Embedded Files
What we have tried to do on several occasions is take a "random" lesson that we found on the internet and turn it into a BTC-influenced lesson, even though it may not be math. The lessons on the internet are not bad lessons, and are probably quite typical of lessons that you might see if you visited a non-BTC classroom. They are, however, quite teacher-centered, and almost everyone who views them in our workshops sees them that way. We call them "Model 1" lessons.
The BTC-influenced lessons are lessons with the same learning objective (or least, what we inferred the lesson objective to be), but we have used the techniques in BTC to increase the amount of thinking that ALL the students have to do, not only the ones engaged with the teacher. We call them "Model 2" lessons.
Below you will find samples of Model 1 and Model 2 lessons, and a "recipe" that we followed to convert a Model 1 lesson to a Model 2 lesson.
Lesson Design Recipe.docxThis Google Doc provides the steps that we have followed to turn a "Model 1" lesson into a "Model 2" lesson. It's a prototype "recipe" and we would love others to try it and give us feedback!
Work on Task in VRG on VNPS
Extensions
In a race of 90 miles, assuming both cars start at the same time and engage their special button at the same time, which car would you rather have?
At what mileage would it not matter which car you chose?
(if they haven't graphed solutions yet –push them there)
If you could design a third car to win a 100 mile race what would be the formula for computing distance or time?
Consolidate the math
Look for opportunities to connect representations (graphs, equations, tables)
Why are the two graphs shaped the way they are?
Formalize vocab around systems of equations and potential solution methods (graphs, substitution, elimination
Character Study
Character Study
Time
Activity
Notes
9:30-9:35
Launch Task-
Have students read the passage thinking about a lens of indirect or direct writing styles that are used?
Characters Needs Wants and MotivationCreating well rounded characters by combining indirect techniques
Dialogue Descriptions
9:35-9:50
Work on Task in VRG ob VNPS
What did the writer do to teach us about the character?
T chart
What character trait do you see? What is the evidence?
Extensions:
How does this help you understand the character?
What techniques does the author use in the evidence that is gathered?
If you were to add on to this story and further develop Lorraine’s character, what might you write? What technique would you use to support this?
9:50-10:00
Close out
Reflect on the posters that added on, push the others to talk about what their thinking was and what writing technique they exemplified to create well developed characters? How did the type of writing they used help you to see the character’s personality, depth, and motivations?
Use language of character traits
Language of character development/ analysis
Model 2 version: Ask students to read brief excerpt from A Single Shard. Randomly group them and send to boards with some version of the following prompts. They are all about inference, as the short excerpt does not provide enough information to answer the questions with certainty. #1 is also about setting. #2 is also about characters. #3 is also about prediction. #4 is also about theme.
Where and when it is set? Evidence from the text--what do you know, what are you guessing?
The characters and their relationship? Evidence from the text--what do you know, what are you guessing?
What you think is going to happen?
What you think the book is really about?
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