Teacher(s):​ Ms.

Dawson Standard(s):
Date(s)​: 08.21 thru 08.25 [CULTURE WEEK: NO EXPLICIT STANDARDS
TAUGHT]
● Behavior Norms & Agenda
● Student Icebreakers
● Persisting/Metacognition Videos
● Checklist Introduction

Essential Question (EQ):

● How can we create a positive and respectful classroom?
● What is persisting?
● How does metacognition help me become a better scholar?

High Leverage Question (HLQ):

● What is the purpose of Persisting/Metacognition?
● Why is Persisting important?
● Why is it important to have a positive mindset?
Objectives:
● SWBAT:
○ Understand school expectations and the purpose of Habits of Mind
○ Apply Persisting/Metacognition to their academic lives
○ Learn ways to become better students using Persisting/Metacognition
I Do (10 minutes)​:
● Teacher will introduce herself to students/ask students what a positive & supportive classroom
looks like.
● Teacher will provide rationale behind Persisting/Metacognition, highlighting that these skills
help them become better scholars and future leaders.
● Students will be expected to follow along, paying close attention to acceptable/unacceptable
behavior & the goal of Persisting/Metacognition

Check for Understanding:

● What is Persisting?
● What is Metacognition?

Turn/Talks & Cold Calls/other instructional strategies will be used to encourage student
participation.

We Do (35-40 minutes):
● Students and teacher will watch ​ two videos: ​Omarina’s Story (PBS Frontline) and ​That’s So
​ Metacognitive (Smithsonian) to further interlize the need for these character traits. Possible
discussion questions include:
○ Discussion Questions:
■ How is Omarina’s experience an example of persisting?
■ What can we learn from her experience?
■ If a peer were experiencing a similar challenge, what advice will you provide
them?
■ What is metacognition?
■ Why is metacognition important?
● Teacher will explicitly model Metacognitive Strategies for students in preparation for practice
the next day.

Teacher will circulate the room to ensure compliance with classroom expectations. (ex. Level 0, Facing
the front, Bookbag on the floor/behind desk).

Check For Understanding:

​
● What is the message of ​Omarina’s Story?
Turn/Talks & Cold Calls/other instructional strategies will be used to encourage student
participation.

You Do (20-25 minutes)​:

Students will respond to a writing prompt on why Persisting is important. Students will also
annotate a fiction text using the Fiction Metacognitive Checklist. Teacher should see a question
with the title, footnotes being inserted, and annotations during reading.
Wrap-Up (15-20 minutes):
● Whip Around:​ Students quickly and verbally share one thing they learned in the class. Students
will toss a ball from one to another or just have volunteers. Clear expectations will be set to
maintain structure & order.