Students enter the room silently following the Daily Entrance Routine. The Do Now will ask students to identify two academic skills and two character strengths they will need for today’s classwork. Many scores were lower than students might expect, so I expect some negativity. This is why it’s best to set the expectations for attitude in today’s classwork. We will have a brief discussion about the importance of focus in class and asking questions. We’ll also discuss the importance of persevering even when things seem to be “bad”.
A power point presentation will detail the standards and questions each class needs to continue working on. Students will take notes on their Cornell notes, making sure they list the standard or skill being assessed by the questions we review. The three lowest questions per class will be reviewed. Students will be given a “teacher’s guide” which details the standards matched with each question as well as the correct answers for all test question and an explanation. I will model the proper use of these parts of the teacher’s guide.
Students will be asked to identify 2 – 5 questions they answered incorrectly that they feel are the most important to practice. There will be 5 stations in the back of the room (6.NS.7c, 7.NS.1a, 7.NS.1b, 7.NS.1c, and 7.EE.3) with additional sample problems to complete.
I use an excel spreadsheet which is generated by software within out school. I am lucky to have a great data team who is responsible for posting results on an online platform named Pathfinder. I use this platform to analyze data by generally sorting by the lowest percent correct by standard. I have included a screen shot of my results in the resources for this first unit test.
Pathfinder saves me time in creating data tools to analyze because it generates reports that are useful for remediation or reteaching topics. I am able to focus on the topics students are most struggling to understand.
After we review the 3 questions missed by most students in each class, students will be given the option to complete the work at one of the 5 stations or remain in their seats at the front of the room to review more test questions.
I will be walking around the room answering as many questions as possible. I provide station 6.NS.7c with an answer sheet so that students can check their own work. If a student asks to review a test questions, I make sure to display it on the board and I ask all students to remain silent while I explain. I also let all students know which question is being reviewed so that they can have an opportunity to listen to the answer and the explanation.
Students will be in use of MP6 as they practice paying attention to the detail in each word problem they encounter. Students begin to understand that many of their mistakes are due to rushing through the problems without checking work or reading carefully.
The closing of this lesson bring students back together for the last 10 minutes of class. I ask students to volunteer difficult sample problems they encountered and to show the class how they solved this problem, or I ask them to show us how far they were able to get on their own. Then we ask other students to volunteer ideas for solving the problem correctly.