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Explain
r
outines
t
o
a
p
artner
[
Obj.
Interest
inventories
will
be
1]
completed
in
class
today.
This
Q
&
A
about
routines
[Obj.
1]
will
give
I
an
idea
about:
Partner
Grids
[Obj.
4]
students
interests,
preferred
Write
Ideas
on
sticky
notes
&
learning
environments,
who
place
on
chart
&
Observation
they
are,
how
they
are
during
Quiet-Attentive-Listening
approaching
this
year
in
the
activity
[Obj.
5]
English
Language
Arts
[Obj.
6]
Observation
during
Train
Wreck
&
Partner
Grids
[Obj.
2
&
3]
resources
available
in
the
school
library
and
computer
labs.
I
will
ask
students
to
turn
to
a
DIFFERENT
partner
and
explain
how
blogs
will
work.
I
will
listen
in
and
re-explain
if
necessary.
I
will
give
students
a
moment
to
ask
any
questions
they
may
immediately
have.
4. [__15__
mins]
Setting
up
blogs:
Now
that
I
have
introduced
students
to
the
blog-style
journal,
we
will
take
a
few
minutes
to
set
up
their
blogs.
I
will
explain
to
the
students
that
this
will
prepare
them
for
the
first
unit
of
the
year,
which
will
require
blog
posts
almost
daily
starting
at
the
beginning
of
next
week.
For
today,
I
will
have
a
school
laptop
cart
checked
out
to
complete
this
activity
in
case
students
have
not
yet
gotten
their
school
issued
devices
or
if
they
dont
have
their
own.
At
this
time,
I
will
ask
students
to
come
get
a
laptop
from
the
cart.
I
will
wait
2-3
minutes
for
them
to
get
settled
in
their
seats.
Though
they
will
still
be
seated
in
a
circle,
this
will
be
okay
for
this
brief
activity
today.
I
will
lead
students
through
the
Wordpress
set-up
process,
modeling
on
the
classroom
computer
and
projector.
I
will
be
sure
to
walk
them
through
how
to
share
their
blogs
with
me
so
that
I
am
able
to
comment.
I
will
tell
them
that
I
will
not
always
post
comments,
but
this
enables
me
to
periodically
provide
feedback
when
needed.
When
we
are
finished,
students
will
return
their
laptops
to
the
cart.
5. [__10__
mins]
Quiet-Attentive-Listening:
I
will
explain
to
the
students
that
the
routines
we
have
just
gone
over
will
help
them
individually
maintain
order
in
the
classroom.
Raising
their
hands
to
help
get
the
class
quiet,
coming
in
and
getting
straight
to
work
on
the
Do-Now,
and
keeping
up
with
their
own
blog
posts
are
all
easy
things
they
can
do
by
themselves
to
keep
the
classroom
running
smoothly.
Now,
we
will
work
together
to
define
some
norms
and
expectations
that
we
will
work
together
throughout
the
year
to
maintain.
From
the
circle
set-up,
I
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,
I
will
distribute
Sticky
Notes
to
each
pair,
two
different
colors.
I
will
direct
students
attention
to
a
large
t-chart
posted
on
the
board.
One
side
says,
Looks
like
and
the
other
says,
Sounds
Like.
Iwill
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.
As
they
finish,
they
will
bring
their
Sticky
Notes
up
to
the
chart
and
place
them
on
the
appropriate
side.
I
will
lead
the
class
in
a
short
discussion
to
go
over
the
sticky
notes.
After
class,
I
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
I
had
in
mind
that
the
students
did
not
brainstorm,
I
will
explain
these
during
our
discussion
and
add
them
to
the
lists.
6.
[__20__
mins]
2
Truths
&
1
Lie
with
Partner
Grid:
Teacher
Example
&
Modeling
(5
minutes):
I
will
come
to
class
with
2
truths
and
1
lie
about
likes/dislikes/fun
facts/experiences.
I
will
project
these
on
the
board.
I
will
explain
that
students
will
create
their
own
2
Truths
&
1
Lie
after
trying
to
identify
my
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
I
dramatically
reveal
the
answer.
After
revealing,
I
will
briefly
share
any
appropriate
or
necessary
stories
to
explain
the
examples.
Students
Create
2
Truths
&
1
Lie
(5
minutes):
I
will
instruct
students
to
create
their
own
2
Truths
&
1
Lie.
I
will
put
a
timer
on
the
board
for
students
to
reference.
Partner
Grids
(10
minutes):
While
students
are
working,
I
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.
I
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.
I
will
collect
the
students
2
Truths
&
1
Lie
to
use
in
future
class
periods.
7. [__10__
mins]
Interest
Inventories:
I
will
explain
to
students
that
the
Partner
Grid
activity
really
helped
us
start
to
get
know
each
other.
However,
I
did
not
get
to
meet
with
all
of
them
individually.
I
will
explain
that
I
have
created
an
Interest
Inventory
for
them
to
complete
so
that
I
can
get
to
know
each
of
them
a
little
more.
I
will
tell
them
that
this
will
help
me
get
a
better
idea
about:
students
interests,
preferred
learning
environments,
who
they
are,
how
they
are
approaching
this
year
in
the
English
Language
Arts.
Even
if
unfinished,
I
will
collect
these
at
the
end
of
class
so
that
students
cannot
lose
them.
I
will
give
them
some
time
at
the
start
of
next
class
to
finish
during
the
Do-Now
if
needed.
8. [__2__
mins]
Closure:
To
finish
class,
I
will
ask
students
about
everything
we
did
during
class
today.
I
will
specifically
ask
students
to
recall
and
summarize
the
THREE
routines
we
discussed.
I
will
also
ask
students
to
explain
what
Quiet-Attentive-Listening
is
and
remind
them
that
we
have
a
chart
to
refer
to
throughout
the
year.
I
will
remind
them
that
they
need
to
bring
a
device
with
them
to
class
each
day
for
the
rest
of
the
week.
I
will
let
them
know
that
the
rest
of
this
week
will
focus
on
building
community
and
making
our
class
a
safe
learning
space.
Materials
Needed:
Partner
Grid
Handout
Interest
Inventories
Post-It
Notes
Large
Post-It
Paper
Laptop
Cart
(from
the
school)