= Fill this part in

I. WARM-UP
• Orderly entrance into classroom (one-by-one, file into assigned seats)
o Leverage/reward good transition to seats and quiet listening positions with
class-wide incentive system (e.g., “path to success”)

II. INTRODUCTION TO NEW MATERIAL

• Student-friendly Key Point 1 (vocab word/concept/skill/ or idea):
o Low-level CFU (example):
o Low-level CFU (non-example):
o Mid-level CFU:
• Student-friendly Key Point 2 (vocab word/concept/skill/ or idea)
o Low-level CFU (example)
o Low-level CFU (non-example):
o Mid-level CFU:
o Higher-order CFU:
III. GUIDED PRACTICE
ACTIVITY TITLE: Key Point(s) this aligns to:
 KP 1
ACTIVITY DESCRIPTION:  KP 2
STEP 1: ESTABLISH SPECIFIC EXPECTATIONS FOR BEHAVIOR
• Expectation 1:
• Expectation 2:
• Why they should care: leverage learning benefits, positive individual and/or
class-wide benefits of meeting expectations
STEP 2: PROCEDURAL INSTRUCTIONS (deliver them in piecemeal fashion, model
them, check for understanding)
• Step 1:
• Step 2:
• Step 3:
CFU #1:
CFU #2:
STEP 3: DISTRIBUTE MATERIALS
Resources Needed:
Procedure:
STEP 4: HOLD STUDENTS ACCOUNTABLE
• Helpful tip #1: Follow through on the expectations you set for behavior by rewarding
desirable behavior and responding to student misbehavior
• Helpful tip #2: Avoid administering consequences with an abrasive tone
• Helpful tip #3: Avoid engaging students in debates about whether or not they
actually lived up to your behavioral expectations
 IV. INDEPENDENT PRACTICE
 1-2 QUESTIONS THAT ALIGN TO KP 1:
Question 1:
Question 2:
 1-2 QUESITONS THAT ALIGN TO KP 2:
Question 1:
Question 2:
STEP 1: ESTABLISH SPECIFIC EXPECTATIONS FOR BEHAVIOR
• Expectation 1:
• Expectation 2:
• Rationale (leverage learning benefits, positive incentives/class-wide reward)
STEP 2: PROCEDURAL INSTRUCTIONS (deliver them in piecemeal fashion, model
them, check for understanding)
• Step 1:
• Step 2:
• Step 3:
CFU #1:
CFU #2:
STEP 3: DISTRIBUTE MATERIALS
Resources Needed:
Procedure:

STEP 4: HOLD STUDENTS ACCOUNTABLE

• Helpful tip #1: Follow through on the expectations you set for behavior by rewarding
desirable behavior and responding to student misbehavior
• Helpful tip #2: Avoid delivering punishments in abrasive tone
• Helpful tip #3: Avoid engaging students in debates about whether or not they
actually lived up to your behavioral expectations
V. CONCLUSION
CFU KEY POINT 1:

CFU KEY POINT 2:

CFU KEY POINT 3: