Intentional Thinking Map for Daily Lessons

Based upon the Marzano Instructional Framework

To be completed prior to formal observation

Teacher Name Subject Grade Level Date / Time

Tessa Bibler CI Program (Reading 7th and 8th Grade May 22nd
Comprehension and 12:50 – 1:25
Science Combination)

Standard

Michigan Grade 8 Standard for ELA: RI.8.1: Cite the textual evidence that most strongly supports an
analysis of what the text says explicitly as well as inferences drawn from the text.

Essential Elements.RI.M.8.1: The student can use concrete details to answer simple questions and make
predictions about short informational text.

Design Question Focus of the Lesson

[ ] Introducing New Knowledge [ X] Deepening or Practicing [ ] Generating & Testing

Hypotheses

List any specific elements that will be used during the lesson.

Unique Learning Systems Curriculum

Kahoot – Interactive comprehension assessment

OPTIONAL: Learning Targets

4.0 Complex Knowledge and

Skills

3.0 Learning Goal/Objective:

2.0 Foundations Knowledge

and Skills:

Assessment and Monitoring: Refer to pages 84-91 in CCS evaluation guide for more information

Revision Date: 09/24/15

10/1/15 js
Knowledge Retrieval Comprehension Analysis Knowledge Utilization
[X] Definitions [X] Quiz/Test [ ] Presentation [ ] Investigation
[ ] Quiz/Test [ ] Graphic Organizer [ ] Report [ ] Debate
[ ] Worksheet [ ] Summary [ ] Survey [ ] Games
[ ] Other: ________ [ ] Other ________ [ ] Other ________ [ ] Other ________
____________ _____________ ____________ _____________

Instructional Strategies/Lesson Activity

We will start out with review from last week. This entire unit builds on each concept from one chapter to the next.
Each chapter introducing higher-level concepts tied with concepts that the students already know. The students
will label the parts of the plant (seed, roots, stem, leaves, flower) as review.

I will introduce the new lesson Chapter 3: The Plant Life Cycle. I will ask questions to gain a better
understanding of what my students already know about a “life cycle.” We will discuss the human life cycle in
simple form to tie this concept to plants.

I will state learning targets/vocabulary in the beginning of the lesson. My goal for my students to learn the steps in
the plant life cycle and two new vocabulary words.

Vocabulary Words
Pistil: The part in the flower where seeds are made
Stamen: The part in the flower where pollen is made

Each page from the chapter will be read out loud by one of the students. This is an opportunity for student to work
on their reading comprehension and the other students to work on their listening comprehension. Each page will
end with a discuss question and we will have a conversation about what we learned on that page.

p. 17 “How many plants are there out in the world?”

p. 18 “How have plants changes from then to now?”
p.19 “Who wants to share about a flower that they have seen or really like?” – I will also share flowers/plants I really enjoy.
p.20 “What are the steps in the plant life cycle?”
 Seeds grow inside of the plant/flower.
 Seeds fall down to the ground and start new plants
 The new plants make flowers that make seeds
p.21 “Why do plants need pollen?”
p. 22 “How do bees choose the flowers they land on?”
p.23 “What as Julie learned about seed and plants.”

Students will be instruction to login on their computer and connect to the Kahoot game. Students will be tested on
what they just read. After the Kahoot game has finished I will have (Devin, Dom, Ryan, Carter, and Skilar) in my
classroom as Nadine, Abby, and Emily will leave to go to their general education class. The comprehension game
will be used as a review for my lower students and they will then work independently with the text to fill out written
and multiple-choice questions.
Student Engagement (What will I do to engage students?)

I use a high level of energy during instruction with my students and I will use my students name to regain their
attention if needed. I will provide my students will verbal praise and physical praise (high five or thumbs up) during
instruction and instruction will move at a fairly quick pace. My students respond well to the high-energy instruction
and as well as the opportunity to read out loud, answer questions, and take risks. Not all of my students get this
opportunity in the general education setting and I want our classroom to be a place where they feel safe to read at
their own rate, take a risk, and engage in discussion. At the end of the lesson, students will be asked to participate
in a Kahoot comprehension game. This is a game that is a high interest to my students and allows them
demonstrate the their comprehension of the text without feeling like a test. I allow students to make their own
(appropriate) game names to get buy in and to give students ownership of their learning.

Adaptations for Unique Student Needs (ELL, Special Education, Gifted, Students who lack
support for school)

The Unique Learning Systems Curriculum provides three levels of text (symbol supported level, medium level and
high level). The students have a booklet that is tailored to their own instructional level. During whole group
instruction each student has the choice to either read from his or her level of text (own booklet) or the higher-level
text projected on the screen. Students will use their own booklet to answer comprehension questions about the
text. When the student is interacting with the text independently it is at a level that the student can comprehend
and interact with to use the, “look back in the text” strategy to answer completion and multiple-choice questions.
During discussion questions, I will leave questions open-ended for higher leveled students and provide two choice
answers/options to help guide my lower leveled students to an answer. I anticipate that Carter will struggle with
fact that Mr.Uyl will be in the room since it will be a change in the routine and will require frequent redirect. Emily is
provided with choice to their sit at her desk or at the horseshoe table. I will sometimes redirect Emily’s energy to sit
at my desk and turn pages during the lesson because it requires her to pay attention more closely. Emily will also
be dismissed from class early to follow her bathroom schedule and have sensory room break in the swing before
heading to her general education class.

Resources and Materials (OPTIONAL)

Unique Learning Systems Curriculum (Leveled Booklet)

Cromebooks -- Kahoot.com