together to
most? clean up

through either a reflection

discussion or an exit ticket
activity.
How do you know your students know they are practicing a specific social and emotional skills lesson?

Please see what I stated in the chart because those are my pieces of evidence of them practicing those social-emotional skills.
However, I do not explicitly tell them you are working on integrity today, but it could be a great idea to focus on one trait a day so they
can understand the expectations and what each one means.

Where could you be more explicit with SEL in your lesson?

I could really go over each character trait and model the expectations. As well as talk about empathy and body language and how
voice level may affect people differently, and that is why we need to work as a class family. I have done a few reflections with my
students on math centers.