Chapters 8-10: Teach-Okay

Write a short dialogue, like one of the samples in Chapters 8-10, demonstrating the use of Teach-Okay in one of your favorite lessons.

Pages 44-61
Full credit: 25 WBT Certification Points
Partial credit: 10 WBT Certification Points

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109 comments:

  1. Teacher: Classity-Class-Class!
    Students: Yessity-Yes-Yes!
    Teacher: Today we’re going to talk about an old, old, (walk like a old Granny) land called Ancient China. Ancient means long, long ago. (Clap, Clap) Teach!
    Students: (Clap, Clap) Okay! (Students teach their neighbor what I just said.)
    Teacher: I liked the old granny gestures for Ancient! Many of you have been to a Chinese restaurant or heard about the Chinese New Year, but we will be learning about what continent the China is on and what things they created that we use today. (Woop, Woop, Clap, Clap) Teach!
    Students: (Woop, Woop, Clap, Clap) Okay! (Students will teach their neighbor what I just said).
    Teacher: China is located on the continent of Asia! Whenever you hear Asia, we will make a fist and reach over far to the west to show where Asia is on a map. Dunna, Dunna, Dunna, Dunna, Tea-ch!
    Students: Dunna, Dunna, Dunna, Dunna, O-kay! (The students will teach their neighbor what continent China is on and use their gesture to show where China is on a map.
    Teacher: Boys and girls, you are doing a great job with using your gestures but I want to hear everyone talking. This time, Partner 1 is going to teach first, and Partner 2 will be using their listening gestures. When I yell out Switch I want you to tell out “Switch” and high five your partner. Then, Partner 2 will be teaching and Partner 1 will be using their listening gestures. Let’s try it! Switch!
    Students: Switch!
    Teacher: Since Ancient means long, long, ago, they invented things we still use today. For example, the Chinese people created kites (move my hand like a kite). They made gunpowder for fireworks (burst my hands in the air like fireworks), a 7-year clock with animals, and compasses (move my hand like a compass). Partner 1, turn and teach your neighbor, using your gestures, these 3 contributions that we got from the Ancient Chinese. (Clap, Clap, Stomp, Stomp, Clap, Clap)Teach!
    Students: (Clap, Clap, Stomp, Stomp, Clap, Clap) Okay! (Partner 1 will teach their partner these 3 contributions we got from Ancient Chinese people while Partner 2 uses listening gestures)
    Teacher: Switch!
    Students: Switch! (Partner 2 will teach their partner these 3 contributions we got from the Ancient Chinese people while Partner 1 uses listening gestures)

    ReplyDelete
    Replies
    1. Laken,
      That's pretty good! I like the way you scaffolded starting with the word "ancient" and moved to inventions from Ancient China. When you teach the 3 inventions, I would suggest introducing them one at a time. For example, do kites, then have them teach. Then do gunpowder, and teach about kites an gunpowder. Lastly, do the compass and have them teach about all 3. The review and repetition builds dendrites! Double check your sentence where you describe "switch" for a pesky writing error. Here are 20 certification points for you!

      Delete
  2. Teacher-Math time, math time, class!

    Students-Math time, math time, yes!

    Teacher-Today we are going to answer the question, “What is the Associative Property of Multiplication?” Turn to your neighbor and ask, “What is the Associative Property of Multiplication?” again and again.

    Teacher-Teeeach!

    Students- Okaaaaay!

    Teacher-The word associative is related to the word associate which means To join as a partner, ally, or friend.. Associate means to join as a partner, ally, or friend.(using gestures) Turn to your partner and tell them what associate means.

    Teacher-(Clap, clap, clap) Teach!

    Students-(Clap, clap, clap) Okay! (students repeat the definition for the word associate)

    Teacher-Oh my class.

    Students-Oh my yes.

    Teacher-So associate means to join as a partner, ally, or friend. You all associate with your friends. Turn to your partner and tell them’ “I associate with my friends!” (using gestures)

    Teacher-Classity class!

    Students-Yessity yes!

    Teacher-Let’s say you have two close friends. One night you spend the night with the first friend and the next night you spend the night with the other. Same three people (you and your two friends), same friendships, just different groupings. Turn to your partner and say, “I love sleepovers!”

    Students-(Turn and say, “I love sleepovers!”)

    Teacher-(Stomp clap) Class!

    Students-(Stomp clap) Yes!

    Teacher-The Associative Property of Multiplication is like three numbers who are friends having sleepovers. One night these two numbers might hang out, or associate (hand gestures making parenthesis) and the next these two numbers hang out, or associate (hand gesture for parenthesis). Same three numbers, just different ways of hanging out.

    Teacher:Clap, clap, cap, clap, TEACH!

    Students:Clap, clap, clap clap, OKAY! (Students repeat what the teacher has said with gestures.)

    Teacher-Oh my class!

    Students-Oh my yes!

    Teacher-The associative property of multiplication states that even if the grouping of factors changes, the product stays the same. (repeat with gestures)

    Teacher-Teach, teach, teach, teach! (Throwing first four boxing punches)

    Students-Okay, okay, okay, okay! (Throwing first four boxing punches)

    ReplyDelete
    Replies
    1. SandySockMonkey:
      Your dialogue was so wonderful, I'm giving you the first ever (on the book club) bonus! Very good job of scaffolding, moving from simpler to more complex examples and using the "sleep over" analogy. Go to "Contact us" on the WholeBrainTeaching.com website, send me an email with your name, grade level and where you teach. Here is 25 WBT Certification Points with a sweet 5 POINT BONUS!

      Delete
  3. Teacher: Class, stomp, class

    Students: Yes, stomp, yes

    Teacher: The 13th Amendment (use hands as if breaking chains) abolishes slavery in the United States and its territories. Teach

    Students: Ok, one student will stand and say, “The 13th Amendment (uses hands as if breaking chains) abolishes slavery in the United States and its territories.”

    Teacher: Switch

    Students: Switch, the next student stands and students high five each other, and the previous student sits down and the student standing will say, “The 13th Amendment (uses hands as if breaking chains) abolishes slavery in the United States and its territories.”

    Teacher: Class, oh, class

    Students: Yes, oh, yes

    Teacher: What is the 13th Amendment? (use hands as if breaking chains)

    Students: The 13th Amendment (use hands as if breaking chains) abolishes slavery in the United States and its territories.

    Teacher: Class

    Students: Yes

    Teacher: Not fast enough, Give me a mighty groan!

    Students: Students gives a mighty groan.

    Teacher: Class

    Student: Yes

    Teacher: What is the 13th Amendment? (use hands as if breaking chains)?

    Students: Students will say real fast, “The 13th Amendment (use hands as if breaking chains) abolishes slavery in the United States and its territories.”

    Teacher: Class

    Students: Yes
    Teacher: Give yourself a big ten finger woo (hold up hands, wiggle fingers, and say woo loudly.)

    Students: Students will hold up their hands, wiggle their fingers, and shout, woo.

    ReplyDelete
    Replies
    1. Debora,
      Pretty good attempt at a Teach-Okay lesson. I can't wait for you to read the bonus chapter about Lesson Design. You will be able to build upon the foundation you already have! Double check for a writing error where the students tell about the 13th amendment for the last time. This is just food for thought. At the beginning of the lesson, think about telling the students they are going to use Switch rather than imagining they will just do it. Here are 20 certification points for you!

      Delete
  4. The Seven Politcal Regions of the United States

    Teacher: Claaaaaaaaass!
    Students: Yeeeeeeeees!

    Teacher: Today, we are going to talk about the seven political regions of the United States. Teach!
    Students: Okay! (Students teach their neighbor what the teacher just said.)

    Teacher: Class! Class! Class!
    Students: Yes! Yes! Yes!

    Teacher: The United States is made up of 50 states. A state is an example of a political region. States may be grouped as part of different regions. A political region is an area of a county. In this U.S. History class, we group the 50 states by regions. There are seven regions we need to learn. Teach!
    Students: Okay! (Students teach their neighbor what the teacher just said).

    Teacher: U.S. Regions, Class!
    Students: U.S. Regions, Yes! (Students will teach their neighbor how many U.S. states there are, what a region is, and how many regions they are going to learn.)

    Teacher: Classity, Class Class!
    Students: Yessity, Yes Yes!

    Teacher: We will learn our regions by traveling from the east to the west across the United States. The first two regions are the Northeast and the Southeast. The Northeast is in the northern and eastern part of the U.S. (Teacher points to the north and east.) The Northeast is know for having cold temperatures during the winter, so we will think of the color purple, a cool color, when talking about the Northeast. The Southeast is in the southern and eastern part of the U.S. (Teacher points to the south and east.) The Southeast is know for fertile green farmland, so we will use the color green, for grass, when thinking about the Southeast. Clap! Clap! Air Whiteboard-Teach!
    Students: Clap! Clap! Okay! (Students will draw and use a large imaginary whiteboard during this remaining part of this lesson. It is one of WBTs "Brain Toys." To begin, students draw a white board by drawing/saying, "Zip. Zip. Zip." Then, they wipe off the lower left corner by wiping/saying, "EEE...EEE...EEE." Students will trace the outline of the U.S. on their board and then us it to teach the Northeast and Southeast regions.)

    Teacher: Zippity, Zippity Class!
    Students: Zippity, Zippity Yes!

    Teacher: Now, that we have learned about the Northeast and Southeast, we move to the middle of the U.S. (Teacher moves her hands to the Northeast and Southeast then places hands on hips to represent the middle.) The middle part of America is called the Midwest because it is in the middle. We will color code the Midwest yellow because in this region, temperatures begin to heat up. (Teacher fans herself using her hand.) Midwest, whiteboard Teach!
    Students: Midwest, whiteboard Okay! (Students use the Air Whiteboard to review the Northeast, Southeast and to tell about the Midwest.)

    Teacher: Geo., Class!
    Students: Geo., Yes!

    Teacher: Ok! We have now discussed the Northeast, Southeast, and Midwest regions of the U.S.. We have three more to go! Tell your neighbor what regions we have already discussed and how many we have left. Teach!
    Students: Okay! (Students review the regions so far and how many are left.)

    Teacher: Class!
    Students: Yes!

    Teacher: Tomorrow, we will review and finish learning about the remaining four regions.


    (Please note: Due to its size, the lesson (in full) may be found on my blog at Sprinklelicious.

    ReplyDelete
    Replies
    1. Melinda,
      Good start to a 5 step lesson! I like the way you changed up your Class-Yes and incorporated the Air Whiteboard. Think about chunking your speaking portions even more. For example, the first 2 regions are in the NE and SE. Then teach-okay. The NE is in the Northern and Eastern part of the country. Teach-okay. The NE is known for cold temperatures. Then Teach-okay incoporating the first 3 points you made. The lesson would continue in this fashion. Double check the number of regions you are teaching. You start off by saying there are 7. You teach 3 and then say there are 3 more to go. Hmmm... Here are 20 certification points for you!

      Delete
  5. This lesson teaches CCSS standard 2.NBT.A.1a: 100 can be thought of as a bundle of ten tens — called a “hundred.”
    T: Oh my Class!
    S: Oh my Yes!
    T: (Using big gestures) Today we are going to learn about place value. Place value is the place, or position, of each digit in a number. Teach!
    S: Okay! (Students repeat or paraphrase the definition of place value, using big gestures.)
    T: Switch!
    S: Switch!
    T: (Holding up 1 finger) The first position is called the one’s place. These are numbers from 1 through 9 (drawing the numbers in the air with pointer finger). Teach!
    S: Okay! (Students repeat or paraphrase, using big gestures.)
    T: Switch!
    S: Switch!
    T: (Holding up 2 fingers) The second position is called the ten’s place. These are numbers from 10 through 99 (drawing the numbers in the air with pointer finger). Teach!
    S: Okay! (Students repeat or paraphrase, using big gestures.)
    T: Switch!
    S: Switch!
    T: (Holding up 3 fingers) The third position is called the hundred’s place. These are numbers from 100 through 999 (drawing the numbers in the air with pointer finger). Teach!
    S: Okay! (Students repeat or paraphrase, using big gestures.)
    T: Switch!
    S: Switch!
    T: Class-a-doodle-doo!
    S: Yes-a-doodle-doo!
    T: When thinking (point to brain) about place value, we can use concrete objects. We can think of one as one little cube, sometimes called a unit (holding up a cube). We can think of seven as seven little units (count out seven cubes). Teach!
    S: Okay! (Students repeat or paraphrase, using big gestures.)
    T: Switch!
    S: Switch!
    T: We can think of ten (drawing ten in the air with pointer finger) as one strip of ten units, sometimes called sticks or rods (holding up a rod). We can think of forty as four rods (count out four rods). Teach!
    S: Okay! (Students repeat or paraphrase, using big gestures.)
    T: Switch!
    S: Switch!
    T: We can think of one hundred (drawing one hundred in the air with pointer finger) as ten strips of ten units, or ten rods. These are sometimes called flats (holding up a flat). We can think of six hundred as six flats (count out six flats). Teach!
    S: Okay! (Students repeat or paraphrase, using big gestures.)
    T: Switch!
    S: Switch!
    T: Great job today!

    ReplyDelete
    Replies
    1. Nicole,
      Good beginning lesson for place value! I like that you started with the place value names and then moved on to the items that would represent those places. Two big thoughts popped out at me while reading your lesson. First, remember the Class-Yes. This refocuses the students from their teaching and puts the attention back on to you. Second, it's ok to just use the Teach-Okay without the Switch. We want to change up how we do things so our teaching remains fresh. Change will lead to improvement! Here are 25 certification points for you!

      Delete
  6. Teacher: “Ooooh…Class, Class, Class” (clap with each Class)
    Students: “Ooooh…Yes, Yes, Yes” (clap with each Yes)

    Teacher: (squeaky like a mouse) “Classity, class, class”
    Students: (squeaky like a mouse) “Yesity, yes, yes”

    Teacher: “Today we’re going to learn about adding zero to any number”
    Turn to your partner and tell him “I’m soooo excited to learn about
    zeroooooes!”
    (with a BIG gesture that looks like a zero) and use a BIG gesture!
    Students: “I’m soooo excited to learn about zerooooooes!” (with a great BIG zero
    gesture)

    Teacher: “Mirror Words” (with gestures)
    Students: “Mirror Words” (with gestures)

    Teacher: “Any number plus a zero is the same number”
    Students: “Any number plus a zero is the same number”

    Teacher: “The number doesn’t change!”
    Students: “The number doesn’t change!”

    Teacher: “Class, Class!!! (clap, clap)…Peanut Butters T-E-A-C-H!” (with gesture)
    Students: “Yes, Yes!!! (clap, clap)…Peanut Butters O-K-A-Y! “(with gesture)
    Students: Peanut Butters teach with gestures. Jellys repeat with gestures.

    Teacher: “Uh, oh!!! SWITCH! (gesture Switch) Jelly’s Teach!”
    Students: “Uh, oh!!! SWITCH! (gesture Switch) Jelly’s Teach!”
    Students: Jellys teach with gestures. Peanut Butters repeat with gestures.

    Teacher: “Ooooh Classsss”
    Students: “Ooooh Yesssss”

    Teacher: “Hands……and eyes” (with gestures)
    Students: “Hands……and eyes” (with gestures)

    Teacher: “For example (use gesture to head)…eight (count on fingers) plus zero
    (show NO fingers) is eight (show fingers) OR zero (show NO fingers)
    plus five (count on fingers) is five.”

    Students: “For example (use gesture to head)…eight (count on fingers) plus zero
    (show NO fingers) is eight (show fingers) OR zero (show NO fingers)
    plus five (count on fingers) is five.”

    Teacher: “Hands and Eyes”
    Students: …“Hands and Eyes”

    Teacher: “Oh, no! Too Slow!” (marks frownie) BIG Groan!
    Students: “GROAN” (with gestures) quickly delivered

    Teacher: “Class, Class, Class!”
    Students: “YES, YES, YES!”

    Teacher: Marks smiley. “Mighty Oh Yeah!” (with gesture)
    Students: “Mighty Oh Yeah (with BIG gestures and lots of excitement!)

    ReplyDelete
    Replies
    1. Very clearly worded lesson! I like the way you broke your instruction into itty bitty pieces. Here are 25 certification points for you!

      Delete
    2. This would be a lesson I would teach my kindergarten students with special needs. Being able to break it down into tiny pieces is exactly what I need for the students I teach. LOVE WBT!

      Delete
  7. Teacher: Hey, hey class!

    Students: Hey, hey yes!

    Teacher: Today we’re going to talk about breaking apart special words into syllables. It might make us sad. Tell your neighbor why you think this might make us sad. Teach!

    Students: Okay! (Students turn to their neighbor and tell them why they think this might make us sad.)

    Teacher: Classity class class.

    Students: Yessity yes yes.

    Teacher: Yesterday we learned the consonant+le rule. In a two syllable word, when a consonant comes before le, we grab the consonant (use grabbing gesture) and the –le. They become best friends (Take the second and third finger and cross them on each hand.) Tell your neighbor how we divide a word into syllables when it has a consonant followed by –le. Teaaaaaaaach!!

    Students: Okaaaaaaay!! (Students turn to their neighbor and explain how we divide a word into syllables when it has a consonant followed by –le.)

    Teacher: Classssss (in a high voice).

    Students: Yessssss (in a high voice).

    Teacher: When we have a two syllable word that has a double consonant in the middle, we have to divide the word between the double consonants. Sadly that means we have to break up the happy couple (make a sad face). Tell your neighbor and tell them how we break apart a word that has a double consonant in the middle. Teach!

    Students: Okay! (Students turn to their neighbor and tell them how we break apart a word that has a double consonant in the middle.)

    Teacher: Class! Class! Class!

    Students: Yes! Yes! Yes!

    Teacher: Now let’s look at some examples. (Teacher writes the word rabbit on the board.) This is the word rabbit. There are two b’s in the middle of the word. Uh-oh. That means we have to break apart the happy couple. (Teacher writes a squiggle line between the b’s.) Teach!

    Students: Okay! (Students teach their neighbor what the teacher has just said.)

    Teacher: Yee-haw class!

    Students: Yee-haw yes!

    Teacher: Here is another example. (Teacher writes the word dinner on the board.) This is the word dinner. It has two (hold up two fingers really high and say it silly) of the same consonants in the middle. Tell your neighbor that there are two of the same consonants in this word. Teach!

    Students: Okay! (Students tell their neighbor that there are two of the same consonants in the this word.)

    Teacher: Class oh class!

    Students: Yes oh yes!

    Teacher: When we have two of the same consonants in the middle word, we have to break up the happy couple (make a sad face). This is heartbreaking for the two n’s. Tell your neighbor how to break apart the word dinner. Teach!

    Students: Okay! (Students tell their neighbor how we break apart the word dinner.)

    Teacher: Woot woot class!

    Students: Woot woot yes!

    Teacher: Let’s review what we learned today. When we have a two syllable word that has a double consonant in the middle, we have to divide the word between the double consonants. That means we have to break up the happy couple (make a sad face). Tell your neighbor what you learned today about how we break apart words with double consonants. Tee eea ch!

    Students: Ooo ooo kay! (Students tell their neighbor what they learned about breaking up words with double consonants.)

    ReplyDelete
    Replies
    1. Elissa,
      This is an excellent lesson! I like the way you introduced the new concept, tied to the lesson from the day before and then expanded it with examples. I can't wait for you to read the Bonus Chapter about the 5 Step lesson so you can turn this into instruction complete with critical thinking! Here are 25 certification points for you plus 5 BONUS POINTS!

      Delete
  8. Teach-Okay

    This is a mini example of my spelling instruction.
    Teacher: Class
    Student: Yes

    Teacher: Today I am going to introduce 15 spelling words. Teach (with a clap)
    Students: Okay (with a clap) (Repeat) the teacher is going to introduce 15 spellings words.

    Teacher: Class
    Student: Yes

    Hands and Eyes: This is supper important. I will say the word with a gesture for every syllable. Teach (with a snap)
    Students: Okay (with a snap.) (Repeat to partner) The teacher will say the word with a gesture for every syllable.

    Teacher: Classssss
    Student: Yesssss.

    Teacher: Frist word con ti nent (use one hand with my index finger up high and the other hand pausing for every syllable). Teach (make my fingers wave across the sky and towards students).
    Students: Okay - con ti nent (using the same gestures).

    Teacher: Class (Teacher will have written word on white board).
    Student: Yes

    Teacher: (Continues through 15 words). Please take out spelling notebooks and write your spelling words neatly. Teach
    Students Okay. Please take out spelling notebooks and write your spelling words neatly.

    This concludes the spelling word dictation.

    ReplyDelete
    Replies
    1. Diana,
      Good teaching in small chunks. I can't wait for you to read the Bonus Chapter about the 5 Step Lesson Plan. In an actual lesson, there would be more examples and an extension that would include critical thinking. Double check for spelling errors when submitting. (super/supper, first/frist) Here are 10 certification points for you!

      Delete
  9. T: Class!
    S: Yes!
    T: Today we are going to roundup (gesture like roping) our lesson on 2 important parts of speech. A noun and a verb. Clap, snap Teach!
    S: Clap, snap Okay!
    T: Howdy Class!
    S: Howdy Yes!
    T: We have learned previously that a noun names a person (point to self), place (point to room) or thing (point to desk). The subject of a sentence is usually a noun. Stomp, clap, clap Teach!
    S: Stomp, clap, clap Okay!
    T: Heh little doggies class!
    S: Heh little doggies Yes!
    T: The second important part of speech is the verb. We learned that the verb is the action in the sentence(pretend to ride a horse). Whoa (pull back like stopping a horse) Teach!
    S: Whoa (same gesture) Okay!
    T: Let’s do a final roundup of our parts of speech (make a lasso gesture above head). A noun names a person (point to self), place (gesture to room), or thing (point to desk). A verb shows action (riding horse). Stomp, stomp Teach!
    S. Stomp, stomp, Okay!

    ReplyDelete
    Replies
    1. Peg,
      Good beginning lesson on nouns and verbs. The 5 Step Lesson Plan chapter will help you develop this into a well rounded lesson. I can't wait for you to read it! Here are 25 certification points for you!

      Delete
  10. Teacher: Yo, Class!
    Students: Yo, Yes!
    Teacher: Today we're going to answer the question, "What is an adjective?" Turn to your neighbor and tell him, "I'm sooooo excited to learn about adjectives!" (clap, clap) Teach!
    Students: (clap, clap) Okay! (Students tell their neighbor what I just said.)
    Teacher: Hey, Class!
    Students: Hey, Yes!
    Teacher: Class, an adjective modifies, or adds to, a noun or a pronoun. (Use gestures such as fist for noun and flat hand over the fist for the adjective.) Using the gesture, class, teach your neighbor that an adjective modifies, or adds to, a noun or pronoun. Teach, teach.
    Students: Okay, okay! (Students repeat or paraphrase what I said using gestures while I circulate among them.)
    Teacher: Switch!
    Students: Okay!
    Teacher: Class, class!
    Students: Yes, yes!
    Teacher: Hands & eyes.
    Students: Hands & eyes.
    Teacher: To find an adjective (use gesture) in a sentence, ask what kind, which one, or how many. Class, tell your neighbor "to find an adjective, ask what kind, which one, or how many". Ok, teach.
    Students: Ok, okay. (Students practice saying what I just said as I circulate among them.)
    Teacher: Switch.
    Students: Okay!
    Make 2 columns on the board--left one labelled “adjectives” and right one labelled “nouns”.
    Teacher: Class, oh, class.
    Students: Yes, oh, yes.
    Teacher: Hands & eyes.
    Students: Hands & eyes.
    Teacher: (I will list several nouns on the board with adjectives describing them. One noun for each adjective question: blue sweater (what kind), those books (which one), and two fish (how many). Then the students will generate nouns with adjectives telling what question each adjective answers.) Okay, class.
    Students: Okay, yes.
    Teacher: I’m going to ask you some questions about adjectives. You answer with “Yes or No Way”.
    Is this the adjective gesture? (make several gestures)
    Is every adjective always linked to a noun or a pronoun?
    To find an adjective in a sentence, do you ask “What kind? Which one? or Where”?
    To find an adjective in a sentence, do you ask “What kind? Which one? or How many”?
    Does the phrase “red bird” contain an adjective?
    Does the phrase “to the store” contain an adjective?
    Does the phrase “ten little Indians” contain an adjective?
    Does the phrase “ran quickly” contain an adjective?

    Classity class!
    Students: Yessity yes!
    Teacher: Time for a QT. Cover your eyes. Thumbs up for yes and thumbs down for no.
    The sentence “I love gorgeous giraffes.” contains an adjective.
    In the sentence “I love gorgeous giraffes,” giraffes is the adjective.
    In the sentence “I love gorgeous giraffes,” love is the adjective.
    In the sentence “I love gorgeous giraffes,” I is the adjective.
    In the sentence “I love gorgeous giraffes,” gorgeous is the adjective.
    Repeat the process with the sentence, “The cute monkeys played.”
    Third grade class!
    Students: Third grade yes!
    Teacher: Turn to your neighbor and tell him “An adjective modifies, or adds to, a noun or a pronoun. An adjective answers what kind, which one, or how many.” Teach!
    Students: Okay!
    Teacher: Switch!
    Students: Okay!
    Teacher: One, two, class!
    Students: One, two, okay!
    Teacher: Super duper job today!








    ReplyDelete
    Replies
    1. Cheryl,
      Very well thought out lesson! I like how you took it to the critical thinking stage after multiple examples. One thought about using "switch". As you sketch out your plans, be sure to tell your kids they are going to do switch. They won't know you expect them to use it unless you tell them. :) Great job on your lesson! Here are 25 certification points for you plus 5 BONUS POINTS for going above and beyond!

      Delete
  11. T: Classity, Classity!
    S: Yessity, Yessity!
    T: Today we are going to learn about writing addition number sentences to show how two parts (two fists separate) make a whole (put fists together). Tell your partner what we are going to learn today. Teach!
    S: Okay! (students use big gestures to tell their partner what they are going to learn).
    T: Switch!
    S: Switch!
    T: Oh, Class!
    S: Oh, Yes!
    T: Look at our picture of the cubes. There are two groups of cubes, one red, one yellow. These groups are called parts. Tell your partner about this picture and what these groups are called. Teach!
    S: Okay!
    T: Class-a-doodle-doo!
    S: Yes-a-doodle-doo!
    T: When you put two parts together you get a whole. So, part plus part equals whole. Teach!
    S: Okay!
    T: Classss!
    S: Yessss!
    T: When we add two parts, we get a whole. But there is a very special math word for our whole, or our answer. That special word is sum. When we add the parts, we find the sum. Teach!
    S: Okay!
    T: Class, I have a question for you!
    S: Yes, we have an answer for you!
    T: When we add two parts, we get an answer. What is the special math word for that answer?
    Students raise hands, teacher calls on a student.
    S: When we add two parts, we find the sum.
    T: Class, give student a 10 finger woo for that complete answer!
    S: Woooooooo!
    T: Class Class class
    S: Yes Yes Yes
    T: We can write an addition sentence to show the parts and the whole of our picture. 4 red cubes, plus 8 yellow cubes equals 12 cubes in all. Turn to your partner and use gestures to teach them this addition sentence and tell them what numbers are the parts and what number is the whole. Teach!
    S: Okay!
    T: Switch!
    S: Switch!
    T: Classy classy
    S: Yessy yessy
    T: QT! Eyes closed, thumbs up!
    S: Question Time! Eyes closed, thumbs up!
    T: When we are adding, groups of objects are called parts. (Thumbs up)
    T: The answer to an addition sentence is called a part. (Thumbs down)
    T: Part plus part equals a whole. (Thumbs up)
    T: The answer to an addition sentence is called the sum. (Thumbs up).
    T: Classity class class class!
    S: Yessity yes yes yes!
    T: Awesome job today. Turn to your partner, pat them on the back and tell them "great job today friend, we can now write addition sentences!" Teach!
    S: Okay!
    T: Class
    S: Yes
    T: I am going to give you to the count of 10 to get back to your seats quickly and quietly. Then, we will put all of our learning to practice. Go!

    ReplyDelete
  12. Allyson,
    Great lesson plan! I can't wait for you to read the Bonus Chapter about the 5 step lesson. It will help you develop a lesson with lots of examples and expand this into the critical thinking area. One thought about using switch. Make sure before you expect kids to switch that you tell them you will be calling for it. Otherwise, it reads as though you just expect them to know when you want it. Here are 25 certification points for you!

    ReplyDelete
  13. Introduction to Genre

    Teacher: Class!
    Students: Yes!

    Teacher: Today we are going to learn about a pretty weird looking word! Many of you may have seen this word, but may not know how to pronounce it. That is okay, though, because that just makes the word more fun to say when you learn!
    Teeeaaach!
    Students: OooKaaay!

    (The teacher then writes the word “Genre” on the board while also pronouncing the word. The teacher then asks the students if they have ever seen the word before, and if so, where? {The teacher is seeking answers such as music stores, ipods, bookstores, etc.}
    When students associate the word “genre” with music, the class brainstorms a list of different genres of music.)

    Teacher: Genre, Class!
    Students: Genre, Yes!

    Teacher: If genres of music are different types of music, then genres in literature represent different types of books. TEACH!
    Students: OKAY!

    (The teacher then leads the class to brainstorm different GENRES of literature, starting with their favorite types of books!)

    Teacher: Zoom, Zoom, Class!
    Students: Zoom, Zoom, Yes!

    Teacher: So the two main genres of literature that we will be reading and analyzing this year are fiction and nonfiction. Fictional stories are made up, while nonfiction is real, true information. Teach!
    Students: Okay!

    (Students and teacher will proceed to categorize the aforementioned brainstorm into the two main genres.)

    ReplyDelete
    Replies
    1. Good lesson Amanda! I like the way you start off by not telling what the word is (builds suspense) and then you tie it to something they already have prior knowledge of. Wait until you read the bonus chapter for the 5 step lesson plan! Here are your 25 certification points!

      Delete
  14. T: Classity-Class!
    S: Yessity-Yes!
    T: What are my five senses?(holding up five fingers) (clap twice) Teach!
    S: (clap twice) Okay! (students repeat the question to their neighbors)
    T: Oh, Class?
    S: Oh, Yes?
    T: My five senses help me learn every day. (hold up five fingers again and point to head) Tell your neighbor how much you LOVE to learn! (touch heart then head)
    S: (Turn and tell their neighbor with gestures) I LOVE to Learn!
    T: (In a high, nasal voice) Class!
    S: (In a high, nasal voice) Yes!
    T: (clap twice) Mirror! (hold hands up)
    S: (clap twice) Mirror! (hold hands up)
    T: My five senses help me learn every day. (hold up five fingers again and point to head) (Students mirror actions with the teacher) When I say “teach” I want ones (hold up one finger) to teach twos (hold up two fingers) about the five (hold up five fingers) senses. Listen for the “switch”. (clap twice) Teach!
    S: (clap twice) Okay! (ones teach twos; twos listen and mirror ones’ actions)
    T: Uh, Oh! Switch! (pull air lever)
    S: Switch! (pull air lever) (twos teach ones; ones listen and mirror twos’ actions)
    T: Classssssss…(slithering like a snake)
    S: Yessssss…(slithering like a snake)
    T: My five senses help me learn every day. (hold up five fingers and point to head) The five senses (hold up five fingers) are see (point to eyes), hear (point to ears), smell (point to nose), taste (point to mouth), and touch (hold out hands and wiggle fingers). (clap twice) Mirror! (hold hands up)
    S: (clap twice) Mirror! (hold hands up)
    T: My five senses help me learn every day. (hold up five fingers and point to head) The five senses (hold up five fingers) are see (point to eyes), hear (point to ears), smell (point to nose), taste (point to mouth), and touch (hold out hands and wiggle fingers). (students mirror teacher’s actions) When I say “teach” I want the twos (hold up two fingers) to teach ones (hold up one finger) the five different senses. (hold up five fingers) Listen for the “switch”! (clap twice) Teach!
    S: (clap twice) Okay! (twos teach ones; ones listen and mirror twos’ actions)
    T: Uh, Oh! Switch! (pull air lever)
    S: Switch! (pull air lever) (twos teach ones; ones listen and mirror twos’ actions)
    T: (in a wobbly voice and with a wobbly body) Claa-a-aass!
    S: (in a wobbly voice and with a wobbly body) Yee-e-ees!
    T: I noticed that most of you are doing an amazing job teaching each other about the five senses (with gestures). I’m going to give you a…wait for it… (pregnant pause while holding marker to scoreboard) smiley point!
    S: (Mighty Oh, Yeah with fist pump) Oh, Yeah!
    T: However, some of you are not mirroring your teachers…that’s a frowney!
    S: (Mighty grown with shoulders shrugged) uhhhh!
    T: c-c-c-class!
    S: y-y-y-yes!
    T: I can use my five senses to be a scientist every day! (hold up five fingers and point to head. Use stuffed dog to demonstrate senses with gestures) I can use my eyes to see the different parts of a dog. I can use my ears to hear what the dog sounds like when it barks. I can use my nose to sniff the dog. (sniff dog) Pee-you! I can use my mouth to taste the dog’s fur (pretend like to are going to lick the dog. Students will stop you!). Okay, that’s cool! I can use my hands to touch the dog and see how he feels (pet the dog). When I say “teach” I want ones (hold up one finger) to teach twos(hold up two fingers) how you might use your five (hold up five fingers)senses to learn (point to head)about an animal. Listen for the Switch! (clap twice) Teach!
    S: (clap twice) Okay! (ones teach twos; twos listen and mirror ones’ actions)
    T: Uh, Oh! Switch! (pull lever)
    S: Switch! (pull lever) (twos teach ones; ones listen and mirror twos’ actions)
    (Note: At this point I would give examples for thumbs up/down responses, then the QT and Critical Thinking/Prove It!. This script was becoming a bit lengthy, so I will save those portions for those chapters.)

    ReplyDelete
  15. This comment has been removed by the author.

    ReplyDelete
  16. Jennifer,
    Great lesson and lots of scaffolding, too! You did a good job of chunking the lesson down. Two thoughts struck me as I read through this. 1. When you get to the last part (demo with the dog), chunk that as much as you did the lesson at the beginning. 2. Don't feel like you always have to use switch. Kids love variety so it's ok to intersperse the switch with everybody teaching and gesturing. Here are your 25 certification points!

    ReplyDelete
  17. Teacher: Claaaass, Class, Class!
    Students: Yeeees, Yes , Yes!

    Teacher: Our objective today is to answer the question, "What are the three functions of the human skeleton?" Turn to your neighbor and tell him, "I'm sooooo excited to learn about the three functions of the human skeleton!" (clap, clap) Teach!

    Students: (clap, clap) Okay! (Students turn to their neighbor and shake their hands showing and telling how excited they are to learn about the functions of the human skeleton.)

    Teacher: Hey, Class!
    Students: Hey, Yes!

    Teacher: The first function of the human skeleton is support. (Placing arms stiffly straight down my sides.) Mirror-Words. The first function (pause holding up one finger while students repeat) is support (Pause placing arms stiffly straight down my sides allowing time for students to repeat. Repeat the whole thing with gestures allowing students time to mirror.) Using the big gesture, teach your neighbor The first function of the human skeleton. (clap, clap) Teach!

    Students: (clap, clap) Okay, okay! (Students repeat or paraphrase the first function of the human skeleton while I walk around praising or redirecting.)

    Teacher: Hands and Eyes. The second function of the human skeleton is protection. (Placing arms crossed across the chest.) Mirror-Words. The second function (pause holding up two fingers while students repeat) is protection (Pause placing arms crossed across the chest allowing time for students to repeat. Repeat the whole thing with gestures allowing students time to mirror.) Using the big gesture, teach your neighbor The first and second functions of the human skeleton are support and protection. (clap, clap) Teach!

    Students: (clap, clap) Okay! (Students repeat or paraphrase the first and second functions of the human skeleton while I walk around praising or redirecting.)

    Teacher: Silent Mirrors. The third function of the human skeleton is movement. (Moving arms in a large horizontal circle away from the chest.) Mirror-Words. The third function (pause holding up three fingers while students repeat) is movement (Pause moving arms in a large horizontal circle away from the chest allowing time for students to repeat. Repeat the whole thing with gestures allowing students time to mirror.) Using the big gesture, teach your neighbor the three functions of the human skeleton; support, protection and movement. (clap, clap) Teach!


    Students: (clap, clap) Okay! (Students repeat or paraphrase the three functions of the human skeleton while I walk around praising or redirecting.)

    Teacher: Class, class!
    Students: Yes, yes!

    Teacher: Hands & eyes.
    Students: Hands & eyes.

    Teacher: Let’s take a look at Mr. Bones. (Hold up skeleton.) The different bones that make up the skeleton have special jobs. Silent Mirrors. The neck (point to my neck) supports the head (grab both sides of my head.) The spine (running hand down the middle of my back) supports the body (gesturing around the torso.) Mirrors off. With a full body turn and talk to your table partner using huge gestures and explain the first function of the human skeleton is support. I want to see Example Poppers as you talk. (clap, clap) Teach!

    Students: Okay. (Students practice the first function of the human skeleton giving examples as I circulate among them praising and redirecting.)

    Teacher: Class, oh, class.
    Students: Yes, oh, yes.

    ReplyDelete
  18. Cont.

    Teacher: Let’s take another look at Mr. Bones. Mirrors-Words. The skull (knock on the side of my head pausing for students to repeat) protects (placing arms crossed across the chest) the brain (tap finger on side of my head pausing for students to repeat.) The ribs (running thumbs up and down the sides of my body pausing) protect (placing arms crossed across the chest) the heart (overlapping hands of heart pausing.) Mirrors off. With a full body turn talk to your table partner using huge gestures and explain everything you know about the second function of the human skeleton, protection. I want to see Example Poppers as you talk. (clap, clap) Teach!

    Students: Okay. (Students practice the first function of the human skeleton giving examples as I circulate among them praising and redirecting.)

    Teacher: Hands & eyes.
    Students: Hands & eyes.

    Teacher: Back to Mr. Bones. Mirrors-Words. The leg, feet and toe bones (lifting and wiggling leg, foot and toes pausing for students to repeat) move (moving arms in a large horizontal circle away from the chest) me (tap finger on chest pausing for students to repeat) from here to there (pointing where I am standing to another place in the room pausing for students to repeat.) The arm, hands, and finger bones lifting and wiggling arm, hand, and fingers pausing for students to repeat) move (moving arms in a large horizontal circle away from the chest) things around me ( hold up pencil and paper.) Mirrors off. With a full body turn talk to your table partner using enormous gestures and explain everything you know about the three functions of the human skeleton; support, protection, and movement. I want to see Example Poppers as you talk. (clap, clap) Teach!

    Students: Okay. (Students practice the first function of the human skeleton giving examples as I circulate among them praising and redirecting.)

    Teacher: Classity, class.
    Students: Yesity, yes.

    Teacher: It’s time for a game of Yes! No Way!! I’m going to make some statements about the three functions of the human skeleton. If you agree, how will you answer? (Students show the Yes! fist pump.) If you think my statement is wring, how will you answer? (Students throw their hands up to show No Way!

    One function of the human skeleton is swimming. No way!
    One function of the human skeleton is protection. Yes!
    One function of the human skeleton is movement. Yes!
    One function of the human skeleton is breaking. No way!
    One function of the human skeleton is support. Yes!
    Your spine’s job is to protect the heart. No way!
    Your skull’s job is to protect the heart. No way!
    Your ribs’ job is to protect the heart. Yes!
    The neck’s job is to support the head. Yes!
    The legs’ job is to protect the knee. No way!
    The legs’ job is to move me. Yes!


    Classity class!
    Students: Yessity yes!

    Teacher: With a full body turn and really big gestures, turn to your table partner. Window partners talk first. Door partners gesturing everything you know about the functions of the human body. Use Example Poppers as you explain. Listen for the Switch. When I say Uh-oh switch, partners change jobs and continue to talk about the functions of the human body. (clap, clap) Teach!

    Students: (clap, clap) Okay!
    Teacher: Uh-oh Switch!

    Students: Switch! (reaching high above their heads and throwing a giant switch)

    Teacher: Seats!
    Students: seat, seat, seat

    ReplyDelete
    Replies
    1. Whew! Now that is a lesson! Great job raising the bar. Here are 25 certification points plus 5 BONUS POINTS just for you!

      Delete
  19. T: Classity! Class! Class!
    S: Yessity! Yes! Yes!

    T: Mirror Words (with gestures)
    S: Mirror Words (with gestures)

    T: Today we are going to learn a new reading strategy! (Big
    gesture – fist coming down with a mighty quiet . . . Oh Yea!)
    S: Today we are going to learn a new reading strategy! (Big
    gesture – fist coming down with a mighty quiet . . . Oh Yea!)

    T: Class! Class!
    S: Yes! Yes!

    T: The reading strategy is called (hold up two
    fists) making inferences. (clap, clap) Teach!
    S: (Clap, Clap) Okay! The reading strategy is called (hold up two fists)
    making inferences!

    T: Strategies! Claaaaass!
    S: Strategies! Yeeeeess!
    T: An inference is when you take what you know (big gestures – pretend
    to grab something with one fist – hold it up) . . . take what you
    read (big gestures - pretend to grab something with the other
    fist.) Then put those two thoughts together ( big gestures – bring
    two fists together) to form an opinion about what is not clearly
    stated. North! Teach!

    S: North! Okay! (Students teach their neighbor the inference strategy
    using big gestures.)
    T: Boo Yah! Switch! South! Teach!
    S: Boo Yah! Switch! South! Okay! (Students teach their neighbor the inference strategy using big gestures.)
    T: Hey Ho Class!
    S: Hey Ho Yes!

    T: Give yourself a ten finger woo and a mighty ‘Oh Yeah!’
    S: Students give the ten finger woo and say ‘Oh Yeah!’

    ReplyDelete
    Replies
    1. Mrs. C,
      Good job at a beginning Teach-Okay lesson. You have the basic idea. Just a few things came to mind as I read your lesson. First, always tell the students when to teach. Second, when we do switch, all you have to say is, "Switch". Then the kids say, "Uh oh, switch". The switch and the Class-yes are different in the way we present them to students. I do like the fact that you implemented it! Here are 25 certification points for you!

      Delete
    2. Thank you for your comments. I've tried a bit of WBT in my classroom with much success. I've never done the Teach-Okay, switch and lots of the other ideas. You should of seen me at my computer waving and grabbing my hands as I was coming up with the inference lesson!

      Delete
  20. Teacher: Classy Class
    Students: Yessy Yes

    Teacher: Today we are going to review Author’s Purpose. (motion writing on your left hand) (Clap, Clap) Teach!
    Students: (Clap, Clap) Okay! (Students tell their neighbor what we are going to do today with gestures.)

    Teacher: Class!
    Students: Yes!

    Teacher: Author’s Purpose is the reason why (arms in the air, like the letter Y) the text was written. (Clap, Clap) Teach!
    Students: (Clap, Clap) Okay! (Students tell their neighbor what Author’s Purpose with gestures.)

    Teacher: Oh, class!
    Students: Oh, yes!

    Teacher: There are three reasons (put up three fingers up) an author writes. (motion writing on your left hand) (Clap, Clap) Teach!
    Students: (Clap, Clap) Okay! (Students tell their neighbor how many reasons there are with gestures.)

    Teacher: Class! (Deep voice)
    Students: Yes! (Deep voice)

    Teacher: The authors purpose can be to persuade (pound fist on desk), inform (tap brain), or entertain (motion opening a book and mouthing “wow”) (Clap, Clap) Teach!
    Students: (Clap, Clap) Okay! (Students tell their neighbor the three reasons authors write with gestures.)

    Teacher: Class! (Pound fist on desk.)
    Students: Yes! (Pound fist on desk.)

    Teacher: You now have 10 minutes to write a paragraph. Your paragraph will be about a Hershey Kiss that I will place on your desk. You will not touch the Hershey Kiss. Say to your neighbor, “I will not touch the Hershey Kiss!” (right hand placed on your heart, shaking your head)
    Students: I will not touch the Hershey Kiss! (with gestures)

    Teacher: Hands and Eyes!
    Students: Hands and Eyes! (hands folded, eyes on teacher)

    Teacher: You will have 10 minutes (hold up 10 fingers) to write a paragraph about your Hershey Kiss. Your paragraph must persuade us to buy a Hershey Kiss. Turn to your neighbor and tell them all the reasons you can think of to buy a Hershey Kiss. Partner A talk first. (Clap, Clap) Teach!
    Students: (Clap, Clap) Okay! (Student A in each group states as many reasons as they can while Student B encourages them with gestures.)

    Teacher: Switch!
    Student: Okay! (Student B in each group states as many reasons as they can while Student A encourages them with gestures.)

    Teacher: Hey Class!
    Student: Hey Yes!

    Teacher: Performance time! You will have 10 minutes to write a paragraph about your Hershey Kiss. Your paragraph must persuade us to buy a Hershey Kiss. Persuade (pound fist on desk) Students!
    Students: Persuade (pound fist on desk) Yes!

    Catherine Cassaro - Lesson Review of Author's Purpose

    ReplyDelete
    Replies
    1. Catherine,
      Great job on your lesson! One suggestion would be to chunk down the 3 reasons authors write. For example, just do persuade, then have students teach. Then add inform, and have them teach the first 2 reasons. Then finish with entertain and have them teach all 3. The repetition will build memories. I like that you used WBT techniques for the written portion, too. Here are 25 certification points for you!

      Delete
  21. Teacher: Class Rock-n-Rollin Class!
    Students: Yes Rock-n-Rollin yes!
    Teacher: Today we are going to learn about nouns. Turn to your partner and ask them what a noun is. (Clap, clap, stomp, clap Teach)
    Students: (clap, clap, stomp, clap OKAY) what is a noun?
    Teacher: Class oh Class!
    Students: Yes oh yes!
    Teacher: A noun is a person (points to self), a place (points to classroom wall), thing (holds right hand up and points to the middle of hand), or an idea (points at head). Turn to your partner and tell them what a noun is all about. (Clap, clap, clap Teach)
    Students: (clap, clap, clap, Okay) Students using the gestures the teacher showed them tells their partner that a noun is a person, place, thing, or idea.
    Teacher: Class rock in class!
    Students: Yes rock in yes!
    Teacher: Mirror with words (shows gesture of holding up both hands and turns them from front to back) A noun is a person (points to self), place (points to classroom walls), thing (holds up right hand and points to middle of hand), or an idea (points at head.)
    Students: are mirroring the words and gestures the teacher is saying.
    Teacher: Classity, class!
    Students: Yessity, yes!
    Teacher: Turn to your partner and tell them what a noun is all about using the gestures you just mirrored with me and let me see the enthusiasm.
    Students: Turn to their partner and explain what a noun is and uses the gestures with lots of enthusiasm.
    Teacher: Classsssssssss!
    Students: Yesssssssssss!
    Teacher: You are doing such a super doper job! Now I would like you to pull out a piece of paper and list as many nouns as you can in the next two minutes. Turn to your partner and tell your partner what you need to do. (snap, clap) TEACH!
    Students: (snap, clap) OKAY! Students tell their partner that they need to take out a piece of paper and list as many nouns as they can in the next two minutes.
    Teacher: Class oh say can you see class!
    Students: Yes oh say can you see yes!
    Teacher: Pass out the paper now. Teacher counts to 10 and students get paper passed out before number 8. Please put your name, date, and number on the top. Ready. Go.

    ReplyDelete
  22. Tab,
    Good job on your Teach-Okay lesson! I can't wait for you to read the Bonus Chapter about the 5 step lesson plan. You'll be able to turn this into a completely scaffolded lesson complete with critical thinking! Do be sure to tell your class they are doing a super duper job though, as opposed to a super doper job. :) Here are 20 certification points for you!

    ReplyDelete
  23. Teacher: Class, ooooh class!
    Class: Yes, ooooh, yes!
    Teacher: Today we are going to learn 3 important things about a new letter! (holding up 3 fingers, then sweeping arm movement toward the alphabet at the top of the white board) Tell your neighbor how excited you are that we are going to learn 3 important things about a new letter. (clap) Teach!
    Class: (clap) Okay! (class turns to neighbor and tells about 3 things and a new letter)
    Teacher: Class, class!
    Class: Yes, Yes!
    Teacher: The first thing about the new letter is in regular words it always sounds the same, no matter where it shows up! Turn to your neighbor and tell them the new letter always sounds the same in regular words. (clap) Teach!
    Class: (clap) Okay! (class turns and teaches)
    Teacher: Switch! (with big fist pulling down a switch from above your head)
    Class: Switch! (with a big fist pulling down a switch from above their head) (Students change roles and teaching resumes.)
    Teacher: Class, (clap) class!
    Class: Yes, (clap) yes!
    Teacher: The second thing about the new letter is the sound is just air! You don’t even use your voice! Turn to your neighbor and tell them how weird it is to have a letter sound that you don’t say. You just use air! Be sure you use the word weird! Teach!
    Class: Okay! (students turn and teach and loud “wierds” echo around the room)
    Teacher: Switch! (same gesture)
    Class: Switch! (same gestures, roles change and teaching continues)
    Teacher: Class, a-doodle class! (hand cupped to mouth like a megaphone)
    Class: Yes, a-doodle yes! (hand cupped to mouth like a megaphone)
    Teacher: The third thing about this new letter is the fact that it is a consonant. Not a vowel, but a consonant! Tell your neighbor this new letter is a consonant, so that means it can’t be a vowel! (finger wagging and head shaking side to side) (clap) Teach!
    Class: (clap) Okay! (students turn and teach with finger wagging and head wagging)
    Teacher: Switch! (big pull down gesture as before)
    Class: Switch! (same gesture; students switch and resume teaching)
    Teacher: Claaaass, class, class!
    Class: Yeeees, yes, yes!
    Teacher: Big surprise! The letter make the same sound just about everywhere, you only use air to say it, and it’s a consonant. What is it? Are you ready? It makes the sound /t/ so it’s the letter? (hand to ear listening for a choral response)
    Class: T!
    Teacher: Right! It’s the letter t! Tell you neighbor that the letter is T and it sounds the same, only uses air to say it, and it’s a consonant! (clap,clap) Teach!
    Class: (clap, clap) Okay! (students begin teaching)
    Teacher: Switch! (big arm motion)
    Class: Switch! (big arm motion, students reverse roles and continue teaching)
    Teacher: Class, class, (stomp), class!
    Class: Yes, yes, (stomp), yes!
    Teacher: Mirror words! (hand gesture)
    Class: Mirror words! (hand gesture)
    Teacher: It. (it) Time. (time) Cat. (cat) Mirror off. (hand gesture)
    Class: Mirror off. (hand gesture)
    Teacher: Think of as many words as you can with the /t/ sound in them and be sure to use big gestures to tell a picture of your words. (clap, clap) Teach!
    Class: (clap, clap) Okay! (students begin teaching)
    Teacher: Switch! (big gesture)
    Class: Switch! (big gesture, roles reverse, teaching continues)
    Teacher: Class, oh my, class!
    Class: Yes, oh my, yes!
    Teacher: Now you know the letter t makes the sound /t/ almost every time you see a “t” in a word, and you know that the letter “t” is a consonant. Can I get a big oh yeah for consonant “t”!
    Class: Oh yeah!
    Teacher: Great job everybody!

    ReplyDelete
    Replies
    1. Russ,
      Excellent job on your Teach-Okay! I like the way you used scaffolding to teach about the letter. Kids really need that! One thought about using the switch. First, always prep your kids that one should be speaking while the other listens if you are going to have them switch. Second, don't feel like you have to use switch every time students teach. Give them variety and throw it in here and there. It's ok to just have everyone "teaching" at the same time. Here are your 25 certification points!

      Delete
  24. Teacher: 1-2-Class
    Students: 1-2-Yes
    T: Today we are going to learn about the FITT principle, tell your neighbor how excited you are to learn about the FITT Principle, Coach!
    S: Ok! Students turn to their neighbor and explaines how excited they are to be learning about the FITT principle.
    T: Olay, olay, oley Class!
    S: Olayyyy, OOllaayyy, Yes!
    T: The "F" is for Frequency and frequency is the amount of time you exercise per week. You should exercise three to five times a week. Coach!
    S: Ok! Students share the information provided with neighbor
    T: Ready, Set, Class!
    S: Hut, hut, Yes!
    T: The "I" is for Intensity and intensity is how hard you are working while performing your exercise. Your hard rate should be between 60% and 85% of your maximum heart rate. Coach!
    S: Ok! Students share the information provided with neighbor.
    T: Class eh!
    S: Yes eh!
    T: The "T" is for Time and time is the amount of time your activity should last. You should exercise for at least 60 minutes each session. Coach!
    S: Ok! Students share the information provided with neighbor
    T: Class!
    S: Yes!
    T: The second "T" is for type and the activity can be aerobic or anaerobic. Aerobic is when you perform a light to moderate activity where you use enough oxygen to meet the energy demands. For example, jogging or riding a bike. Coach!
    S: Ok! Students share the information provided with neighbor.
    T: Bump, Set, Class!
    S: Spike, Yes!
    T: Anaerobic is when you perform a high intensity activity that lasts no longer then two minutes. For example: a sprint or lifting a heavy weight. Coach!
    S: Ok! Students share the information provided with neighbor.
    T: Yo Group!
    S: Yes Teach!
    T: Hands and eyes. (scoreboard points???) FITT stands for Frequence, Intensity, Time and Type. Coach!
    S: Ok! Students share the information provided with neighbor.

    ReplyDelete
  25. Patrick,
    You have a good lesson with scaffolding here. Unfortunately, the numerous writing and spelling errors cost you your points on this one. Keep trying! Wonderfully written and thoughtful posts earn bonus points!

    ReplyDelete
  26. :( lesson learned. Stop trying to catch up while in bed late in the evening with the iPad. That just cost me 50 points!

    ReplyDelete
  27. Teacher: Class, dearest class!

    Students: Yes, dearest yes!

    Teacher: It is time for some sizzling science! Give me an Oh, Yeah!

    Students: Oh Yeah!

    Teacher: Tell your partner how excited you are for another science sizzler! (Clap, stomp, stomp) Teach!

    Students: (Clap, stomp, stomp) Ok! (Turn to their partners to share their excitement.)

    Teacher: Today’s interesting creature, we will feature, is the invertebrate. (Clap, clap, clap) Teach!

    Students: (Clap, clap, clap) OK!

    Teacher: Ask your partner, “What is an invertebrate?” (Rap, rap on a desk.) Teach!

    Students: (rap, rap) OK! (Students turn and ask their partners.)

    Teacher: Smarty pants, class!

    Students: Smarty pants, yes!

    Teacher: When you think of an invertebrate, I want you to think of a small piece of wobbly jello, it wobbles, is small, is soft, and cold. Teach!

    Students: Ok! (Turn and teach their partners)

    Teacher: Classy, classy!

    Students: Yesssy, yessy!

    Teacher: Invertebrates are like jello. They are wobbly, small, soft, and cold. When you hear invertebrate, think jello!! (Clap, clap) Teach!

    Students: (clap, clap) Ok! (Turn and teach)

    Teacher: Oh, Class!

    Students: Oh, yes.

    Teacher: Invertebrates have five characteristics that are similar to jello, that help us to classify them. Teeeaccch!

    Students: Ooookkkk! (Turn and teach)

    Teacher: Class, class!

    Students: Yes, yes!

    Teacher: The fist characteristic is (holds up one finger); an invertebrate does not have a back bone. (Sway body back and forth like jello.) If they have a skeleton it is a hard-outer skeleton called an exoskeleton (Pats back). Teach!

    Students: Ok! (Use gestures to teach their partners)
    Teacher: Classity, class!

    Students: Yessity, yes!

    Teacher: The second characteristic (holds up two fingers) is; invertebrates have small, soft bodies. (Move hands together to show “small”; and back-and-forth, like a fluffing a pillow, to show “soft”.) (Clap, clap) Teach!

    Students: Clap, clap Ok! (Turn and teach)

    Teacher: Classa, classa!

    Students: Yessa, yessa!

    Teacher: We have learned the first two characteristics of invertebrates. Please share both of those characteristics with your partner while using gigantic gestures.

    Partner 1 goes first. (Clap, clap, clap) Teach!

    Students: (Clap, clap, clap) Ok! (Partner 1 teaches first, while partner two mimics their gestures.)

    Teacher: Switch!!!!

    Students: Uh-oh, switch!! (Now partner 2 teaches, while partner one mimics the gestures.)

    Teacher: Classssss!

    Students: Yessssssssss!

    Teacher: Wonderful job! Now we will learn the last three characteristics. The fourth characteristic is that invertebrates have weak muscles. (Gesture showing muscles, but weakly.) (Stomp, stomp) Teach!

    Students: (Stomp, stomp) Ok! (Turn and teach each other with gestures)

    Teacher: Classy, wassy!

    Students: Yessy, wassy!

    Teacher: The fifth characteristic is that invertebrates are cold-blooded. (Rubs her arms) That means their body temperature changes with the outside temperature. (Moves hands like two temperature gauges moving up and down together.) (Rap, rap) Teach!
    Students: (Rap, rap) Ok! (Turn and teach each other with gestures.)

    Teacher: Super class!

    Students: Super, yes!

    Teacher: Review the last three characteristics with your partner. Partner 2 will go first. Please use super big gestures. Teeeeaaaaccchhhh!

    Students: Ooooookkkkkk! (Partner two teaches partner one.)

    Teacher: Switch!

    Students: Uh-oh, switch! (Partner one now teaches.)

    Teacher: Super dooper, class!

    Students: Super dooper, yes!

    Teacher: Teach your partner the five characteristics of invertebrates. Everyone will go at the same time. Make it loud and proud, please! (Clapp, clap, clap) Teach!

    Students: (Clap, clap, clap) Ok! (Students teach each other the five characteristics)

    Teacher: (Stomp, stomp) Class!

    Students: (Stomp, stomp) Yes!

    Teacher: That was fabulous! Give your partner a ten finger woo!

    Students: Woooo!!!

    ReplyDelete
  28. WBT Pioneer,
    As a science teacher, I am sending you a rolling 10 finger woo!!! Nice job scaffolding the lesson, using gestures, and using analogies to help students understand and remember the five characteristics! I think you skipped over the third characteristic, but your post was so outstanding that the omission didn't detract from the post. Here are 25 Certification Points for you!

    ReplyDelete
  29. You are right, Sarah, I did skip over the third characteristic. My bad! I will make sure not to do it to the kids in class!!

    ReplyDelete
  30. Teacher-Grammar, Grammar, (clap) Class!

    Students-Grammar, Grammar (clap) Yes!

    Teacher- Wow! that was an excellent show of class unity! You are ready to learn Grammar.

    Teacher-Today we are going to learn what an adjective is! Turn to your partner and ask, “What is an adjective?”

    Students- (Turn to their partners and ask “What is an adjective?”)

    Teacher-Oh Claaaaasssss!

    Students- Oh Yeeeeeesssss!!

    Teacher- Mirrors up and out!

    Students- Mirrors up and out!

    Teacher-An adjective describes a noun. Colors (coloring gesture), numbers (count with fingers), shapes (make circle with thumb and pointer) and sizes (wide hand gesture) can all describe a noun.

    Teacher-Oh, oh, oh, Teach!

    Students-Oh, oh, oh, Okay! (Students repeat the definition of adjective with hand gestures over and over.)

    Teacher-Class!

    Students-Yes!

    Teacher-I really enjoyed walking around and listening to you explain to your partner the meaning of an adjective. I heard you teach each other that an adjective describes a noun and that colors, numbers, shapes and sizes can all describe a noun. Way to go on using your hand gestures!

    Teacher (holding up a big red ball)- Let’s use some adjectives to describe the ball in my hand. Turn to your partner and ask him in a very squeaky voice “How many adjectives do you think we can come up with?”

    Students-(Turn to each other and ask in a very squeaky voice “How many adjectives do you think we can come up with?”)

    Teacher- Classity, Class!

    Students-Yessity, Yes!

    Teacher-I want you to number the paper on your desk, numbers 1-4 (finger gestures). Next to each number I want you to write an adjective that describes the ball I am holding. When you are finished, I want you to draw a picture (drawing hand gesture) of the ball on the bottom of the page.

    Teacher-Clap, snap, TEACH!

    Students-Clap, snap, OKAY! (Students repeat the instructions with gestures.)

    Teacher-Super, awesome Class!

    Students-Super, awesome Yes!

    Teacher-You may begin!

    Students-Begin, begin, begin!

    -Rivky Greenberger

    ReplyDelete
  31. Rivky,
    Great job on a Teach-Okay lesson! I like that you had the students repeating directions and you spiced it up with a variety of call backs and voices. As you start writing other lessons in this form, you may want to think about chunking down what you want students to know. For example, just do "an adjective describes a noun" then have the student teach. "Color can be an adjective", then students teach. "Shape" can be an adjective, then students teach the first 3 pieces you have given them. Teaching in this way breaks the lesson into smaller pieces and the repetitions get the information into long term memory. Also, to speed things up, just try saying "mirrors" and drop the "up and out". Just a thought. Here are your 25 certification points!

    ReplyDelete
  32. Teacher: Claaaaaaaass (high to low pitch).
    Students: Yeeeeeeees (ditto).

    Teacher: We have been talking about topic sentences and adder sentences when we write. Today we will learn something completely new and exciting. Tell your partner, I wonder what it is!
    Students: (turn, face each other) I wonder what it is?

    Teacher: Today our question is, What is an off-topic bungee jump? Ask your partner, What is an off-topic bungee jump?” (clap, clap) Teach!
    Students: (clap, clap) OK! (Students turn and ask, What is an off-topic bungee jump?)

    Teacher: Claaaaaass (low to high pitch)
    Students: Yeeeees (ditto)

    Teacher: First we need to learn what a bungee is. A bungee is a stretchy rope. (show a bungee cord and stretch it between your arms). Face your partner, use this stretchy gesture, and tell them, A bungee is a stretchy rope. (clap, clap, clap) Teach!
    Students: (clap, clap, clap) OK! (students turn and teach with the gesture)

    Teacher: Bungee claaaaas (high to low pitch)
    Students: Bungee yeeeees” (ditto)

    Teacher: What is a bungee JUMP? Make a full turn toward your neighbor and ask them, What is a bungee JUMP? (clap, clap, pause, clap) Teach!
    Students: (clap, clap, pause, clap) OK! (students turn and ask)

    Teacher Oh streeeetchy class
    Students: Oh streeeetchy yes

    Teacher: Now we are going to watch an amazing video of a real bungee jump. Tell your partner, I can’t wait to see this!
    Students turn and tell their partner, I can’t wait to see this!

    Teacher: Bungee fungee claaaas (high to low pitch)
    Students: Bungee fungee yeeees (ditto)

    Teacher: This is the incredible bunge jump. Watch this! (play video). Now, lets play that again and this time when the guy jumps off the bridge I want you to imagine that is you and say, Aiiiiieeeee! Boing! (play video again)
    Students: Aiiiieeeee! Boing!

    Teacher: Bungee jumping class.
    Students: Bungee jumping yes

    Teacher: We are now going to learn the gesture for the bungee jump. Mirror.
    (Students start mirroring teacher’s gestures)

    Teacher: A bungee jump (put two-finger action figure on your arm) is jumping off a bridge -Aiiiieeee! (two-finger action figure jumps off the arm) with a stretchy rope that springs you back up. Boing! (two-finger action figure bounces back up on the arm). Turn to your partner and practice some bungee jumps. Remember the Aiiieeee! and Boing! Aiiieee Boing Teach!
    Students: Aiiiieeeee Boing OK! (students have fun practicing)

    Teacher: Super class!
    Students: Super yes!

    Teacher: Hands and Eyes!
    Students: Hands and eyes!

    Teacher: This is important. What is an off-topic bungee jump? Mirror with words
    Students: Mirror with words

    Teacher: An off-topic bungee jump, Aiiiieeee! Boing! (make action figure bungee jumping gesture)
    (Students mirror)

    Teacher: is the way we say that someone’s writing has gone off the topic
    (Students mirror)

    Teacher: Make a full body turn, face your partner and teach them, again and again, that an off-topic bungee jump – (gesture) Aiiiieee! Boing! – is how we say that someone’s writing has gone off the topic. (clap clap) Teach!
    Students: (clap clap) OK! (students turn and teach their partner what the teacher just said)
    Teacher moves around the room monitoring, praising and prompting

    The lesson will take about three days. Students continue by:
    (1) teaching the concept to their partner using Switch
    (2) writing their own paragraphs with an off topic sentence
    (3) practicing the off-topic bungee jump on what their partner wrote
    (4) using the Because Clapper to explain why the off-topic sentence was off-topic. First, they work with their partner and then in whole group (using All Eyes On…) For example, students might say, “The sentence about baseball was off-topic because (clap) all the other sentences were about food.”
    (5) taking a QT
    (6) finally, writing a paragraph that is all ON topic.

    Andy Park

    ReplyDelete
  33. Andy,
    Well done! Your enthusiasm and creativeness will generate great energy and engagement from your students! Good job chunking your lesson! Here are 25 points!

    ReplyDelete
  34. Teacher: So, class. (in a sassy way with hands on hips)
    Students: So, yes. (in a sassy way with hands on hips)
    Teacher: Today we’re going to think about and talk about and practice making predictions as we read. Tell your neighbor how stoked you are about thinking about and talking about and practicing making predictions! (Clap, clap) Teach!
    Students: (Clap, clap) Okay! (Students tell their neighbors how stoked they are about thinking about and talking about and practicing making predictions.)

    Teacher: Hey, class!
    Students: Hey, yes!
    Teacher: What is a prediction? Ask your neighbor, “What is a prediction?”
    Students: (Turning to their neighbor) “What is a prediction?”

    Teacher: Class!
    Students: Yes!
    Teacher: Class, class!
    Students: Yes, yes!
    Teacher: A prediction is a thought the reader has about what they think is going to happen (use a gesture to show “going to happen” as a future event) in the text. A prediction is a thought the reader has about what they think is going to happen in the text. Tell your neighbor that a prediction is a thought the reader has about what they think is going to happen in the text. Teach, teach!
    Students: Okay, okay! (Students tell their neighbors a prediction is a thought the reader has about what they think is going to happen in the text.)

    Teacher: Umm, class?
    Students: Umm, yes?
    Teacher: Today we are going to start a book called First Day Jitters. Tell your neighbor how thrilled (in a sing-songy voice) you are about reading First Day Jitters! Teach!
    Students: Okay! (Students tell their neighbors how thrilled they are to begin First Day Jitters.)

    Teacher: Say, class!
    Students: Say, yes!
    Teacher: Look at the cover of this book. Think about the title. In your mind (point to your mind), not on your lips, but in your mind, make a prediction. A prediction is a thought the reader has about what they think is going to happen in the text. In your mind, I want you to make a prediction about what you think is going to happen in the text. (Give time for students to think.) Hands and eyes. (With gestures)
    Students: Hands and eyes. (With gestures)
    Teacher: I want you to share with your neighbor your prediction. Make sure you each get a chance to share what you think is going to happen in the text. I want to see BIG gestures! Teach, teach, teach, teach, teach! Oppa Gangnam Style! (Complete with the moves)
    Students: Okay, okay, okay, okay, okay! Oppa Gangnam Style! (They share their predictions with their neighbors.)

    Teacher: Class!
    Students: Yes!
    Teacher: I LOVED your gestures, and I LOVED your predictions! I like how a lot of you used specific examples from the picture on the cover. Give me a one second party!
    Students: (Clap!) Oh yeah!
    Teacher: (Marks a point for the students on the scoreboard) Nice work.

    (And, the lesson continues…)

    Meredith Pearson

    ReplyDelete
    Replies
    1. Meredith,
      I loved your enthusiasm in your lesson! Here are 25 Certification Points for you!

      Delete
  35. Teacher-Oh Class!

    Students-Oh Yes!

    Teacher-Today we are going to answer the question, “What is an inference?” Turn to your neighbor and ask, “What is an inference?”


    Teacher-Teeeach! 



    Students- Okaaaaay!



    Teacher- “Hands and eyes!”

    Students- “Hands and eyes!”

    Teacher- An Inference is an educated guess about something that is most likely true. We make an inference by using our schema (using gestures pointing to your brain) and details from the text (using gestures open hands like a book.) Turn to your partner and tell them how you can make an inference. 


    Teacher- (Clap, clap) Teach!


    Students- (Clap, clap) Okay! (Students repeat the definition for an inference using gestures.)



    Teacher-Oh class!

    Students-Oh yes!

    Teacher-So an inference is an educated guess. That means you must make a smart guess. We all like to be smart. Turn to your partner and tell them “I like to be smart!”

    Students- “I like to be smart!”

    Teacher-“Hands and eyes!”

    Students-“Hands and eyes!”

    Teacher-(Passage is posted on board) Let’s make an Inference! Eva put on her blue coat, grabbed her backpack, and rushed out the front door. It was 7:45 a.m. She and her mom walked as quickly as they could. Ten minutes later, Eva arrived at Estelle Elementary School for the first day of fourth grade. Turn to your partner and say, “I’m ready to make an inference!”


    Students- “I’m ready to make an inference!”

    Teacher- (Clap clap) Class!



    Students- (Clap clap) Yes!



    Teacher-The details (gesture) say that Eva rushed out the front door and ran as fast as she could. Based on these details (gesture) and your own experience or schema (gesture), we can infer that Eva is late for school. Turn to your partner and tell them how you made an inference that Eva is late for school.

    Teacher- Teeeach!

    Students- Okaaaaay!

    Teacher- Class, Class, Class!

    Students- Yes, Yes, Yes!

    Teacher- You also read that she grabbed her coat. You can use that detail to infer. Partner A ask your partner what they infer?

    Teacher -Teach!

    Students- Okay!

    Teacher- Switch!

    Students – Switch (high five)

    Teacher-Oh class!



    Students-Oh yes!



    Teacher-Great Job making an inference!

    ReplyDelete
  36. Mrs. Shephard,
    Nice job! At the very end of your lesson is would be great to have a student stand and, with Class/Yes and Mirror/Words, teach the class what inference they made! Here are 25 Certification Points for you!

    ReplyDelete
  37. Sra. Keith: ¡Clase, clase, clase!

    Estudiantes: ¡Sí, sí, sí!

    Sra. Keith: Hoy, vamos a aprender cinco maneras de contestar la pregunta ¿Cómo estás? (Today, we are going to learn 5 (big wave of 5 fingers) ways to answer the question: How are you?)
    Clap, clap, ¡Enseñen!

    Estudiantes: Clap, Clap, ¡OK! (Students teach each other, using the “big wave” to emphasize that they will learn 5 answers to the question.)

    Sra. Keith: (deep voice) ¡Cla-se!

    Estudiantes: ¡Sí-í!

    Sra. Keith: Cada vez, una persona va a preguntar, ¿Cómo estás? y la otra persona va a contestar. Cuando yo digo “cambien”, la persona quien contesta va a preguntar y vice-versa. (Each time, one partner will ask: How are you? The other will answer. When I say “switch”, the person who is answering will ask and the person who is asking will answer.)

    Clap, snap, ¡Enseñen!

    Estudiantes: Clap, snap, ¡OK! (Students teach each other the procedure.)

    Sra. Keith: ¡Hola, Clase!

    Estudiantes: ¡Hola, Sí!

    Sra. Keith: (Big shrug) ¿Cómo estás? (Two thumbs up, large grin) ¡Estoy muy bien!
    (Whole class repeats, with gestures) Clap, jazz hands, ¡Enseñen!
    Estudiantes: Clap, jazz hands, ¡OK! (One student asking, one answering, both using gestures).

    Sra. Keith: ¡Cambien!

    Estudiantes: The students switch roles and continue with the same question and answer.

    Sra. Keith: ¡Clap, Clase, clap!

    Estudiantes: ¡Clap, Sí, clap!

    Sra. Keith: (Big shrug) ¿Cómo estás? (Two thumbs at a 45-degree angle, smile) ¡Estoy bien! (Whole class repeats, with gestures) Stomp, stomp, clap, ¡Enseñen!

    Estudiantes: Stomp, stomp, clap, ¡OK! (One student asking, one answering, both using gestures).

    Sra. Keith: ¡Cambien!

    Estudiantes: The students switch roles and continue with the same question and answer.

    This will continue for 3 more expressions: Estoy bien (thumbs pointing toward each other, calm expression). Estoy mal (thumbs halfway between straight across and down, small frown). Estoy muy mal (thumbs straight down, big frown).

    Sra. Keith: ¡Clase, muy bien, clase!

    Estudiantes: ¡Sí, muy bien, sí!

    Sra. Keith: Vamos a repasar: voy a decir una frase y ustedes va a hacer el gesto. (We are going to review: I will say a phrase and you will do the gesture). After doing the phrases 2-3 times each: Ahora, ustedes van a hacer la misma cosa con sus compañeros. Cuando yo digo cambien, la persona quien habla va a hacer los gestos y la otra persona va a hablar. (Now you will do this with your partner. When I say switch, the person talking will begin doing gestures and the other person will say the phrases.)
    Clap...clap... clap, clap, clap, ¡Enseñen!

    Estudiantes: Clap...clap... clap, clap, clap, ¡OK!

    Sra. Keith: ¡Clase-e-e-e!

    Estudiantes: ¡Sí-í-í-í!

    Sra. Keith: ¡Excelente! Ahora vamos a cantar una canción (Now we’ll sing a song. Play the “¿Cómo Estás?” song.).

    ReplyDelete
    Replies
    1. Sra. Keith,
      I think I just learned some Spanish from reading your post! Nice job! Here are 25 Certification Points for you!

      Delete
  38. Teacher: Class, I can!
    Class: Yes, I can!
    Teacher: Today we are going to explore a major topic in 4th grade. Turn to your partner and tell them how excited you are to learn a serious 4th grade skill. (clap, clap) Teach!
    Class: (clap, clap) Okay!
    Teacher: Class, oh my!
    Class: Yes, oh my!
    Teacher: Today’s very important, advanced skill, is all about reading and the different types of books there are to read. (sound effects, Dun, dun, dun!) We are going to learn about the genres of reading. With a full body turn, tell your neighbor what we are going to learn. (clap, clap, snap, snap) Teach!
    Class: (clap, clap, snap, snap) Okay!
    Teacher: Class, class!
    Class: Yes, yes!
    Teacher: There are so many ways to classify reading but for our class we are going to sort our reading into 10 categories. Today we will learn the names of these genres and each week we will focus on a different category and the types of books in these categories. With a full body turn, teach your neighbor how many genre categories there are. (whistle twice) Teach!
    Class: (whistle twice) Okay!
    Teacher: First we will talk about fiction and non-fiction. Turn to your partner and discuss the difference with fiction and non-fiction. (long whistle) Teach.
    Class: (long whistle) Okay.
    Teacher: Class-a-doodle-do!
    Class: Yes-a-doodle-do!
    Teacher: Fiction stories are made-up stories and non-fiction stories are real stories. High-five your partner if you got this right! (Wait for high-fives) To help me remember, I say this little chant, “Fiction is fake, non is not!” Three-peat this with me, Fiction is fake, non is not! Fiction is fake, non is not! Fiction is fake, non is not! Now, with your partner, make up a gesture to help you remember the difference. (Clap, Clap) Teach!
    Class: (Clap, Clap) Okay!
    I allow students to show their gesture and then let students pick their personal favorite.
    Teacher: Now for the good stuff! There are six fiction genres! Teach your partner how many fiction genres there are. (clap, clap, snap, snap) Teach!
    Class: (clap, clap, snap, snap) Okay!
    Teacher: (Loud booming voice) Class!
    Class: (Loud booming voice) Yes!

    ReplyDelete
  39. Continued:
    Teacher: Mirror words, There are six fiction genres and three non-fiction genres (three-peat this using six fingers then 3 fingers). Now my mathematicians know that 6+3=9, nine doesn’t equal 10 so something isn’t right… there is one that is called the odd-ball. Everyone salute the oddball since there is an oddball in everything… hahahaha. Teach your partner how many fiction and non-fiction genres there are. Make sure to use your gestures. (stomp, stomp) Teach!
    Class: (stomp, stomp) Okay!
    Teacher: Class oh my!
    Class: Yes oh my!
    Teacher: The six fiction categories are (make fun gestures for each) Fantasy (fairy wings), Realistic Fiction (hands on hips), Mystery (pretend to look through a magnifying glass), Historical Fiction (point thumbs backwards), Traditional Fiction, and Science Fiction (pretend to be a robot). (This is where I unveil the bulletin board of genres and bring attention to the fiction categories.) You will be able to look up here at the various book covers and the names of the genres to help you throughout the year. Teach your partner the fiction genres. (pat legs) Teach!
    Class: (pat legs) Okay!
    Teacher: Class cadoo!
    Class: Yes cadoo!
    Teacher: (Mirror words) The three non-fiction categories are Autobiography (point to self), Biography (point to someone else), and Informational (point to head). (Three-peat) Teach your partner the three non-fiction genres. (Clap, clap) Teach!
    Class: (Clap, clap) Okay!
    Teacher: Class, kablewy!
    Class: Yes, kablewy!
    Teacher: Let’s review, there are six fiction and three nonfiction. Teach your partner the six fiction, then switch and the other partner will teach the non-fiction. Then complete this the opposite way. Each time you repeat this try not to use the board if you can! (Whistle) Teach!
    Class: (Whistle) Okay!
    Teacher: Class, Focus!
    Class: Yes, Focus!
    Teacher: We have discussed the six fiction genres and the three non-fiction genres, now we are going to look at the oddball. See, the oddball isn’t real or made-up. It can be for fun or it can be for feeling. The oddball is (drum roll) Poetry! Now teach all of the genres to your partner! (drum roll) Teach!
    Class: (drum roll) Okay!
    Teacher: Coo, coo, class!
    Class: Coo, coo, yes!
    Teacher: Now that you know the names of the genres we will develop our understanding of each category for the next 10 weeks. We will begin with realistic fiction in our first book club book Fourth Grade Rats. Rub your hands together and tell your partner how excited you are to start your first official 4th grade book study!

    ReplyDelete
    Replies
    1. Krystal,
      Great job on your Teach-Okay lesson! I like how you taught in very brief pieces. Just some food for thought - break down the fiction genres in smaller chunks just like the rest of the lesson. It will mean the kids will have to repeat but that's ok. Think, too, about calling out "switch" when you want kids to use it. Overall, a very thorough lesson! Here are your 25 certification points!

      Delete
  40. Teacher: Class-y!
    Class: Yes-y!

    Teacher:Today we are going to answer the question 'What is a noun?' (make question gesture) Turn and tell your neighbor how happy(fist pump in the air) you are to learn what nouns are. (clap clap) teeeach!
    Class:(clap clap) okkkkay!

    Teacher: Hey Class!
    Class: Hey Yes!

    Teacher:Mirror Words
    Class: Mirror Words

    Teacher:A noun is a person (point to self)
    Class:A noun is a person (point to self)

    Teacher:(clap, snap) Teach!
    Class: (clap, snap) Ok!

    Teacher: Higgly Piggly Class!
    Class: Higgly Piggly Yes!

    Teacher:Mirror Words
    Class:Mirror Words

    Teacher:A noun is a place. (swing arm out and around body)
    Class:A noun is a place. (swing arm out and around body)

    Teacher: (pat tummy twice) Teach!
    Class: (pat tummy twice) OK!

    Teacher:Ding Dong, Class!
    Class:Ding Dong, Yes!

    Teacher:Mirror Words
    Class:Mirror Words

    Teacher:A noun is a person or place. (make both gestures)
    Class: A noun is a person or place. (make both gestures)

    Teacher: Peanut Butters turn to your partner and teach them what nouns are. (clap, clap) Teach-eroo!
    Class: (clap, clap)Ok-eroo!

    Teacher: Choo choo switch!
    Class: Choo choo switch!

    Teacher:Hello, Class! (in British accent)
    Class:Hello, Yes! (in British accent)

    Teacher: I need to see all my friends making BIG gestures.(go to scoreboard and mark a frownie)Mighty Groan.
    Class: groan!
    Teacher: Higher shoulders! (another frownie)
    Class: groan!
    Teacher: Much better (mark a smiley) Wait for it...
    Class: OH YEAH!

    Teacher:Class, Class!
    Class: Yes, Yes!

    Teacher:Hands and Eyes!
    Class:Hands and Eyes!

    Teacher: (speaking slowly and clearly) A noun is a person, place, or thing. (Add tapping your hand with a finger as the last part of gesture.) Everybody rub your hands together and say 'OOH'
    Class: 'OOH'

    Teacher:Mirror Words
    Class:Mirror Words

    Teacher:A noun is a person, place, or thing. (make all 3 gestures)
    Class:A noun is a person, place, or thing. (make all 3 gestures)

    Teacher:Jellies turn and teach you partner what a noun is. (clap, stomp, clap) Teach!
    Class:(clap, stomp, clap) OK!

    Teacher: Choo Choo, Switch!
    Class: Choo Choo, Switch!

    Teacher:Classity, Class Class!
    Class:Yessity, yes yes!

    Teacher: I saw some great gestures that time (mark a smiley) wait for it...
    Class: Oh Yeah!

    ReplyDelete
  41. Sara,
    Good lesson on nouns! One suggestion about switch. Make sure you prepare your kids that you'll be calling for the switch before you send them off to the teach okay. Here are your 25 certification points!

    ReplyDelete
  42. For a Kindergarten class

    T: Class class class! (clapping three times)
    S: Yes yes yes! (clapping three times )

    T: Today we are going to have fun but what day is this?(hands up and shrug shoulders) Turn to you neighbor and say “ We are going to have fun today but what day is this?” (hands up and shrug shoulders) Clap clap teach!
    S: Clap clap Okay! Children turn to neighbor and say. “We are going to have fun today but what day is this?” (hands up and shrug shoulders)

    T: Claaasss!
    S: yeeess!

    T: Today is Monday August 19, 2013. (make gesture for day) Teach!
    S: Okay! Children turn to neighbor and say “Today is Monday August 19, 2013.” (using gesture for day) Allow them to repeat this several times.

    T: Classity class
    S: yessity yes

    T: Today is Monday August 19, 2013 (pointing to month day year on calendar)What day is this?
    S: Today is Monday August 19, 2013 ( as teacher is pointing to month day year on calendar)

    Vivian Shepardson

    ReplyDelete
    Replies
    1. Vivian,
      Good beginning to a lesson using Teach-Okay. What would you typically do to carry this lesson further? Take a look at the lessons above for good examples. Here are 20 certification points.

      Delete
  43. : Oh, class!
    Ss: Oh, yes!
    T: Today we're going to learn about folktales. Turn to your partner and tell them how excited you are to learn about folktales! Ready, aim, teach!
    Ss: Ready, aim, OK! (Ss repeat.)

    T: Class, class, class!
    Ss: Yes, yes, yes!
    T: The word “folktale” is a compound word (gesture with two fists together) If we break it apart (gesture by separating fists), the first word (gesture), “folk”, means “people” (gesture). (Clap, clap) Teach!
    Ss: (Clap, clap) OK! (Ss repeat info.)

    T: Now, now, now, claaaaas!
    Ss: Now, now, now, okaaaay!
    T: Great job! Now the second (gesture) part of this word, “tale” is just a synonym for the word,“story”. If we put these two parts of the word together (gesture) it means, “people story”.
    (Gesture) Teach!
    Ss: (Gesture) OK! (Ss repeat info.)

    T: Classssss, Classssss!
    Ss: Yessssss, Yessssss!
    T: Folktales are very old (gesture) short (gesture) stories that people told (gesture) to their children long ago. Then those children told THEIR children and so on. Even today adults still tell some of these same folktales to children. Turn and teach! (clap, clap)
    Ss: OK! (clap, clap) (Ss repeat info.)

    T: Hey, class, class class!
    Ss: Hey, yes, yes, yes!
    These stories are so old, we don't even know who the author is! That's the reason why even though they are made-up stories, or fiction, you find them in 398.2, in the non-fiction section of the library. Your turn to teach!
    Ss: OK! (Ss repeat the info.)
    T: Now switch! (gesture)
    Ss:Switch!(gesture) (Ss repeat info.)

    T: Mirror! (gesture) You can find folktales in 398.2.--398.2.! I said, 398.2!
    Ss: Mirror! (Ss gesture and repeat info.)

    T: (Clap, snap, clap) Class!
    Ss: (Clap, snap, clap) Yes!
    T: Wow! I am really impressed by everything that I heard when I was walking around listening to you all teach your partners three points about folktales. Now I just want you to mirror me (gesture).
    Ss: Mirror (gesture)
    T: “Little Red Riding Hood” is an example of a folktale.
    Ss: “Little Red Riding Hood” is an example of a folktale.
    T: “The Three Little Pigs” is a folktale.
    Ss: “The Three Little Pigs” is a folktale.
    T: “The Little Red Hen” is also a folktale.
    Ss: “The Little Red Hen” is also a folktale.

    T: Fantastic, class!
    Ss: Fantastic, yes!
    T: Now let's put it all together. The three points we learned about folktales were:
    1) What a folktale is.
    2) Some history of folktales
    3) Where we can find them in the library AND
    We also mirrored three examples. So now I want you to review the three points about folktales and tell your partner some examples of folktales (Gesture) Teach, teach!
    Ss: (Gesture) OK! OK!
    T: (Clap, clap, clap) Switch!
    Ss: (Clap, clap, clap) Switch!

    ReplyDelete
    Replies
    1. Heidi,
      Good job on your folktale lesson! It was scaffolded nicely to get all of the information in. Two small notes: (1) Tell your students that you'll be calling for the switch. This prepares them for one partner to teach at a time. (2) When you do mirror, the kids don't repeat what you say, they just gesture and listen. When you say "teach" then they repeat what you said. Overall, good work. Here are 25 certification points!

      Delete
  44. This comment has been removed by the author.

    ReplyDelete
  45. This comment has been removed by the author.

    ReplyDelete
  46. Teacher-Yo Yo Class!

    Students-Yo Yo yes!

    Teacher-Today we are going to answer the question, “What is onomatopoeia?” Turn to your neighbor and ask, “What is onomatopoeia? .

    Teacher-Tuh tuh tuh teach!

    Students- Oh oh oh kay!

    Teacher-The word onomatopoeia means a sound word, a “Batman” word, it sounds like the action it describes. (using gestures) Turn to your partner and tell them what onomatopoeia means.

    Teacher-(ding, dong) Teach!

    Students-(ding, dong) Okay! (Students repeat the definition for the word onomatopoeia.)

    Teacher- (Bing, bang, boom) class.

    Students- (Bing, bang, boom) yes.

    Teacher-Onomatopoeia helps spice up our writing. The syllables imitate the sounds they describe. The sounds make the meanings in the words such as “crash”, “clang”, “purr” and “squeak”. “Turn to your partner and say, I like noisy words!”

    Students – (Turn and say “I like noisy words!”)

    Teacher-(click, clack, cluck) class!

    Students- (click, clack, cluck) yes!

    Teacher- Have you ever watched the OLLLLLD Batman television shows? Well, today is your lucky day if you haven’t! (Show 3 minute clip from You tube). What did you notice (other than the cheesy acting)? It was full of onomatopoeia! Turn to your partner and say “ We love cheesy onomatopoeia shows!” (using gestures)

    Students-(Turn and say, “ We love cheesy onomatopoeia shows!”) – using gestures

    Teacher-(wham, thud, whoosh) Class!

    Students-(wham, thud, whoosh) Yes!

    Teacher-To help us remember onomatopoeia, we will put it to music! (To the Batman theme song tune) Onomatopoeia, onomatopoeia, Batman words, sound words, sound like the actions they describe! Zip! Zap! Boom! (The gestures have them imitating the Batman moves they saw on the television show clip.) Now, we will teach each other, “A” partners you will be Batman and go first, then when I say “switch”, “B” partners will be Robin and go next.

    Teacher: (zip! zap! boom!), TEACH!

    Students: (zip! zap! boom!) OKAY! (Students repeat the song with gestures.)

    Teacher: Switch
    Students: Uh! Oh! Switch
    Students repeat the activity with reversed roles.

    Teacher-(meow, meow, oink) Class!

    Students-(meow, meow, oink) Yes!

    Teacher- Why should we include onomatopoeia in our own writing? Onomatopoeia makes a story more memorable. Sound and sense are related. (repeat with gestures)

    Teacher-( Snap, Crackle, Pop), Teach!

    Students-(Snap, Crackle, Pop) Okay! (Students teach why we use onomatopoeia)

    Teacher – Great job today! Now we will create our own comic strip stories using onomatopoeia!

    ReplyDelete
    Replies
    1. Michelle,
      Great lesson! I like the way you integrated Batman and Robin into your switch. Here are 25 certification points plus 5 BONUS POINTS!

      Delete
  47. TEACHER: Class!
    STUDENTS: Yes!
    TEACHER: Today we are continuing our study of sentences by asking the question, "What is a preposition?" Turn to your neighbor and ask, "What is a preposition?" (Clap twice.) Teach!
    STUDENTS: (Clap twice.) Okay! (Students teach each other today's question.)
    TEACHER: Class, class!
    STUDENTS: Yes, yes!
    TEACHER: A preposition is a word or group of words that gives more information about a noun. (Clap twice.) Teach!
    STUDENTS: (Clap twice.) Okay! (Students teach each other today's question.)
    TEACHER: We sometimes call prepositions "squirrel words" because they describe where a squirrel might go. (gesture) Teach your neighbor why we sometimes call prepositions "squirrel words." Remember to use your gestures! (Clap-stomp.) Teach!
    STUDENTS: (Clap-stomp.) Okay! (Students teach each other what the teacher just said.)
    TEACHER: For example, "The squirrel scampered under the tree." 'Under' is a preposition because it describes where the squirrel is scampering. Tell your neighbor in a complete sentence why 'under' is a preposition. (Clap three times.) Teach!
    STUDENTS: (Clap three times.) Okay! (Students teach each other what the teacher just said.)
    TEACHER: Here is another example, "The squirrel climbed up the tree." 'Up' is a preposition because it describes where the squirrel climbed. Tell your neighbor in a complete sentence why 'up' is a preposition. (Clap twice.) Teach!
    STUDENTS: (Clap twice.) Okay! (Students teach each other what the teacher just said.)
    TEACHER: There are A LOT of prepositions in our language because they are so useful! Tell your neighbor why there are so many prepositions. (Clap twice.) Teach!
    STUDENTS: (Clap twice.) Okay! (Students teach each other what the teacher just said.)
    TEACHER: Hands and eyes! (Fold hands together.)
    STUDENTS: Hands and eyes! (Hands folded together and eyes locked onto the teacher.)
    TEACHER: Here is a BIG point about prepositions. Prepositions are so useful because they help writers give more details in a sentence. Giving more details helps your reader make a picture in their minds so they can understand. Tell your neighbor why prepositions are so useful to writers. (Clap twice.) Teach!
    STUDENTS: (Clap twice.) Okay! (Students teach each other what the teacher just said.)
    TEACHER: We use prepositions all the time. They're everywhere! Tell your neighbor, "There's no escaping prepositions, man!" (Clap twice.) Teach!

    That's just a sample from a much longer lesson on prepositions. It would continue with students finding and using prepositions in their own sentences. Also, I would continue teaching subsequent lessons about prepositional phrases, etc.

    ReplyDelete
    Replies
    1. Sally,
      Great preposition lesson! Here are your 25 certification points!

      Delete
  48. First Grade Language Arts - What is a sentence?
    T: Oh hey class, class!
    S: Oh hey yes, yes!
    T: Too slow…mighty groan. Wait for it…
    S: Ughh.
    T: Mirror (gesture). What is a sentence? (BR) Ask your partner over and over “What is a Sentence?” (Clap, clap) Teach!
    S: (Clap, clap) Okay! (Students repeat with words and gestures) “What is a sentence?”
    T: Claaasss, class!
    S: Yeeesss, yes!
    T: Mighty oh yeah! (Smiley point on the scoreboard.)
    S: Oh yeah!
    T: Mirror (using gestures). A sentence tells a complete thought. (BR) Tell your partner with words and gestures that a sentence tells a complete thought. (Clap, clap) TEACH!
    S: (Clap, clap) OKAY! (All students speak and move at the same time while repeating the definition.)
    T: Class, class.
    S: Yes, yes.
    T: Mirror, words. A sentence tells a complete thought and ALWAYS begins with a capital letter (gesture for capital letter) and ends with punctuation. (End of sentence gesture) Errk. (BR) Tell your partner that a sentence tells a complete thought and ALWAYS begins with a capital letter and ends with a punctuation. Errk. (Clap, clap) Teeach!
    S: (Clap, clap) Okaaay! (All students speak and move at the same time while repeating the extended definition.)
    T: Class!
    S: Yes!
    T: Use my definition and teach me what a complete sentence, with words and gestures. (Clap, clap) Teach.
    S: (Clap, clap) Okay. (Students face the teacher and teach the definition of a sentence with words and gestures.)
    T: Awesome class!
    S: Awesome yes!
    T: You did a great job of teaching me what a sentence is. Wait for It… (Give smiley point and gesture to the class.)
    S: Oh Yeah!
    T: Hands, hands, hands, and eyes. (Students repeat and get in learning position.)
    T: Would you like to hear an example of a sentence? Tell your partner how excited you are to hear an example of a sentence. Ta-Ta-Ta-Teach!
    S: Oh-Oh-Oh-kay! I’m so excited to hear an example of a sentence.
    T: Oh dear class.
    S: Oh dear yes.
    T: Hands and eyes. “The boy runs” is a sentence. Peanut butter teach your partner that “the boy runs” is a sentence. (Clap and whisper) Teach.
    S: (Clap and whisper) Okay. (Peanut butter repeats the sentence over and over to jelly.)
    T: Switch!
    S: Uh oh switch! (Jelly repeats the sentence over and over to peanut butter.)
    T: Class-a-doodle-doo.
    S: Yes-a-doodle-doo.
    T: Mirror, words. ”The boy jumps” is a sentence. “The boy sings” is a sentence. “The boy plays” is a sentence. Mirrors off. Hands and eyes. Now you are going to make up your own sentences using my sentence frame. You are going to say “The boy ____.” Each time you will fill in the blank with a different thing the boy does. This time we are doing tag, switch, teach and you are going to keep going until I stop you. Look at your partner and give ‘em crazy excited eyes. (Clap, clap) Tag, switch, teach!
    S: (Clap, clap) Tag, switch, okay! (Peanut Butter starts first and says a sentence using the frame and fills in the blank. Then partners high five each other calling out tag/switch and then Jelly says a sentence using the frame and filling in the blank. They go back and forth until they hear class.)
    T: (PPL)
    T: Talla-Hassee-Classee-Class!
    S: Talla-Hassee-Yessee-Yess!
    T: Nice job! Smiley point coming…wait for it…(point)…
    S: Oh yeah!

    ~ Sarah King

    ReplyDelete
  49. Sarah,
    Great lesson about sentences. I like that you had the kids come up with examples using a sentence frame. Here are your 25 certification points!

    ReplyDelete
  50. Teacher: Class oh oh oh class!

    Students: Yes oh oh oh yes!

    Teacher: Today we are going to learn what syntax is! (claps twice) Teach!

    Students: (claps twice) Okay!

    Teacher: Cl-a-a-a-ss!

    Students: Y-e-e-e-ss!

    Teacher: Syntax (holds arms out) is the arrangement of words (hold hands closer together) in a sentence (move the hands from left to right while keeping them in the word gesture). Mirror! (holds hands up)

    Students: Mirror! (holds hands up)

    Teacher: Syntax (holds arms out) is the arrangement of words (hold hands closer together) in a sentence (move the hands from left to right while keeping them in the word gesture). (students are mirroring my gestures) Mirrors with words!

    Students: Mirrors with words!

    Teacher: Syntax (holds arms out) is the arrangement of words (hold hands closer together) in a sentence (move the hands from left to right while keeping them in the word gesture). (students are mirroring my gestures and saying the definition).

    Teacher: Class!

    Students: Yes!

    Teacher: When I say teach this time I want you and your partner to tag team switch. One's will teach their neighbor first and than you both will high five each other and than two's will teach. Keep going until I call you all back. Teach!

    Students: Okay!

    Teacher: Oh my class!

    Students: Oh my yes!

    Teacher: Great job! Give me a mighty oh yeah! (marks the scoreboard)

    Students: Oh Yeah!

    Teacher: Class-Ka-choo!

    Students: Yes-Ka-choo!

    Teacher: We are going to look at page 42 in your Readings Plus books now. Page 42!

    Students: 42, 42, 42!

    ReplyDelete
    Replies
    1. Stephanie,
      Nice use of Teach-Okay for your Syntax lesson. Be careful of word usage in future posts. For example, "One's will teach their neighbor first and than you both will high five each other and than two's will teach." Here are 20 points.

      Delete
  51. Lesson Question: What is your niche within the 5 different organizational levels of your ecosystem. (Middle School)

    T: Class! (Growling)
    S: Yes! (Matching Growl)
    T: For your starter you should have answered the question “Which animal is the best predator and why”. Turn to your neighbor and tell them what you chose.
    T: Clap! Clap Clap! Teach!
    S: Clap! Clap Clap! Okay!

    T: Class Whaaat!
    S: Okay Whaaat!
    T: This is a Yes-No Way Check In!
    T: Is there only one type of predator?
    S: No Way!
    T: Do predators always feed on another organisms?
    S: Yes!
    T: Are you ready to get your predation on?? (fun question)
    S: Yes!

    T: Next we are going to create a Bullseye Ecosystem from the diagram on page 198 in your book.
    S: pg. 198!, pg. 198!, pg. 198!
    T: On the overhead is the diagram I need you to copy into your Interactive Notebook. Tell your neighbor what to do. Teach!
    S: Okay!
    S: Copy the diagram on the board into your Interactive Notebook!
    T: Diagram Copied Class!
    S: Diagram Copied Okay!
    T: You will need to fill in all the organisms from pg. 197 onto your bullseye ecosystem.
    Make sure to put in an illustration or two as well.
    T: Are there any questions?
    T: You will have 10 minutes. Go!
    S: [Work Time] as teacher rotates around the room.

    T: Class Class!
    S: Yes Yes!
    T: Quickly decide who is orange and who is blue. 3...2...1.
    Okay, the blue partner is going to teach the different levels of an ecosystem. The 
 orange partner needs to use listening gestures (as discussed prior).
    T: Blue partner teaching the levels of the ecosystem...clap, clap, stomp, Teach!
    S: Clap, Clap, Stomp, Okay!
    S: Students teach as teacher observes.
    T: Switch!
    S: Switch! (Orange partners now teaching).
    T: Hey Class!
    S: Hey Okay!
    T: Any Questions:

    T: We are going to have a Quick Test (QT). Everyone close your eyes or put your heads down.
    T: A community is the smallest part of an ecosystem?
    S: Thumbs down
    T: Symbiosis is only when one organism helps another?
    S: Thumbs down
    T: An ecosystem is the largest organizational level?
    S: Thumbs up
    T: A population is the way a species interacts with abiotic and biotic factors to obtain food?
    S: Thumbs down

    T: Heads Up Class!
    S: Heads Up Okay!

    [At this point the teacher would either need to reteach or move on with the lesson! Students will not have answered the student question quite yet!]

    ~Jason McKinney

    ReplyDelete
    Replies
    1. Jason,
      Your enthusiasm shows through in this lesson! Because this is the assessment portion of a lesson I am assuming there has been some teaching prior to asking questions about these concepts. Thinking about how this would look in "real life", I would encourage you to do more teaching from you about the diagram they copied before jumping to the QT. Here are 25 certification points.

      Delete
  52. Teacher: Class! Class!
    Students: Yes! Yes!
    Teacher: Today, we are going to learn about the features in a sentence. I want you to turn to your neighbor and tell them how excited you are to learn about the features in a sentence. (Clap twice.) T-E-A-C-H!
    Students: (Clap twice.) O-K-A-Y! (Students teach their neighbor what the teacher just said.)
    Teacher: Classity, class!
    Students: Yesity, yes!
    Teacher: Hands and eyes. (Make a circular motion with arms and then fold hands while slightly leaning forward.)
    Students: Hands and eyes. (Make a circular motion with arms and then fold hands while slightly leaning forward.)
    Teacher: Mirror. (Students mimic teacher’s movements without repeating words.) A sentence is a complete message. (Hold your hand up to your ear as if listening to a phone.) (Clap twice.) Teach!
    Students: (Clap twice.) Okay! (Students teach their neighbor what the teacher just said.)
    Teacher: Class, class, class!
    Students: Yes, yes, yes!
    Teacher: Hands, hands and eyes. (Make a circular motion with arms and then fold hands while slightly leaning forward.)
    Students: Hands, hands and eyes. (Make a circular motion with arms and then fold hands while slightly leaning forward.)
    Teacher: Mirror. (Students mimic teacher’s movements without repeating words.) A sentence is a complete message. (Hold your hand up to your ear as if listening to a phone.) Every sentence must start with a capital letter. (Put one hand on top of the other and lift the top hand quickly to show that a capital letter is a “big” letter.) (Clap three times.) Teach!
    Students: (Clap three times.) Okay! (Students teach their neighbor what the teacher just said.)
    Teacher: Classity, class, class!
    Students: Yesity, yes, yes!

    ReplyDelete
    Replies
    1. Faten,
      Good beginning lesson about sentences. How would you take this further? Typically a
      lesson would include more than just 2 pieces of basic information. Here are 20 certification points.

      Delete
    2. Ms. Bowski,

      I posted all of this yesterday in three parts because it wouldn't allow me to do it all at once. I deleted them because I thought I might be penalized for having my short dialogue so long. Here is the rest of the lesson which I plan to use the first week of school. I left the Switch and Quick Test out here but I plan to use that to check for understanding.

      Thanks,
      Faten Ahmad

      Teacher: Hands, hands and eyes. (Make a circular motion with arms and then fold hands while slightly leaning forward.)
      Students: Hands, hands and eyes. (Make a circular motion with arms and then fold hands while slightly leaning forward.)
      Teacher: A sentence is a complete message. (Hold your hand up to your ear as if listening to a phone.) Every sentence must start with a capital letter. (Put one hand on top of the other and lift the top hand quickly to show that a capital letter is a “big” letter.) Every sentence must end with an end mark. (Clap twice.) Teach!
      Students: (Clap twice.) Okay! (Students teach their neighbor what the teacher just said.)
      Teacher: Class!
      Students: Yes!
      Teacher: A sentence is a complete message. (Hold your hand up to your ear as if listening to a phone.) Every sentence must start with a capital letter. (Put one hand on top of the other and lift the top hand quickly to show that a capital letter is a “big” letter.) Every sentence must end with an end mark. A period is an end mark at the end of the sentence that tells us to stop. (Put your arm out and make a fist with the sound, “Zup!”) (Clap twice.) TEAAAACH!
      Students: (Clap twice.) OKAAAAY! (Students teach their neighbor what the teacher just said.)
      Teacher: Class!
      Students: Yes!
      Teacher: A sentence is a complete message. (Hold your hand up to your ear as if listening to a phone.) Every sentence must start with a capital letter. (Put one hand on top of the other and lift the top hand quickly to show that a capital letter is a “big” letter.) Every sentence must end with an end mark. A period is an end mark at the end of the sentence that tells us to stop. (Put your arm out and make a fist with the sound, “Zup!”) A question mark is placed at the end of a sentence to show it is a question. (Hold hands up with palms out, and shrug shoulders with the question, “Huh?”) (Clap four times.) Teach!
      Students: (Clap four times.) Okay! (Students teach their neighbor what the teacher just said.)
      Teacher: Class!
      Students: Yes!
      Teacher: A sentence is a complete message. (Hold your hand up to your ear as if listening to a phone.) Every sentence must start with a capital letter. (Put one hand on top of the other and lift the top hand quickly to show that a capital letter is a “big” letter.) Every sentence must end with an end mark. A period is an end mark at the end of the sentence that tells us to stop. (Put your arm out and make a fist with the sound, “Zup!”) A question mark is placed at the end of a sentence to show it is a question. (Hold hands up with palms out, and shrug shoulders with the question, “Huh?”) (Clap four times.) Teach!
      Students: (Clap four times.) Okay! (Students teach their neighbor what the teacher just said.)
      Teacher: Oh, Class!
      Students: Oh, Yes!
      Teacher: A sentence is a complete message. (Hold your hand up to your ear as if listening to a phone.) Every sentence must start with a capital letter. (Put one hand on top of the other and lift the top hand quickly to show that a capital letter is a “big” letter.) Every sentence must end with an end mark. A period is an end mark at the end of the sentence that tells us to stop. (Put your arm out and make a fist with the sound, “Zup!”) A question mark is placed at the end of a sentence to show it is a question. (Hold hands up with palms out, and shrug shoulders with the question, “Huh?”) An exclamation mark goes at the end of a sentence to show excitement. (Raise your fist over your head and then bring it down quickly and say “Yes!”) (Clap two times.) Teach!
      Students: (Clap two times.) Okay! (Students teach their neighbor what the teacher just said.)

      Delete
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  54. This comment has been removed by the author.

    ReplyDelete
  55. Teacher: Class Claaass
    Students: Yes yeees
    Teacher: Today we are going to answer a very important question! Say “Ooooh, (rubbing hands together) what is it Miss Carpenter?
    Students: Ooooh, what is it Miss Carpenter? (mimicking gestures)
    Teacher: The question is; What is a word family? (I use the ASL gesture for word and family) (Clap Clap) Teach!
    Students: (Clap Clap) Okay! (The students repeat the question/gestures to his/her neighbor)

    Teacher: (using gestures) A word family is like the Mommy and Daddy of a word. They will be the last two letters of the words we learn today. (clap clap Teeeeeach)
    Students: (clap clap Ooooookay) (TSW repeat the definition and gestures to neighbor)

    Teacher: Are you ready to meet today’s word family? Say, “Oh yes Miss Carpenter we can’t wait!” (jazz fingers)
    Students: Oh Miss Carpenter, we can’t wait!

    Teacher: Today’s word family is the /at/ family. It is spelled with an “a” and a “t” ¬and makes the /at/ sound.(gesture: tugging the ear lobe) Mirror words and gestures (TSW repeat “mirror words and gestures) (say the /at/ sound slowly and TSW mirror the sound and gestures)
    Teacher: (clap clap teach)
    Students: clap clap okay! (TSW turn to neighbor and teach what they have just learned repeating the /at/ sound)

    Teacher: Classity class
    Students: Yessity yes
    Teacher: Hands and eyes
    Students: Hands and eyes
    Teacher: The “a” and the “t” are the mommy and the daddy of the /at/ family. They have lots of kids! (gesture for lots with arms up in the air and down to your sides) Their first little kid is the letter “b”. (ASL for the letter “b”) (TTW will write “at” on the board and then will write the letter “b” in front of it) We know the letter “b” makes the /b/ sound. Mirror. /b/ /b/ /b/
    Students: Mirror. /b/ /b/ /b/.

    Teacher: Awesome class! (walking to board to give a smiling point) Oh yeah! Pointing to class!
    Students: Oh yeah
    Teacher: (clap clap) Let’s break it down.
    Students: (clap clap) breaking it down.
    Teacher: The “a” and the “t” are the mommy and the daddy of the /at/ family.
    Students: Repeat with gestures
    Teacher: Whenever they are together they make the /at/ sound. (tug ear for sound gesture)
    Students: Repeat with gestures
    Teacher: They have lots of kids! (gesture for lots) Their first little kid is the letter “b”. (ASL for the letter “b”) (TTW will write “at” on the board and then will write the letter “b” in front of it)
    Students: Repeat with gestures
    Teacher: We know the letter “b” makes the /b/ sound. /b/ /b/ /b/
    (Gesture the “we know…” with the palm out like ‘of course we know that!’)
    Students: Repeat with gestures
    Teacher: Look class! When we added the letter “b” to the /at/ family we made a word! We made the word C-A-T, /cat/! Can you all say /c/ - /at/ (following with my finger under the letter “c” and then /at/.
    Students: Repeat /c/ - /at/ and say the word CAT.
    Teacher: (clap clap) Teach (high silly voice)
    Students: (clap clap) Okay (mimic voice)

    Teacher: Classy class
    Students: Yessy yes
    Teacher: Hands and eyes
    Students: Hands and eyes
    Teacher: Remember we said the /at/ family had lots of kids? (with gestures)
    Students: “Yes”
    Teacher: Raise your hand if anyone can think of another letter or kid of the /at/ family.
    NOTES: At this point I would call on students who raised their hands. Demonstrate the letter they chose on the board like I did with the letter “b”. I would encourage the students to observe the alphabet and look at the very next letter if I did not have any students raise his or her hand.
    Then I would have them work with their neighbor to come up with one or more new words using the /at/ family and call on them to share their new letter and word in a complete sentence.

    ReplyDelete
    Replies
    1. Chelsea,
      Nice job! I have a few suggestions for you to take this great lesson and make it awesome! First, when you want the kids to repeat your words and gestures, say, "Mirror words" and have them repeat it and bring their hands up ready to gesture. Second, at the end of the lesson, instead of calling on kids to give you another letter, put a sentence frame up on the board. The letter ___ belongs to the at family because it makes the word ___. Then have students do a teach-okay and have them fill in the blanks as many times as possible. This will boost up your number of repetitions, and help with retention. After that you can call on kids to give you examples, using the sentence frame and oral writing gestures. This is a great starting place for an amazing lesson! Here are 25 Certification Points for you!

      Delete
  56. Awesome, Thank you!
    Yesm I had Mirror words and Mirror words and gestures but it was too many words and I have to delete some things! lol

    I love your suggestion about the sentence frame. What would you do about silly words like dat or nat...?

    ReplyDelete
  57. I am a Pre-K & Kindergarten teacher so we keep things pretty easy.
    Teacher: Claass!
    Students: Yeess!
    Teacher: Today we are going to learn about using capital letters.
    Teacher: Tell your partner how excited you are to be learning about capital letters today. (Hands raised high, for tall.) Don’t forget to use your gestures.
    (Clap twice.) T-E-A-C-H!
    Students: (Clap twice.) Okay! Students repeat they are excited to learn about capital letters. (Using gestures)
    Teacher: Classity, class!
    Students: Yesity, yes!
    Teacher: (Clap) Hands and eyes
    Students: (Clap) Hands and eyes
    Teacher: A capital letter is usually only the first letter not the whole word.
    (Clap) T-E-A-C-H!
    Students: Okay! Students repeat what I just said.
    Teacher: Class, class, oh ya, class!
    Students: Yes, yes, oh ya, yes!
    Teacher: When you spell your name, the capital letter is the first letter in your name, the rest are lowercase.
    (Clap twice) T-E-A-C-H!
    Students: (Clap twice) Okay, students repeat what I just said.
    Teacher: Class (Squeaky voice)
    Students: Yes (Squeaky voice)
    Teacher: The first letter in a sentence is a capital letter, and always after a period.
    (Clap twice) T-E-A-C-H!
    Students: (Clap twice) Okay! Students repeat what I just said.
    Teacher: Class oooo (Moving hands like the wind blowing)
    Students: Yes oooo (Moving hands like the wind blowing)
    Teacher: You always use a capital letter when it is a person’s name or a place.
    (Clap, snap, snap) T-E-A-C-H!
    Students: (Clap, snap, snap) Okay! Students repeat what I just said.
    Teacher: Hey class, hey!
    Students: Hey, yes hey!
    Teacher: You also use a capital when writing the title of a book or a movie.
    (Clap) T-E-A-C-H!
    Students: (Clap) Okay! Students repeat what I just said.


    ReplyDelete
  58. Julie,
    Great variety in your shout outs! I recommend you chunk out your lesson with Mirror Words to allow your students to get more practice repeating the concept you want them to teach each other. Also, before introducing the next usage of a capital letter, make sure students get an opportunity for lots of reps with a partner. For example, a simple frame could be, "___starts with a capital letter because ___ is a person's name." Have you had an opportunity to check into the Air Punctuation gesture for a capital letter yet? Here are 25 points!

    ReplyDelete
  59. T: Class!
    S: Yes!
    T: Good Morning!!! Today we are going to learn about a new letter. (Using big gestures) Friends this letter is going to be very tricky. It is not like any of the other letters that we have learned. Can you tell your friends how excited we are about this new letter? (Clap-Clap) - Teach
    S: (Clap clap) Okay! Students turn to their partner and using gestures, share
    T: Classity, Class!
    S: Yessity, Yes!
    T: The letter we are going to be learning today is the letter e. E makes the /e/ sound as in Ed. e-Ed-/e/. Teach!
    S: Okay! (Students repeat, using big gestures.)
    T: Class!
    S: Yes!!
    T: The letter e is so tricky that it doesn’t start on the plane line, sky line or grass line. The letter e doesn’t start on any line. Teach!!
    S: Okay! (Students repeat, using big gestures.)
    T: Class!
    S: Yes!
    T: (Holding up finger in air to sky write) The letter e starts in between the plane line and sky line. Using my finger, I will sky write the letter e. The letter e makes the /e/ sound. E – Ed -/e/. E doesn’t start on any of the lines. I will use my finger to sky write the letter e once again. Teach!
    S: Okay! (Students repeat using gestures and sky writing)
    T: Switch!
    S: Switch!
    T: Class!
    S: Yes!
    T: You have really impressed me today. You all have worked so hard and I thought I was going to be able to trick you, but it didn’t work. Give your neighbor a 10 finger woo.

    Lori Wessing

    ReplyDelete
  60. Lori,
    Very nice lesson, with a good positive ending. I would suggest you use Mirror Words during the (Holding up finger in air to sky write) set of directions. It gives students a chance to practice the words with you before turning to teach. Here are 25 points!

    ReplyDelete
  61. Teacher: Class Macaroni and Cheese.
    Students: Yes Everybody Freeze.
    Teacher: Today we’re going to learn about fact and opinion. Turn to your neighbor and tell them how excited you are to learn about fact and opinion. (clap clap) Teach (point with both hands).
    Students: (clap clap) Okay (point with both hands). (Students tell each other how excited they are to learn about fact and opinion today.)
    Teacher: Oh oh oh claaassss!
    Students: Oh oh oh okay!
    Teacher: Did anyone see the Saints game yesterday? They won! The Saints beat the Falcons with a score of 30 to 17. This is a fact. A fact is a statement that can be proven true or false.
    Now turn to your neighbor and tell them that a fact is a statement that can be proven true or false. Use big gestures. Teach, teach, teach!
    Students: Ok, ok, ok! (Using big gestures, students tell their neighbors what a fact is. Some will just say the definition, but others will use the example as well.)
    Teacher: Classity class class.
    Students: Yesity yes yes.
    Teacher: So a fact is a statement that can be proven true or false. Another fact is that the Saints are the NFL team for New Orleans, Louisiana. We can prove this by looking up all NFL teams or by seeing it on television on a game day. Tell your neighbor this fact and tell them why it’s a fact. Use your Because Clapper when you explain. Teeeeeeach! (clap)
    Students: Ooooookay! (clap) (Students explain about this fact using the because clapper.)
    Teacher: Class, chicka chicka!
    Students: Yes, boom boom!
    Teacher: Knowing that a fact is a statement that can be proven true or false, I want you all to think about some other facts that you could share with us. Your facts could be about the Saints or something related to football. Let’s keep it simple. This time, I want the Peanut Butters to go first and when I say Switch, you say Uh oh Switch, and then the Jellies will say their facts. Yah, yah, yah, yah, yah, yah, yah, yah Teach!
    Students: Yah, yah, yah, yah, yah, yah, yah, yah Okay! (Peanut Butters, which were set up prior to this lesson, go first stating their facts.)
    Teacher: Switch!
    Students: Uh oh Switch! (Jellies state their facts.)(Teacher is circulating listening to each group, both sides.)
    Teacher: Class Macaroni and Cheese!
    Students: Yes Everybody freeze!
    Teacher: I heard some really good facts being said. Who would like to tell us what they shared with their neighbor?
    (The lesson would continue with students sharing their examples of facts. Then, the teacher would go on with an opinion and the definition of an opinion. An opinion is what someone thinks or believes. We would hear examples of opinions, share our own examples in pairs, and then to the whole class. At the end of the lesson, I would do a QT to check for understanding.)

    Lisa Rodriguez

    ReplyDelete
    Replies
    1. Lisa,
      You have a good grasp of the basics of a Teach-Okay lesson. Here are a few thoughts about how to make this lesson sizzle. First, keep your Class-yes short. It is simply to get their attention. Next, consider chunking down even further your teach pieces. If you give an example, you want the kids to repeat that example. It will serve as a foundation to help them when they have to create their own examples. Lastly, think about not funneling kids into developing certain kinds of facts (football). What will you do about the child who doesn't follow football? They will have nothing to contribute. The sky is the limit when we ask kids to create examples! Here are 25 certification points!

      Delete
  62. Teacher: Hey class!
    Students: Hey yes!
    Teacher: Today we are going to be looking at a 100 square to help us add. Tell your neighbour how excited you are!
    (Students tell their neighbour that they are excited)
    Teacher: Class class!
    Students: Yes yes!
    Teacher: When we move down (point down) on a 100 square, we are counting in tens (show 10 fingers). (Clap, clap) Teach!
    Students: (Clap, clap) OK!
    (Students repeat the phrase to their neighbour, with gestures)
    Teacher: Oh class!
    Students: Oh yes!
    Teacher: When we count in tens, the unit number stays the same. Only the tens number changes. (Grease Lightening arms) Teach!
    Students: (Grease Lightening arms) OK!
    (Students teach their neighbour this idea)
    Teacher: Claaaaa-aaaass!
    Students: Yeeeee-eeees!
    Teacher: Counting in tens could be: 10, 20, 30, 40, 50, 60 … or 54, 64, 74, 84, 94 … or 123, 133, 143, 153... (tap head twice) Teach!
    Students: (Tap head twice) OK!
    (Students count in tens with different numbers)
    Teacher: Classity class!
    Students: Yessity yes!
    Teacher: So, we can use the hundred square and travel down to count in tens. When we count in tens the unit number stays the same - only the tens number changes. Teee-each!
    Students: Ooooo-kaaaayyy!
    (Students teach their neighbour the main concepts)

    Laura Ward

    ReplyDelete
    Replies
    1. Laura,
      Good beginning lesson on counting by tens. Here are 25 certification points.

      Delete
  63. Teacher: Super duper, class!
    Students: Super duper, yes!
    Teacher: Today we're going to answer the question, "What is a synonym?" (clap, clap) Teach!
    Students: (Clap, clap) Okay! (Students turn to their teaching buddy and share what I just taught.)
    Teacher: Class, class.
    Students: Yes, yes.
    Teacher: Synonyms are two words with similar meanings. This is the gesture for synonyms. Make a fist with both hands and put your thumbs up. Your hands are the same, just like synonyms are words that mean almost the same thing. Using that gesture, teach your partner that synonyms are two words with similar meanings. (Clap, clap.) Teach!
    Students: (Clap, clap) Okay! (Students repeat or paraphrase what I taught using the gesture while I circulate among them praising, prompting, and leaving.)
    Teacher: Oh my smart Class!
    Students: Oh my smart yes!
    Teacher: Hands & eyes.
    Students: Hands & eyes.
    Teacher: Big and large are synonyms, because they mean almost the same thing. I could say an elephant is big or I could say an elephant is large. Big and large are synonyms. They are two words with similar meanings. (Clap, clap, clap) Teach.
    Students: (Clap, clap, clap) Okay.
    Teacher: Small and little are synonyms, because they mean almost the same thing (make gesture for synonyms). I could say a mouse is small or I could say a mouse is little. Small and little are synonyms. They are two words with similar meanings. (Clap) Teach.
    Students: (Clap) Okay!
    Write the words hungry, run, and smart in a column on the board.
    Teacher: Class, oh, class.
    Students: Yes, oh, yes.
    Teacher: Hands & eyes.
    Students: Hands & eyes.
    Teacher: I would like you to work with your teaching buddy to think of words that would be synonyms (make synonym gesture) for the words I wrote on the board. Challenge yourself to think of as many words as you can that mean almost the same thing as the words on the board. (Clap) Teach!
    Students: (Clap) Okay!
    Teacher: Super smart class!
    Students: Super smart yes!
    Teacher: Who can share a synonym for hungry? Remember to use a complete sentence (make the sentence gesture) and use the because clapper (clap hands) when you share your thinking. (Children will share ideas for each word and I will record on board).
    Teacher: I’m going to ask you some questions about synonyms. You answer with “Yes or No Way”.
    Is this the synonym gesture? (make several gestures)
    Are giant and enormous synonyms?
    Are red and blue synonyms?
    Are synonyms two words with similar meanings?
    (I will notice which children have mastered this concept and who will need extra practice and support.)
    Teacher: Classity class!
    Students: Yessity yes!
    Teacher: Time for QT. Cover your eyes. Thumbs up for yes and thumbs down for no.
    In the sentence, "My students are so smart." I could use brilliant as a synonym for smart.
    In the sentence, " I like sign language." I could use enjoy as a synonym for like.
    In the sentence, “The girl was feeling nervous about her first day of school." I could use worried as a synonym for nervous.
    (I will notice which children need extra practice and support.)
    Teacher: Oh, class!
    Students: Oh, yes!
    Teacher: Turn to your teaching buddy and share that synonyms (make gesture) are words with similar meanings. (Clap, clap, clap) Teach!
    Students: (Clap, clap, clap.) Okay!
    Teacher: Rockin and a rollin class!
    Students: Rockin and a rollin yes!
    Teacher: I'm going to put the synonym power pix on our board to remind us about this important word. Today, I'm going to be on the lookout for kids who use interesting synonyms in their writing today to spice it up! (Transition into writing and focus on revising blah words and replacing with more spicy synonyms.)
    -Shelley Nizynski Reese

    ReplyDelete
    Replies
    1. Shelley,
      Nicely detailed lesson on synonyms! It's great you included the Praise, Prompt, and Leave technique! Here are 25 points and a 5 point Bonus!

      Delete
  64. Teacher: Aloha, class! Students: Aloha, yes!

    Teacher: We are going to continue learning about traits of animals. Today, we are going to talk about amphibians. Tell your partner what animal we are learning about today. Fast double clap – teach!

    Students: Fast double clap, Okay! (Students turn to their partner and tell them we will be learning about amphibian traits.)

    Teacher: Hey, hey class. Students: Hey, hey yes.

    Teacher: Our new question is, “What are amphibian traits?” Tell your partner what the question is. T-t-teach.

    Students: O-o-okay! (Students repeat the question to their partner.)

    Teacher: Scientific class! Students: Scientific yes!

    Teacher: I have our Power Pix here for our new question. (Class is shown amphibians Power Pix via projector.) We are going to learn the three amphibian traits one at a time. Mirrors

    Students: Mirrors

    Teacher: Three amphibian traits are laying eggs. (Teacher shows gesture of an opening egg and repeats the phrase/gesture.) Teach your partner the first amphibian trait. Snap, snap, clap, teach!

    Students: Snap, snap, clap, okay! (Students review the first trait with gestures.)

    Teacher: Oooooh class! Students: Oooooh yes!

    Teacher: Mirrors Students: Mirrors

    Teacher: Three amphibian traits are laying eggs, (Teacher reviews gesture.), moist skin (Teacher shows gesture like washing hands.) Teach your partner these two amphibian traits. Clap, clap, teach!

    Students: Clap, clap, okay! (Students review the two traits with gestures as teacher monitors.)

    Teacher: Class, class, class! Students: Yes, yes, yes!

    Teacher: It’s time for the last trait. Tell your partner, “I’m so excited to learn the last trait!”

    Students: Turning to their partner, enthusiastically – I’m so excited to learn the last trait!

    Teacher: Claaasss! Students: Yeesss! Teacher: Mirrors. Students: Mirrors.

    Teacher: Three amphibian traits are laying eggs, moist skin (Teacher reviews these two parts.), and starts life in water (Teacher shows gesture of water made as a wave with one hand and arm.) then moves to land. (Teacher shows gesture of a flat hand and fingers from the other hand walking on top.)

    After reviewing the new trait again- Door side (one of my partner names) teach the window side partner all three amphibian traits with really big gestures. Be ready for the switch! Clap, pause, clap, teach!

    Students: Clap, pause, clap, okay! (Students review the all traits with gestures.)

    Teacher: After giving adequate time – Switch!

    Students: Switch! (Students reverse rolls.)

    Teacher: Oh, my Class! Students: Oh, my yes!

    Teacher: What are the 3 traits of amphibians?

    Students: With gestures students respond – Three amphibian traits are laying eggs, moist skin, and starts life in water then moves to land. (Teacher reviews any parts causing difficulty.)

    Julie Gustin aka Southern Teacher

    ReplyDelete
    Replies
    1. Julie,
      Your gestures for the three traits of amphibians are very well thought out! Kids will certainly make lasting connections during this lesson! Here are 25 certification points!

      Delete
  65. July 27, 2013

    First Grade Mathematics
    Continue to understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.

    T: Class, class, class
    S: Yes, yes, yes

    T: What is an equation sign? Clap, clap, teach
    S: clap, clap, okay – asking their partner: What is an equation sign? Repeatedly until I call them back.

    T: Class, class, class
    S: Yes, yes, yes

    T: Class an equation sign (hold arms up to show a visual of an equation sign) tells you that two expressions are equal. clap, clap, teach
    S: clap, clap, okay – repeating words and gestures that teacher said

    T: Class, class, class
    S: Yes, yes, yes

    T: If two expressions on each side of the equal sign are the same they are equal. clap, clap, teach
    S: clap, clap, okay - students repeat what teacher said

    T: Class, class, class
    S: Yes, yes, yes

    T: We need each side to be the same/equal: Is this a true statement 3 = 3 (Write on board and orally say)
    S: Oh yeah!

    T: Is this a true statement: 2 + 2 = 3 +1? (Write on board and orally say)
    S: Oh yeah!

    T: Is this a true statement 3 + 3 = 4 + 3? (Write on board and orally say)
    S: No way

    T: Is this a true statement: 2 + 2 = 4? (Write on board and orally say)
    S: Oh yeah!

    T: Is this a true statement: 3 + 3 = 7? (Write on board and orally say)
    S: No way



    T: Class, class, class
    S: Yes, yes, yes

    T: Has four students come up and two stand on one side and 2 stand on other side of the teacher, teacher positions arms to look like an equal sign. Asks class does 2 = 2?
    S: Oh yeah!

    T: Has five students come up, 3 stand on one side and 2 stand on the other side of the teacher, teachers arms are positioned like equal sign. Asks does 3 = 2?
    S: No way

    T: Class, class, class
    S: Yes, yes, yes

    T: As you saw, two expressions need to be the same on each side of the equal sign for it to be true. If they are not the same you do not use an equal sign. With your partner, use the manipulatives and make true statements using an equal sign.

    T: clap, clap, let’s go
    S: clap, clap, okay

    Students will spend about 15 minutes using the manipulatives making equations that are equal and write them on paper.





    ReplyDelete
    Replies
    1. Terri,
      Good lesson on the meaning of the equal sign! Here are 25 certification points!

      Delete
  66. This is a first grade sight word lesson and assumes students are familiar with the process of Teach/Okay. * means clap, ^ means slap or snap, # means stomp.
    T: Classity Class!
    S: Yesity Yes!
    T: Our objective for vocabulary is to increase (point up) the number of words I can hear (point to ear) and understand, say (point to mouth) and understand, and read (point to eyes) and understand. **Teach.
    S: **Okay! (Students teach each other the objective.)
    T: Classy class!
    S: Yessy, yes!
    T: Hands and Eyes
    S: Hands, hands, hands and eyes!
    T: Today we are going to learn the sight word “my.” This is what it looks like (project or write on board). ^^Teach
    S: ^^Okay! (Repeating what I taught.)
    T: Cla-a-a-ss!
    S: Ye-e-e-s!
    T: The gesture for “my” is to put your hand flat on your chest. This is American Sign Language for the word "my," also! *#*Teach
    S: *#*Okay ! (Repeating what I taught.)
    Class! (Yes!)
    T: The word “my” is spelled (pause, dramatic voice) m, y. ##Teach.
    S: ##Okay. (Repeating what I taught.)
    Class! (Yes!)
    T: Take a picture of the word “my.”
    (Students get out their “camera” and mime taking a picture with sound effects.)
    Class! (Yes!)
    T: Air Whiteboards Out!
    (Students say, “Zup, zup, zup, squeak, squeak, squeak” as they prepare air whiteboards)
    T: Write the word “my:” m, y. (Demonstrate the gesture with my, then write m and y backwards in the air so students write it forward.)
    (Students repeating and writing in the air.)
    Class! (Yes!)
    T: Teach your neighbor everything you have learned about the word "my." ***Teach
    S: ***Okay (Repeating what I taught.)
    Class! (Yes!)
    Papers and pencils out. (Papers and pencils out, out, out.)
    T: Write the word “my” without peeking. 5, 4, 3, 2, 1, 0
    (Students write furiously.)
    Class! (Yes!)
    T: Check your word, “my” is spelled m, (yes!) y (yes!) Kiss your brain if you got it right.
    (Students kiss brain)
    Pencils and papers away. (Pencils and papers away, away, away.)
    Class! (Yes!)
    T: Here is a sentence with the word "my." [Read off board] “Pizza is my favorite food!” *^*Teach
    S: *^*Okay (Repeating what I taught.)
    Class! (Yes!)
    T: Here is another sentence with the word my: “You are my friend.” ##Teach
    S: ##Okay (Repeating what I taught.)
    Class! (Yes!)
    T: You are going to make up as many sentences as you can with the word “my." Partner 1 goes first, using BIG gestures! Partner 2, mirror their gestures. You will switch when I give the signal. Here is your sentence frame: “This is my _____.” *****T
    S: (Partner 1 begins making up as many sentences as he can with the sentence frame, partner 2 is mirroring gestures.)
    T: (After 10-20 seconds) Switch!
    S: Uh-oh, Switch! (Student 2 begins making up sentences, while student 1 mirrors gestures.)
    Class! (Yes!)
    T: What's the word (cup ear for choral response)?
    (Students say, "The word is my.")
    T: Lock it in!
    (Students make a lock turning click as they turn their hand on top of their head.)
    (Continue lesson with Yes/No game and QT.)

    ReplyDelete
    Replies
    1. Jeni,
      Great detailed lesson about "my"! Loved your use of a brain toy and the 3 peat. Here are 25 certification points!

      Delete
  67. T: Class!
    S: Yes!
    T: Today we are learning about soil. Everybody turn to your neighbor and tell them how much you’re gonna looooove learning about soil. Clap clap teach
    S: Clap clap ok!
    T: Our question today is ‘What is soil?’.Turn to your partner and tell them what our question is today. Aaaaaand teach!
    S: Aaaaaaand ok. (Students tell their partners that our question today is ‘what is soil?’)
    T: Class class!
    S: Yes yes!
    T: I have some pictures on the SmartBoard to go along with our lesson today. Mirrors
    S: Mirrors
    T: Soil is a mixture (act out mixing a cake) of rocks and minerals (wiggle fingers with hands one above and one below like you’re holding a ball), decayed organic matter (put head to side, close eyes and stick tongue out), air (big circle with both arms) and water (wiggly rain fingers). Now tell your partner what is soil. Teach Teach!
    S: Ok Ok. Students tell their partners using big gestures what is soil
    T: Now lets break it down! (snaking my head)Tell your partner how you can’t wait to break it down!
    S: turn to their partners and snaking their heads tell them how they can’t wait to break it down.
    T: snap snap class!
    S: snap snap yes!
    T: Mirrors
    S: Mirrors
    T: As soil forms, it forms in layers (repeatedly wipe one hand over the other). The layers are A, B and C (make air letters) Snap snap teach!
    S: Snap snap ok! Students turn to their partners and repeat what we’ve just done including gestures.
    T: Rockin class
    S: Rockin yes
    T: Layer A is on the top and is called topsoil (air letter A and point up). Layer B is just below that, in the middle and is called subsoil (air letter B and make a smooth line with one hand). A, B Teach!
    S: A,B yes! Students turn to one another and repeat what they’ve just mirrored with me, including gestures.
    T: Ok class!
    S: Ok yes!
    T: Turn to your partner and with a drumroll tell them how anxious you are to know what layer C is called.
    S: Turn to one another and drumroll while describing excitedly how anxious they are to learn about layer C.
    T: Class!
    S: Yes!
    T: Mirrors
    S: Mirrors
    T: Layer C is at the bottom (air letter C and point down) and is called bedrock (repeat gesture for bedrock). A,B,C teach!
    S: A,B,C ok! Students turn to one another and repeat what they’ve just mirrored with me, including gestures.

    Due to amount of space, I’ll stop here. Of course we’d put it all together then practice teaching all of it to our partners then as a class. If time allows, I would begin to teach soil texture.

    Katherine Rabaca

    ReplyDelete
  68. Katherine,
    Great job with your Teach-Okay lesson! You have most of it nicely chunked into small pieces. I would suggest even breaking down the portion where you name the layers in to little chunks. Each time you would add a part of the mixture and the kids would repeat the previous parts as well as the newly added one. The repetition will help them remember all the parts. Here are 25 certification points!

    ReplyDelete
    Replies
    1. Thank you for the suggestion. This is one of the first units I teach so it'll be like my 'practice' unit. Glad I chose this so I could get some suggestions.

      Delete
  69. Script: Venn Diagram
    Teacher: Oh super class!
    Students: Oh super yes!
    Teacher: (draw a venn diagram on board) This is a venn diagram. Clap, clap teach!
    Students: Clap, clap okay! (students repeat to each other)
    Teacher: We use a venn diagram to compare (clap hands together) and to contrast (separate hands). Stomp, clap teach!
    Students: Stomp, clap okay! (students repeat using gestures)
    Teacher: When we compare (clap hands together) we look at what is similar. (Spirit fingers) Teach! Teacher then holds up a 1 indicating that the 1s talk first.
    Students: (spirit fingers) Okay! (Students repeat using gestures)
    Teacher: woop, woop Switch!
    Students: Woop, Woop Switch! (2s talk)
    Teacher: ohhhhh, classy, classy
    Students: ohhhh, yessy, yessy
    Teacher: So, a venn diagram helps us compare (hands together) and contrast (hands separated). To compare means to see what is the same (hands together). To contrast is to see what is different (hands separated).
    Teacher: We are going to play “Yes, No Way”! clap, stomp, clap teach!
    Students: Clap, stomp, clap okay! (students repeat)
    Teacher: A venn diagram helps us just compare.
    Students: NO WAY!
    Teacher: A venn diagram helps us compare and contrast.
    Students: YES!
    Teacher: To compare is to see what is the same.
    Students: YES!
    Teacher: To contrast is to see what is the same.
    Students: NO WAY!
    Teacher: Class
    Students: Yes
    Teacher: To compare is to see what is the same (hands together) and to contrast is to see what is different (hands together).

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    Replies
    1. Katrina,
      You got it! Great work. Here are 25 certification points plus 5 BONUS POINTS!

      Delete
  70. T: Class!
    S; Yes!
    T: Mirror Words (hands out in front)
    S: Mirror Words (hands out in front)
    T: (while motioning) Today’s question is, what are the 3 forms of matter?
    S: (while motioning) Today’s questions is, what are the 3 forms of matter?
    T: Now I want you to turn to your partner and ask them today’s question. Teach!
    S: Okay!
    T: Class!
    S: Yes!
    T: Mirror Words! (while motioning) One form of matter is solid.
    S: (while motioning) One form of matter is solid
    T: Now tell your partner, what is one type of matter? Teach!
    S: Okay! (while motioning) One type of matter is solid.
    T: Class, Class, Class!!
    S: Yes! Yes! Yes!
    T: Magic mirror. The molecules in a solid are tightly packed and vibrate. Tell your partner how the molecules in a solid move. Teach!
    S: Okay! (while motioning) The molecules in a solid are tightly packed and vibrate.
    T: Switch!
    S: Uh Oh! Switch!
    T: Classsss
    S: Yesssss
    T: Silent mirror. (while motioning) The second type of matter is liquid. The molecules in a liquid slide past each other. Tell your partner how molecules in a liquid move. Teach!!
    S: Okay!! Molecules in a liquid slide past each other.
    T: Class!
    S: Yes!
    T: Magic mirror. The final type of matter we will learn about is gas. The molecules in a gas move very fast and spread out in all directions. Tell your partner how molecules in a gas move around. Teach!
    S: Okay! Molecules in a gas move really fast and spread out in all directions.
    T: Switch!
    S: Uh Oh! Switch!
    T: Class! Class!
    S: Yes! Yes!
    T: Now tell your partner which type of matter would be worst to be if you were a molecule and why. Remember to use the hand motion for because. Teach!
    S: Okay! If I was a molecule the worst type of matter to be would be _____________ because ….
    T: Switch!
    S: Uh Oh! Switch!

    ReplyDelete
  71. Erin,
    Great job on your lesson! You chunked it and scaffolded it nicely. One suggestion would be that each time you add a state of matter, repeat the previously taught states. This will create repetitions that build dendrites. Here are 25 certification points!

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