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Begin with the End in Mind

All Successful Engagement is based on these 3 Rules:

• Respect:

• Relationship: • Hope:

– You show respect first, BEFORE they give it to you. You cannot DEMAND respect, but you can earn it. – Show you care about them, first, BEFORE they’ll care about you. – You must never, ever, give up on them; they’ll sense it and give up on you too. (Jensen, E.)

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Notes:   Time Schedule 8:30-­‐8:45 8:45-­‐9:35 9:40-­‐9:55 9:55-­‐10:40 10:45-­‐11:30 11:30-­‐11:55 12:00-­‐12:20 12:25-­‐1:15 1:15 – 1:45 1:45-­‐2:05 2:10-­‐2:40 2:45-­‐3:00 3:00-­‐3:30 Morning  Message Math Warm-­‐Ups Special Class   Finish/Grade Morning  Work Reading Daily Minutes: Math: 60 Language Arts: 150 Science: 30 Social Studies: 30 Total: 270 minutes Writer’s  Workshop Lunch Recess Math Science Recess SSR Spelling Social Studies       .

Planning Template Learning Goal: Know Goals: Understand Goals: Do Goals: Pre-assessment Strategy: Students who know a lot: Students who know some: Students who have a lot to learn: Lesson Ideas: Formative Assessment Idea: Formative Assessment Idea: Adjusted Lesson Ideas Based on Formative Assessment Data: Anchor Activities for Enrichment: Summative Assessment Idea: Descriptive Feedback: Guide students to find what they’re doing well and what they need to work on. .

  Assessment Menu Pre-Assessment Ideas (Ungraded) Multiple-Choice Questions Student Response System (Clickers) Constructed Response or Essay Questions K-W-L Chart (K and W Sections) Every-Pupil Response • Fist-to-Five • Whiteboard Response Anticipation Guide Nonverbal Cues Word Splash Entrance Slip Four Corners Formative Assessment Ideas (Ungraded) Multiple-Choice Questions Student Response System (Clickers) Constructed Response or Essay Questions K-W-L Chart (K and W Sections) Every-Pupil Response • Fist-to-Five • Whiteboard Response Anticipation Guide Nonverbal Cues Word Splash Exit Slip Four Corners Muddiest Point Lesson Summary Lesson Summary Word Splash Visual Display Exit Slip Think-Tac-Toe Anticipation Guide Summative Assessment Ideas (Graded) Multiple-Choice Questions Student Response System (Clickers) Constructed Response or Essay Questions K-W-L Chart (L Section)     .

Lawrence   8. Lindsey   20. Renee   7. demonstrates partial understanding of information taught. Phyllis   5. Monica   6. Enrique   10. Bernica   13.   .Quick  Check   Skill:    Cause and Effect   9-­‐2   Name   10-­‐27   Date   8-­‐15   8-­‐16   8-­‐19   9-­‐15   10-­‐4                                                                     4   3+   3+   4   4   3+   4       3+   4   3+   3   2+   3   3         3-­‐   3   3   3   3   3+   3+         4   4   4   4   4   4   4         4   4   4   4   4   4   4           2-­‐   2   2   2   2   2+   3         3   3   3   3   3   3   3         3   3   3   3   3   3   3         4   4   4   4   4   4   4         2   1   1   1   1   2   2+         4   4   4   3   3   4   4       3   3   3   3   4   4   4         3   3   3   3   4   4   4         3   3   3   3   3   3   4       2   2   2   2   2   1+   1+         1+   2   2   2   3   3   3         2   2   2   2   3   3   3       3   3   3   3   3   4   4         3   3   3   3   3   3   3         4   4   4   4   4   4   4       4   4   4   4   4   4   4       1   1   1   2   2   2   2       1   1+   1+   1+   2   2   2+       4   4   4   4   4   4   4       4  =  Advanced                    3=  Proficient                    2=Basic                    1=Below  Basic   1. Below Basic (1) With assistance. Frankie   12. Juanita   4. Johnna   9. Dimas   23. Billy   3. Jonathan   2. information taught. Phillip   11. d   Lao   22. Timothy   19. Hailey                                                                                                                                                                                                                                                                                                     Advanced (4) Demonstrates indepth understanding and application beyond information that was taught. Frances   18. Ferdinan 21. Liam   14. Jackson   24. Grant   15. Shirley   16.     Generic Scoring Guide Proficient (3) Basic (2) Demonstrates Demonstrates understanding and partial application of understanding of information taught. Nicolas   17.

(2008)   Notes: .Good class rituals are thoughtful. short. E. clap •Turn to your partner and say. “Let’s have a great day!” Jensen. good job. •100% Dependable •Simple •Engage EVERYONE •End in a positive state •Solve a recurring problem Examples of Rituals: •Clap. whoosh! •Come to the carpet song •Visitor: Time to stretch •Good job. clap. prearranged events. clap.

(2007). VA • Marzano. Inc. Boston.pppst.. Alexandria. Frey. Second Edition. Kagan Cooperative Learning.. R.com and/or www. The Teacher’s Guide to Big Blocks. Teach Like a Techie: 20 Tools for Reaching the Digital Generation. (2010). NH: Crystal Springs Books. Green Light Classrooms: Teaching Techniques that Accelerate Learning. • Kagan. VA: Association for Supervision and Curriculum Development. (2011). Kagan. • Fisher. D.. • Hollas. D. CA: John Wiley & Sons. • Allen. A. Enriching the Brain: How to Maximize Every Learner’s Potential. Corwin Press. Boston.. R. MA: Pearson Education. San Clemente. Boston. L. CA: Kagan Publishing. Responding to the Needs of All Learners. VA: Association for Supervision and Curriculum Development. Peterborough. R. • Allington. (2000). • Jensen. • Arens. J. (2006). R. What Really Matters for Struggling Readers: Designing Research-Based Programs. (2006). Danvers. (2005). • Clip Art: www. K.toonaday. Checking for Understanding: Formative Assessment Techniques for Your Classroom. Hall. MA: Pearson Education. Inc. P. (2001). S. Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement.J. Differentiating Instruction in a Whole-Group Setting. (2012).J. MA: Association for Supervision and Curriculum Development. • Marzano. NC: Carson-Dellosa Publishing • Dorn. Cunningham.. Cunningham. D. NH: Crystal Springs Books.com . (1999). Interventions That Work: A Comprehensive Intervention Model for Preventing Reading Failure in Grades K-3. B. Alexandria.References and Research-Based Citations • Allen. P. Inc. ASCD. Peterborough.. • Tomlinson. Hall. C. E. NC: Carson-Dellosa Publishing. Soffos. The Differentiated Classroom. MA: Pearson Education. • Marzano. (2006). (2009). San Francisco. Greensboro. M. L. Guided Reading the Four-Blocks® Way. N. Classroom and Assessment and Grading that Work. ASCD.. R. Alexandria. R. The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. (2005). C. • Elliott. • Cunningham. (2008).. High-Impact Teaching Strategies for the ‘XYZ’ Era of Education. (2007). Loman. Greensboro.