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Creating a lesson need correction: I am out of time Please write out your standard in full. Locate the verb(s) in your standard. Examples of

verbs are: locate, name, discuss, identity, etc.

__X__Objective/I Can Statement

Use the identical verb that is in your standard. Display this verb visually for students.

Your objective is a little vague. The verb “understand” is not measurable.

Here is an example of a clearly stated objective and I Can Statement:

After observing and engaging in group discussion regarding the roles of citizens in the

GRIC Constitution, the FACE students will list the roles on a sheet of butcher paper in

groups of 2.

“I Can list the roles on a sheet of butcher paper in groups of 2”.

_____ Lesson Vocabulary (English word, O’Otham word, full definition)

Please cite the vocabulary words that are applicable for this lesson only.

_____ Essential Question

Please include an essential question. See our PowerPoint for more info. Or you can

certainly, reach out to us. Also add a focus question which is a subject driven

question. An example is, “Why is important for us to review the GRIC Constitution

and By-Laws as citizens within this community?”

_____ Lesson Introduction & Engagement Activity Essential question, lesson objective(s)

and “I Can Statement”.

The lesson introduction is simply stating the essential question, focus questions and

I-Can Statement alongside having them engaged in a short discussion of both of

these questions. Remember that you have not taught any content yet so this is just an opener. What you have stated in this section is much more than they can accomplish because you have not yet equipped them to do so. We appreciate your excitement to get them immersed in content but that happens in the Learn Section.

_____ Student Self-Reported Grades

Create a “Student Self-Reported Grades” activity such as a KW-L Chart. This

will be implemented in the next section which is the Launch Section (below).

_____ Launch Revisit Obj/I can statement, focus questions, Notice & Wonder, SSRG—they

set expectations for performance, Setting students up for an exciting lesson.

Add:

Please follow the description exactly as stated on the format above.

Include Notice & Wonder Chart and verbally reiterate Focus Questions to students.

Design another “Student Self-Reported Grades” mechanism. We suggest that you

create a way for students to set and predict their own performance

expectations in accomplishing this objective. Again . . . love your content selection!

_____ Learn Review obj/I can statement. State roles of teacher and students. Check for

understanding, Cognitive Task Analysis, Begin Deeper Dive connections.

Add:

GREAT JOB in following the description exactly as stated in the above “Learn Section”.

Just a few comments to assist:

In the Cognitive Task Analysis that you have written in the Learn Section…have them (1) pull out all of the key concepts in that article , (2) select and define words that are unfamiliar and define them on a poster board. Then they can share out with a partner or in a group. Note: the vocabulary goes in Cognitive Task Analysis section.

Regarding your Deep Dive . . . have them relate the content in the article (in the constitution) that you selected, to the GRIC Constitution.

Within the Deep Dive . . . your instruction to have students create a chart needs to reflect

the specific article and then tell them what you mean by “relevant info” in regards to?

Student Inquiry—Suggest that students create questions in groups of 3 to ask the “GRIC Constitution”. This is inquiry that will be higher level and allow them to work alongside one another.

Skills: Research Writing, English Grammar, English (US), English Spelling, Research

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