Teacher Actions
Procedures Preparing the questions before
(Include a play-by-play account of
what students and teacher will do
from the minute they arrive to the
minute they leave your
classroom. Indicate the length of
each segment of the lesson. List
actual minutes.)
Indicate whether each is:
-teacher input/actions, student
actions
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
Student Actions
students come in; greeting them
at the door as they come in;
planning groups for later activity.
Leading discussion of Do
Now questions.
Displaying the handout on the
projector; talking through the
facts with photos to
accommodate for context.
Handing out group activity
guidelines to groups; helping
with reading where
necessary.
Setting up desks in parts of the
room; patrolling the class to
listen to group answers.
Facilitating groups; helping
to move desks and answer
any last-minute questions
before group activity.
Introducing purpose of activity;
facilitating class; putting the
instruction of the activity on the
board.
Facilitating class; walking
around to check for
understanding; helping
groups stay on task and grab
the purpose of the activity.
Facilitating class; calling on
groups; calling on individuals to
question or comment on the
presenting group.
Bringing desks back;
commenting on group
answers; collecting answers.
Data Collected
Walking in; using a piece of
paper or their computers to
answer the Do Now questions.
Sharing answers; listening
to others and giving
constructive feedback to
each others answers.
Opening Google Class on their
computer; opening the
handout and following along.
Reading Andrew Jacksons
State of the Union
passage.
Discussing the reading and
answering questions in the
handout pertaining to the
passage in a group setting.
Moving into groups.
Following along, asking any
necessary questions before
beginning activity.
Reading group handout;
sharing ideas about their
proposed speech; using
what they read in the
speech to use or practice
persuasive language.
Presenting speeches (each
student will be required to give
a part of the speech); listening
to other groups present their
speeches; asking questions
based on the presentations.
Turning in answers
electronically through
Google Class; putting
desks away.
Student actions; student
critical thinking; whole class
practice. (5 min)
Modeling; questioning
strategies; check for
understanding; teacher
input. (5 min)
Teacher and student actions;
teacher input; whole-class
practice; building context.
(12 min)
Teacher and student
actions; unguided whole-
class practice. (10 min)
Guided group practice,
student actions; check for
understanding. (12 min)
Student action; group
practice of quickly
moving; modeling group
collection. (3 min)
Teacher actions. (5 min)
Student and teacher
actions; guided group
practice; check for
understanding; writing
skills. (10 min)
Student actions; Guided
whole-class practice;
individual practice; check for
understanding; check for
speech building. (20 min)
Teacher-student action;
check for understanding.
(2 min)