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:
1. Students will understand that each person brings unique background,
experience, and perspective to our class.
Performance (do):
1. Students will know how to listen and take notes while others are speaking.
2. Students will collaborate to write norms for Quiet-Attentive-Listening.
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
teacher-led) 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 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:
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:
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:
Step 2: Train Wreck
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. (10 minutes)
Main Lesson:
Step 3: Go Over Basic Classroom Routines
The teacher will explain that these routines will help the classroom run smoothly. The
teacher will explain the following routines:
Silent Hand Raise 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.
Journals When students come into class a Journal Prompt 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 Journal will work each class period. The teacher will listen in and re-explain
if necessary.
Composition Books Throughout the year, students will complete
classwork and note taking and journals 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.
(10 minutes)
Step 4: Quiet-Attentive-Listening
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. 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. (20 minutes)
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-AttentiveListening 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. (10-15 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 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:
1. 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):
1. Students will be able to act out classroom routines (such as desk
arrangement).
2. 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.
1) 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
teacher-led) 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]
Students will complete the Silent-Patient-Waiting activity. Similar to QuietAttentive-Listening, the teacher will facilitate student responses and create a
classroom list of Silent-Patient-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
The teacher will greet students at the door and remind them to check the board for their
Journal Prompt. 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 journal prompt indicates
there are materials to pick up, they will typically be at the front of the room in baskets.
The Journal prompt will always have explicit instructions about materials too. (5
minutes)

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:

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 SilentPatient-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 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:
1. Students will understand that we can find common ground in spite of our
differences.
2. Students will understand the importance of working collaboratively and
efficiently with peers.
3. 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):
1. 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
teacher-led) 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]
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
Journal Prompt. 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.)
Main Lesson:
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.
A. 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)
B. 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)
C. 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)
D. 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.)
E. 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 Silent-Patient-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)
F. 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.)
G. 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 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)