In my lesson openers I always have a "connect" in which I connect students' thinking about yesterday's lesson to today's lesson. I then have a "teach" in which I model for students the lesson of the day and also have them try it out. When I think about my modeling, I use three categories; skill, strategy, and process. I model by stating the skill to the students, then giving them a strategy in which to use the skill, followed by the process to try out the strategy.
Connect: I will say, “Yesterday we got feedback from our peers on our debate notes, today I want you to see those note in action as I show you a model of how the debate will be organized.”
Teach: I will say, “In order for you to picture and practice how the debate will be organized for tomorrow’s debates, I am going to practice the skill of rehearsing my debate. I am going to use the strategy of watching a model of a debate in order reflect on how I want to perform the debate. The process I will use is as follows:
1) Watch a model of a debate
2) Take notes using the rubric
3) Rehearse the debate with my partner
I will show the students of a model of the debate using other adults in the room. I will show them the debate schedule and give them a note taking sheet which connects to the rubric. I will show them with either other adults that are in the room, or video tape an example before class which I can show to the students.
Here is an explanation of my model.
Active Engagement: After the debate is over, I will say, “Turn and tell the person next to you a “wow” or “wonder” you could give me or the other teachers for feedback. I will ask at least three levels of learners. (at least 3 students-one who is at standard, one is approaching standard, and one who is above standard).
Closing of Active Engagement: I will say, “Remember In order for you to picture and practice how a debate will be performed, great debaters practice the skill of rehearsing my debate. They use the strategy of watching a model of a debate in order reflect on how they want to perform the debate. They watch a model of a debate, take notes and then rehearse the debate with my partner.
Partner Work: I will say, “Now that you have seen how the debate will go tomorrow, I want you find your debate partner, complete any last edits or revisions, then practice your debate.” I really want students to practice on their own. The only conferring I am doing is reminding students of the teacher model and asking them to refer back to their notes in order to spur their ideas.
I believe that the end of the lesson should be an assessment of the days’ learning; therefore it should be independent work. I always end class with an “exit ticket” in which students write down the response to a question.
Closing: I will ask, “What part of the debate do you feel confident about (your introduction, main points, counter argument or conclusion)? Which part do you need to revise before tomorrow?Student will take their note cards home and their homework will be to revise them and turn them in for a grade tomorrow.