Introductory Lesson Plan Summaries

Brenna, Caroline, Laura, Michaela, & Noelle

Introductory Week: Lesson Plan One

Week one: Plan #1 of 3
Plan type: Summary
Context:
Grade level: 8th
Length of lesson: 1 hour, 30 min

This lesson will be taught on the third day of class, during the introduction week with a classroom
full of new students. The goal of Day 1 is: Acknowledging Individuality and Basic Routines.
Critical Learning Objectives
SWBAT:
Cognitive (know/understand):
1. Students will know general classroom routines.
2. Students will know the names and some information about their peers and teacher.
Affective (feel/value) and/or Non-Cognitive:
3. Students will understand that each person brings unique background, experience, and
perspective to our class.
Performance (do):
4. Students will know how to listen and take notes while others are speaking.
5. Students will collaborate to write norms for Quiet-Attentive-Listening.
6. Students will be able to share their interests and preferences with their teacher
SOLs:
7.1The student will participate in and contribute to conversations, group discussions,
and oral presentations.
a) Communicate ideas and information orally in an organized and succinct manner.
b) Ask probing questions to seek elaboration and clarification of ideas.
CCSs:
CCSS.ELA-Literacy.SL.8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and
expressing their own clearly.
Methods of Assessment:
Diagnostic:
Interest inventories will serve as the main formal (meaning collected formally, but it will be
ungraded) diagnostic assessment. This will give the teacher an idea about how students
are entering the class in terms of what they like, what their preferred learning

Introductory Lesson Plan Summaries

Brenna, Caroline, Laura, Michaela, & Noelle

environments are, a little bit about who they are, and finally, how they are approaching
this year in the English classroom.
The teacher will also listen to the students and observe and take notes on their listening
skills.

Formative:
When going over classroom routines, the teacher will pause after explaining each routine.
At this time, students will take 20-30 seconds to explain this routine and its significance to
a partner. The teacher will circulate and listen to students explanations, specifically
looking to see if students are explaining the routines accurately. The teacher will re-explain
if necessary. [Informal Formative Assessment, K1]

During Quiet-Attentive-Listening students will write ideas on sticky notes and place them
on a large t-chart. The teacher will read the sticky notes as students bring them up and
plan to fill in gaps when going over the lists as a whole class. After this class period, the
teacher will write the Q-A-L norms onto the chart to display in the classroom. Students will
reference these norms throughout the year. The teacher will collect student Partner Grids
to review notes taken during partner discussions. The teacher will informally assess
students listening skills by taking note of the looks like and feels like descriptors they
come up with. The teacher will collect student sticky notes to get a handle on students
understandings of how to listen attentively and quietly. [Formal Formative Assessment,
D1-2]

The teacher will explain why we are doing icebreaker activities (i.e. to get to know each
other in our classroom). While students play Train Wreck and later complete Partner Grids,
the teacher will assess how the students are relating to each other by listening to and
observing student interactions. The teacher will collect Partner Grids to review what
students learned about each other and how much they noted about one another in their
grids. Students will also complete an Interest Inventory for the teacher to review. [Formal
& Informal Formative Assessment, K2, A1]

Summative:
Materials Needed:
Partner Grid Worksheet
Interest Inventories
Post-It Notes
Post-It Paper
Composition Books
Procedures/Instructional Strategies
Beginning Room Arrangement: The class is currently set up in a large circle.
[Changes in this arrangement that become necessary later will be noted in the plan]
Welcome:
The teacher will greet students at the door as they come into class. Chairs/desks will be arranged
in a large circle in preparation for Train Wreck. Students can choose their own seats in the circle.
The teacher will greet students at the door as they come into class, instructing them to choose a
seat and to place their belongings under their chairs. (5 minutes)

Bridge/Hook/Opening to Lesson:

Introductory Lesson Plan Summaries

Brenna, Caroline, Laura, Michaela, & Noelle

Step 2: Train Wreck (10 minutes)

The teacher will explain how the game will work. Everyone will start near their respective spots in
the circle while the teacher stands in the center of the circle. The teacher will start by saying her
name and sharing something about herself. She will frame it using the phrase switch if The
teacher will explain that things shared can be likes, dislikes, fun facts, experiences, etc. For
example, the teacher could say, Hi, my name is Ms. Pugh. Switch if you love going to the
beach. After the teacher says this, everyone who loves going to the beach has to find a new
seat, including the teacher. This means that a new person, a student now, will end in the middle.
Then, the student will say his/her name and share a fact about him/herself using the phrase
switch if Everyone who shares this like/dislike/fun fact/experience will find a new seat. The
game continues until the teacher calls time. This game will allow students share about
themselves to the whole class while discovering what they have in common with other students.
Main Lesson:

Step 3: Go Over Basic Classroom Routines (10 minutes)

The teacher will explain that these routines will help the classroom run smoothly. The teacher will
explain the following routines:
Silent Hand Raise (4 minutes) Whenever the teacher needs to have the class attention, the
teacher will raise her hand. When students notice that the teachers hand is raised, they are
quiet and also raise their hands to help other students know that it is time to be quiet and pay
attention. The teacher will challenge students to get quiet as fast as they can. Students will
practice by chatting and watching for the teacher to raise her hand.
Do Now (3 minutes) When students come into class a Do-Now will be posted at the front of the
classroom. This will tell students what they should be doing at the start of class and where they
can find needed materials. The teacher will explain this procedure. After explanation, students
will turn to a partner and explain how the Do-Now will work each class period. The teacher will
listen in and re-explain if necessary. The Do Now for today will be: Take a seat and place your

belongings under your chair

Composition Books (3 minutes) Throughout the year, students will complete classwork and note
taking in their composition notebooks. Periodically, the teacher will collect composition books to
grade. Students are responsible for making sure they keep up with assignments, even when
absent, and they will store their composition books in a file cabinet in the classroom. After the
teacher explains this procedure, students will turn to a DIFFERENT partner and explain how
composition books will work. The teacher will listen in and re-explain if necessary. Students
should have come to class already having purchased a composition book.
Step 4: Quiet-Attentive-Listening (20 minutes)
From the circle set-up, the teacher will instruct students to stay in a circle shape, but to push two
desks slightly closer so they can work with a partner for this activity. While explaining, the
teacher will distribute Sticky Notes to each pair, two different colors. The teacher will direct
students attention to a large t-chart posted on the board. One side says, Looks like and the
other says, Sounds Like. The teacher will ask students what teachers and students would be
doing if they were listening carefully to someone during a discussion. On one color, students will
write what this would look like. On the other color, they will write what this would sound like.

Introductory Lesson Plan Summaries

Brenna, Caroline, Laura, Michaela, & Noelle

As they finish, they will bring their Sticky Notes up to the chart and place them on the
appropriate side. The teacher will lead the class in a short discussion to go over the sticky notes.
After class, the teacher will write the norms onto the chart and keep it posted in the classroom
for students to reference throughout the year. If there are any norms the teacher had in mind
that the students did not brainstorm, the teacher will suggest these.

Step 5 & 6: 2 Truths & 1 Lie with Partner Grid

The teacher will come to class with 2 truths and 1 lie about likes/dislikes/fun facts/experiences.
She will project these on the board. The teacher will explain that students will create their own 2
Truths & 1 Lie after trying to identify the teachers truths and lie. Students will turn to 3-4
people near them and will work together to identify which statements are true and which one is
false. Groups will have 2 minutes to decide. Each group will share their thoughts before the
teacher dramatically reveals the answer. After revealing, the teacher will briefly share any
appropriate or necessary stories to explain the examples. (5-7 minutes)
The teacher will instruct students to create their own 2 Truths & 1 Lie. The teacher will put a
timer on the board for students to reference. (5 minutes)
While students are working, the teacher will distribute Partner Grids and explain how to use
them. For the next part of the activity, students will use their 2 Truths & 1 Lie to complete
Partner Grids. The teacher will remind students to refer to the Quiet-Attentive-Listening charts as
they are talking to each other. Students will find a partner and decide who will be Partner A and
Partner B. They will exchange 2 Truths & 1 Lie, but Partner A will guess first. After Partner A
guesses, Partner B will share the answer and explain one of the statements. As Partner B is
sharing, Partner A will take notes and write down a follow-up question. Partner A will ask Partner
B the follow-up question and write down the answer. Students will switch roles. Students will be
in the same pair for 2-3 minutes. They will switch partners TWO times and follow the same
procedures. The teacher will collect the students 2 Truths & 1 Lie to use in future class periods.
(10 minutes)
Step 7 & 8: Interest Inventory & Wrap Up
The teacher will distribute Interest Inventories and give students until the end of class to work on
them. Even if unfinished, the teacher will collect these at the end of class. Dismiss the class. (1015 minutes)
Closure:
Step 5: Wrap Up and Q&A
The teacher will summarize everything discussed during the first day of class. She will allow time
for students to ask questions about the work done this week to build community and safe
learning space. (5-10 minutes)

Introductory Lesson Plan Summaries

Brenna, Caroline, Laura, Michaela, & Noelle

Introductory Week: Lesson Plan Two

Week one: Plan #2 of 3

Context:
Grade level: 8
Length of lesson: 1 hour, 30 min
This lesson will be taught on the second day of class, during the introduction week with a
classroom full of new students. The goal of Day 2 is: Creating a Respectful Environment for
Classroom Work.
Objectives:
SWBAT:
Cognitive (know/understand):
1. Students will know what to do while they are waiting for peers to finish their class work.
2. Students will know typical desk arrangements for the classroom and the importance of working
together.
Affective (feel/value) and/or Non-Cognitive:
3. Students will understand that building a classroom environment suitable for learning
means the students and teacher share information about experiences, strengths,
weakness, and interests.
Performance (do):
4. Students will be able to act out classroom routines (such as desk arrangement).
5. Students will be able to sit patiently and quietly in class.
SOLs:
8.1 The student will use interviewing techniques to gain information.
a) Prepare and ask relevant questions for the interview.
) Compile and report responses.
CCSs:
CCSS.ELA-Literacy.SL.8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and
expressing their own clearly.
Assessments:
Diagnostic:
Interest Inventory. The teacher will use this information to make curriculum instructions,
group pairings and other activities throughout the year [Formal Diagnostic Assessment].
Formative:
Students will play the Desk Arrangement game to practice typical room settings. The
teacher will observe how students approach the task and time how quickly students
complete each arrangement. If students struggle to efficiently rearrange the room, the
teacher will provide pointers to approach the task differently. [Informal Formative
Assessment, K2, D1]

Introductory Lesson Plan Summaries

Brenna, Caroline, Laura, Michaela, & Noelle

Students will complete the Silent-Patient-Waiting activity. Similar to Quiet-AttentiveListening, the teacher will facilitate student responses and create a classroom list of SilentPatient-Waiting norms that will be posted in the classroom for students to reference
throughout the year. [Formal Formative Assessment, K1, D2]
The teacher will explain why we are continuing some icebreaker activities (i.e. to get to
know each other in our classroom). While students complete Partner Grids and later share
their Owners Manuals, the teacher will assess how the students are relating to each other
by listening to and observing student interactions. The teacher will collect Partner Grids to
review what students learned about each other and how much they noted about one
another in their grids. The teacher will also review Owners Manuals to collect more
information about students individually. [Formal & Informal Formative Assessment, U1]

Summative:
On the third day, students will write and perform skits about classroom procedures for
Quiet-Attentive-Listening, Silent-Patient-Waiting, Home Court, and Daily Classroom
Routines. Students will be split into four groups and assigned one of the previously listed
procedures. Their task will be to write and perform a 2-3 minute skit about their assigned
classroom procedure. The students will choose to make the content of their skit an
example or non-example of the assigned procedure. The students will be asked to be
dramatic, emphasizing the example or non-example in a fun, memorable way. The teacher
will take notes during each skit and assess how well each group understands the
classroom procedure they perform. To assess individual students understanding of ALL
classroom procedures, the teacher will have students fill out a graphic organizer consisting
of four boxes. Each box will be assigned one of the four assigned classroom procedures
(Quiet-Attentive-Listening, Silent-Patient-Waiting, Home Court, and Daily Classroom
Routines). Students will fill out 3 of the 4 boxes while they watch other groups perform. At
the end of the skits, students will individually fill in the box corresponding to the procedure
their skit was based on. Students will be responsible for using the box to record both the
main idea(s) of each classroom procedure and evidence for how to exemplify or not
exemplify that procedure (based on the student skits). Students will also draw a symbol or
picture representing the main idea identified in each skit. This will allow the teacher to
assess the students on each of these critical classroom norm activities, helping ensure all
students understand how the classroom will function throughout the year.
Materials Needed:
Interest Inventory for each student
Composition Notebooks for each student
Partner Grid Sheet for each student
Procedures/Instructional Strategies
Beginning Room Arrangement: The class is currently set up in 4 pods of 5 desks
[Changes in this arrangement that become necessary later will be noted in the plan]
Welcome:
Step 1: Welcome the class (5 minutes)
The teacher will greet students at the door and remind them to check the board for their Do-Now.
Before the start of class, the teacher will post instructions for students to finish their Interest
Inventories if they havent. Students will also pick up a blank Partner Grid. At the front of the
class, on a desk, there will be 3 baskets: 1 for Interest Inventories, 1 for blank, half-sheet Partner
Grids, 1 for 2 Truths & 1 Lie from the previous class. The teacher will briefly explain that when
the Do-Now indicates there are materials to pick up, they will typically be at the front of the room

Introductory Lesson Plan Summaries

Brenna, Caroline, Laura, Michaela, & Noelle

in baskets. The Do-Now will always have explicit instructions about materials too.

Bridge/Hook/Opening to Lesson:
Step 2: Finish Interest Inventories
After students have picked up their materials and found a seat, they will work on their Interest
Inventories, returning them to the same basket once complete. (5 minutes)
Step 3: 2 Truths & 1 Lie Partner Grid Warm-Up
This will operate exactly the same as the previous class, but students will find 2 NEW partners.
Students will use their 2 Truths & 1 Lie to complete Partner Grids. Students will find a partner
and decide who will be Partner A and Partner B. They will exchange 2 Truths & 1 Lie, but
Partner A will guess first. After Partner A guesses, Partner B will share the answer and explain one
of the statements. As Partner B is sharing, Partner A will take notes and write down a follow-up
question. Partner A will ask Partner B the follow-up question and write down the answer. Students
will switch roles. Students will be in the same pair for 2-3 minutes. They will switch partners ONE
additional time and follow the same procedures. The teacher will collect the students 2 Truths &
1 Lie to use in future class periods. (8-10 minutes)
Main Lesson:

Step 4: Desk Arrangement Game

The teacher will ask students to notice that the desks are in a different arrangement (groups)
than they were on the first day (circle). She will explain that there 4 main room arrangements
that they will use in this class (circle, group, partner, single facing front). She will explain that
sometimes they will need to adjust the arrangement for activities during class or if the teacher is
not always able to rearrange the room before the start of class. During this game, the teacher
will project a 2D image representing the classroom and showing an example of the needed room
arrangement. She will start by showing the example of the group arrangement. Then, when
she shows the next arrangement, students will work together to rearrange the room as quickly as
they can. The teacher will time them. The arrangements will go in the following order:
Circle
Single Facing Front
Partner
They will end with partner in preparation for the next activity. They will end with desks in pairs.
(15 minutes)
Step 4: Silent-Patient-Waiting
Students will work with a partner to brainstorm what students should be doing when they are
finished with a given assignment. The teacher will make it clear that this list should reflect what
students are doing when they finish both independent OR group work in the class. The students
will use a scrap sheet of paper to write down their ideas. The teacher will have another large
paper posted on the board (like the t-chart from Quiet-Attentive-Listening the previous day). After
students have finished brainstorming, they will share out their ideas. The teacher will make a
master list on the board. She will keep this list posted next to the Quiet-Attentive-Listening chart
for students to reference throughout the year. (10 minutes)
Step 5: Assign Owners Manual
Students will use the first several pages in their composition books to create an Owners
Manual about themselves. They will need to include:

Introductory Lesson Plan Summaries

Brenna, Caroline, Laura, Michaela, & Noelle

A description of the product and its intended use

Instructions on how to assemble it
A diagram of what it looks like in action
Instructions on how to operate and maintain it
How to know when its not working properly
What steps to take to fix it
The teacher will provide students with a personal example of this assignment. This will help
students begin to brainstorm ways that they can approach this project. The teacher will also
provide coloring utensils so that students can color in any pictures they might draw. Students will
complete this activity in class only so that composition notebooks will not leave the classroom.
The teacher will remind the students to refer to the Silent-Patient-Waiting list should they finish
the assignment early. (5 minutes to explain, 25-30 to work)
Step 6: Owners Manual Sharing
Students will get with a partner and briefly share their work on the Owners Manual. The teacher
will instruct students to share 2 or 3 sections students are particularly proud of or excited about.
(5 minutes)
Step 7: Closure
The students will stack their composition notes in the center of their desks. The teacher will
collect composition notebooks. The students will practice Silent-Patient-Waiting by waiting
patiently for the bell to end. (5 minutes)

Introductory Lesson Plan Summaries

Brenna, Caroline, Laura, Michaela, & Noelle

Introductory Week: Lesson Plan Three

Week one: Plan #3 of 3
Plan type: Summary
Context:

Grade level: 8th

Length of lesson: 1 hour, 30 min
This lesson will be taught on the third day of class, during the introduction week with a classroom
full of new students. The goal of Day 3 is: Establishing Norms and Safe Learning Space.
Critical Learning Objectives:
SWBAT:
Cognitive (know/understand):
1. Students will know ways that their peers operate in the classroom including daily
classroom routines and expectations, and behavioral norms.
Affective (feel/value) and/or Non-Cognitive:
2. Students will understand that we can find common ground in spite of our differences.
3. Students will understand the importance of working collaboratively and efficiently with
peers.
4. Students will understand that they are part of a team in the classroom and that their
actions and words have an impact on those around them.
Performance (do):
5. Students will perform skits to illustrate their knowledge of classroom values of community,
norms, and procedures through a summative assessment.
SOLs:
7.1 The student will participate in and contribute to conversations, group
discussions, and oral presentations.
CCSs:
CCSS.ELA-LITERACY.SL.8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and
expressing their own clearly.
Methods of Assessment:
Diagnostic: N/A
Formative:
On the first day, students played Train Wreck to learn about each other individually, but
today they will begin seeing things they have in common. During the Common Threads
game, students will again share individual facts, but before they share, they will have to
connect it to something the previous peer shared. This requires students to think of ways
they are connected to their peers while using the web as a visual representation. The
teacher will observe the students as they play Common Threads, assessing the frequency
and depth of student connections of similarities. [Informal Formative Assessment, K1]

Introductory Lesson Plan Summaries

Brenna, Caroline, Laura, Michaela, & Noelle

The Home Court activity will emphasize the importance of collaboration and trust in the
classroom. Students will work together and self-reflect on ways to make this happen. The
teacher will observe and participate in conversations, informally assessing for students
understanding of collaboration, teamwork, and how their words and actions impact the
class. The teacher will collect writing prompts and review students self-reflection.
[Informal & Formal Formative Assessment, A1-3]

Summative:
On the third day, students will write and perform skits about classroom procedures for
Quiet-Attentive-Listening, Silent-Patient-Waiting, Home Court, and Daily Classroom
Routines. Students will be split into four groups and assigned one of the previously listed
procedures. Their task will be to write and perform a 2-3 minute skit about their assigned
classroom procedure. The students will choose to make the content of their skit an
example or non-example of the assigned procedure. The students will be asked to be
dramatic, emphasizing the example or non-example in a fun, memorable way. The teacher
will take notes during each skit and assess how well each group understands the
classroom procedure they perform. To assess individual students understanding of ALL
classroom procedures, the teacher will have students fill out a graphic organizer consisting
of four boxes. Each box will be assigned one of the four assigned classroom procedures
(Quiet-Attentive-Listening, Silent-Patient-Waiting, Home Court, and Daily Classroom
Routines). Students will fill out 3 of the 4 boxes while they watch other groups perform. At
the end of the skits, students will individually fill in the box corresponding to the procedure
their skit was based on. Students will be responsible for using the box to record both the
main idea(s) of each classroom procedure and evidence for how to exemplify or not
exemplify that procedure (based on the student skits). Students will also draw a symbol or
picture representing the main idea identified in each skit. This will allow the teacher to
assess the students on each of these critical classroom norm activities, helping ensure all
students understand how the classroom will function throughout the year. [D1]
Materials Needed:
Ball of twine or string
Notecards for each student
Scrap Paper
Students Composition Notebooks
The Silent-Patient-Waiting chart (displayed)
Summative Assessment Rubrics
Procedures/Instructional Strategies
Beginning Room Arrangement: The room is currently arranged in a circle.
[Changes in this arrangement that become necessary later will be noted in the plan]
Welcome:
Step 1: Welcome
The teacher will greet students at the door and remind them to check the board for their Do-Now.
Students will take a notecard from the bin by the door. Before the start of class, the teacher will
write these two questions on the board with the instructions for students to write on their
notecard.
What is something you remember about your partner (any of them so far) from 2 Truths and Lie?
Your favorite part of your Owners Manual and why you love it so much.

Think-pair-share their entrance cards. (5 mins.)

Introductory Lesson Plan Summaries

Brenna, Caroline, Laura, Michaela, & Noelle

Main Lesson:

A.

B.

C.

D.

E.

F.
G.

Step 2: Home Court (40-45 mins.)

This activity is multifaceted, but a critical part of developing classroom norms. Each step will
serve as a subheading under this step of the overall lesson.
Introduction The teacher will refer to the previous days Owners Manual activity referenced in
the entrance card. In this activity, students looked really hard at themselves and how they work,
and this activity has them bring those qualities into a team mindset. The teacher will start by
introducing the overall activity, home court. The teacher begins by telling students that
statistically teams win more games at home than when they are away. This fact is consistent
across sports and also between amateur and professional players. To celebrate different
students interests, the teacher will remind students that there are many ways of thinking about
a team that arent just about sports--like dance teams, debate teams, and families. (2-3
minutes)
Partner Brainstorm The teacher will ask students to turn to a partner and brainstorm on scrap
paper. They will answer the question: Why do you think teams perform better when they play at
home? The teacher will emphasize that brainstorming means quantity over quality; they should
write everything down. (5 minutes)
Partner Prioritize After a couple of minutes, students will work with the same partner to
prioritize the list according to how much they believe each reason actually affects a team;
number one makes the most difference, and so on. This time, they will write their prioritized lists
in the next clean page of their composition notebooks. (2-3 minutes)
Share Out/Norms The teacher will remind students to reference the Quiet-Attentive-Listening
chart during share out. Then, pairs take turns reading an idea to the class following these
instructions: When it is your turn, read your number one idea. If that has already been
mentioned, read your number two, etc. If all of yours have been taken, go back to your number
one and read that. As you listen, check off the ones that are mentioned and add the new ones to
your own list in your composition notebook. Students will typically choose fan support and
comfort with their playing field as the top two reasons. After sharing out, the teacher will open up
class discussion to briefly talk about why these things improve performance playing at home.
(10 mins.)
Writing Prompt Students will independently respond to the prompt: How do fan support and a
comfortable playing field relate to the academic success of the people in this room? How can we
create a home court advantage here? The teacher will remind students to reference the SilentPatient-Waiting list as they finish up their writing, but she will encourage them to write as much
as they can in the time they have. (5-10 minutes)
Partner Share Students will turn to a different partner to share what they wrote during the
writing prompt. The teacher will observe and join these conversations. (5 mins.)
Whole class reflection- To really connect this activity with Objective A, the teacher will ask
students, How do you think this activity was important? Why? She will then facilitate this
discussion about how important common ground, collaboration, and teamwork are in our
classroom, identifying and clarifying any misconceptions (5 mins.)
Step 3: Common Threads
The teacher will need a ball of twine or string for this game. The teacher will start with the string.
She will share one small fact about her life or a personal interest. Students will think of a way to

Introductory Lesson Plan Summaries

Brenna, Caroline, Laura, Michaela, & Noelle

connect to what the teacher shares. Students will raise their hand when they have thought of a
connection. The teacher will choose a student and toss the string while holding on to the end of
the string. Then, the student with the string will share a small fact or personal interest. Other
students will think of a way to connect and raise their hands. The student will choose another
student, preference given to students who have not had the string yet, and pass the ball of string
while still holding on to part of it. The object is to have all students share something, creating a
web that shows we are all connected through each other. (10-15 minutes)
Step 4: Skits as a summative assessment: (20-25 mins.)
Students will, as groups of three or four, complete skits acting out the daily routine under the
guidance of the teacher, asking questions to the groups. The teacher will take notes on a rubric
for each group (see Assessments: Summative Section above for details).
Closure:
Step 6: Wrap Up and Q&A
The teacher will allow time for students to ask questions and reflect as a large group about the
work done this week to build community and safe learning space. (5 minutes)