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    Grade ESSENTIAL SE__________________________ (Content/Grade/SE#)

     

    BIG IDEA (Strand Name): ex. Multiple Genres

     

    TEKS: (Knowledge and Skills Statement)

    Ex. Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.

     

    3.9G (Student Expectation) *CAPITALIZE verbs(skills) and underline nouns (concepts)

     

    Concepts: Student need to know about_________________ 

    *Important nouns and noun phrases embedded in the standards.

    (Is this academic vocabulary being used and reinforced?)

     

    Skills: Students need to be able to __________________

    *Verbs

    (Learning Target, DOK, Blooms, performance tasks)

     

    Academic Vocabulary:

    List all academic vocabulary that needs to be defined for students.

     

    Skills Target:

    Taxonomy Level

    (DOK or Blooms):

    Scale 2.0 or 3.0
    • Break each skill/verb into a specific learning target

    DOK 1

    Retrieval

    :

    2.0 foundational or 3.0 mastery

     

    Learning Progression Scale:

    (Mastery Level, Standards Alignment and Differentiation)

    4.0

    Enrichment Target

    I will be able to: 

    3.0* Learning Goal

    I will be able to: 

    2.0 Foundational Targets

    I know the meaning of the words:  (Academic vocab)


    I will be able to:

    • (add any other foundational skills before mastery can be reached)

    1.0

    Intervention

    With help, I am somewhat successful at 2.0 and 3.0 levels.

    0

    Not yet

    Even with help, I am not there yet.



    Big Ideas: *lasting understandings students explore on their own

    (Possible student responses to the essential questions)

     

    This is where you are guiding your students to go in their learning. 

     

    Essential Questions: *posed at beginning of unit to guide instruction/assessment

    (open ended, can’t be yes or no, map to guide the learning)

    (Introduction/Closure, Exit Tickets, Assessment)

     

    Resources: *suggested lessons and activities used to teach

     

    NOTES:

    (capture any notes during PLC discussion that helps with common understanding)

     

    Can include examples using Lead4Ward, TEKS Resource, Region 13 to help with clarification.