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Check:
○ Is your goal clear and specific?
○ Are the means flexible?
○ If not, how can you scaffold?
○ Where will the goal be posted?
○ How will students revisit the goal throughout the lesson?
Example: I can use technology to learn about solutions to solve real world problems with help
from the teacher.
COMPETENCY/GOAL: 4: CCSS.ELA-LITERACY.SL.2.4
Tell a story or recount an experience with appropriate facts and relevant, descriptive details,
speaking audibly in coherent sentences.
Example: Verbally communicate the name of your design and briefly describe the building
process. including what materials were used. Discuss what worked well and any challenges
along the way.
COMPETENCY/GOAL 5: CCSS.ELA-LITERACY.L.2.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Example: Speak clearly and in complete sentences. Listen carefully when others are speaking.
Write about your design process and construction of your object in complete sentences.
RATIONAL
Check:
○ Does this unit have to come after another?
○ Should it run at a certain time to connect with another course unit?
EVIDENCE
Check:
● What will “success” look like?
● Have you offered multiple means for students to demonstrate success?
● Does the assessment directly measure realization of the goal?
● Do you have options for both formative and summative
BARRIERS
Check:
○ Are there barriers in the context (location, grouping, noise level), presentation (oral, written)
or activities (writing, speaking, planning)?
VARIABILITY
What options for engagement What option for representation What options for action and
will address the anticipated will address the anticipated expression will address the
barriers? barriers? anticipated barriers?
Recycling Song
(To the tune of “Row, row, row your boat”)