Lesson Plans for AVID Classes

Week of October 27 - 31, 2025  

Monday, October 27th:  

6.OK.ACP.2a 6.OK.ACP.2b 6.OK.ACP.2c a) Know how to determine GPA b) Develop familiarity with college terminology c) Classify the various types/categories of colleges

 6.OK.ACP.3 Understand scholarships and the role they play in college financing 

7th 7.OK.ACP.2a 7.OK.ACP.2b a) Explore the significance of GPA at different stages of the academic journey b) Explore college options and terminology 

7.OK.ACP.3 Evaluate personal level of readiness for scholarship eligibility 

8th 8.OK.ACP.2a 8.OK.ACP.2b a) Reflect on their current GPA and how it relates to college selection criteria b) Compare various college campus structures, services, 

Students are preparing for their first college tour.

They are researching Converse University through an online scavenger hunt to determine the type of university and all that it offers.  Students will then compare their findings to what they, themselves, have in mind for their own future.  Students will also calculate their current GPA to compare their own success to university offerings, such as scholarships.

After researching Converse, I will allow students to research a school of their choice and compare the results.  Students may choose which school to make their own 1 pager.

Students may work in pairs to aid ml's and produce a 1 pager of their findings.

Tuesday, October 28th:  

*8th Grade goes to Converse University

6th and 7th grades will continue their college research/begin 1 pager if time. (Same as Monday)

Wednesday, October 29th:  

6.RAP.W.6a 6.RAP.W.6b a) Take notes, with an emphasis on identifying and recording the note-taking objective and/or Essential Question b) Take notes, with an emphasis on setting up notes, including all required components 

6.RAP.W.7 Summarize by pulling together the most important information related to the objective and/or Essential Question 

7th 7.RAP.W.6a 7.RAP.W.6b a) Take notes, with an emphasis on recording main ideas and important information b) Take notes, with an emphasis on condensing information by using abbreviations/ symbols/paraphrasing 

7.RAP.W.7 Summarize by pulling together the most important information and personal connections related to the objective and/or Essential Question

8th 8.RAP.W.6a 8.RAP.W.6b a) Take notes, with an emphasis on selecting the appropriate format for note-taking based on the note-taking objective b) Take notes, with an emphasis on using strategies to organize notes (e.g., indentation, bullets, outlines, skipping lines, color-coding) 

8.RAP.W.7 Reflect on how notes help to meet the learning objective and contribute to academic and personal success 

Scholars will complete Phase 3:  Connecting Thinking, Phase 4:  Summarizing and Reflecting on Learning, and, if time, begin Phase 5:  Applying Learning by taking a short quiz using their notes on Google Forms.

Thursday, October 30th:  

Rigorous Academic Preparedness

6.RAP.R.5 - Reading

Extend beyond the text by applying key learning

7.RAP.R.5 - Reading

Extend beyond the text evaluating and synthesizing key learning

8.RAP.R.5 - Reading

Extend beyond the text analyzing how to best apply key learning

Essential Question

How can the TRF help me articulate and present my point of confusion? 

Learning Task

I will complete (Costa’s Level 1) a TRF in order to demonstrate (Costa’s Level 2) my understanding of the process.

Enter

3-5 min.

1. Ask students to review their Focused Notes and resources from any of their content classes except math. They are looking for an initial question. It can come from a homework assignment, a quiz or test, or a textbook. Once they have one, they can highlight or mark it. 

2. If they are struggling to find an initial question, provide students with access to 20 Non-Math Sample Initial Questions and select one non-math question.

Student Grouping

Individual

Materials

Focused Notes in Binder/eBinder, Notebooks, Class Resources Non-Math Sample Initial Questions 

Engage

25 min.

1. Provide students with a copy of the Tutorial Request Form – Know, Show, Tell selected version and point value.

2. Remind students that completing the pre-work is a critical preparation step for tutorials because students need to first determine where they are confused within an initial question so that their peers can better help them during the tutorial process. Emphasize to students that putting time into the pre-work results in a successful tutorial.  

3. Explain that the TRF is a way for students to express what they already know about a topic or their initial question, show what they have tried so far, and tell their peers about the steps that led to their Point of Confusion (POC) and then to their Tutorial Question. Through this process, they will be more successful in resolving their POC and answering their Tutorial Question. 

4. Tell students to add the initial question that they found from their notes or class resources to the Initial Question box on their TRF. 

5. Then, ask students to review the TRF – Know, Show, Tell version and reflect on how the overlay can help direct them as they complete the sections of the TRF as well as prepare their 60-Second Speech. Consider using this version for tutorials until students understand those.

Student Grouping

Individual

Pairs

Materials

Tutorial Request Form – Know, Show, Tell  Non-Math Tutorial Request Form Samples Tutorial Request Form – Think-Aloud 

Evaluate

10 min.

• After students have completed their TRFs, select a few to display their TRF and walk through the Know, Show, and Tell sections with the class, including their Tutorial Question based on their Point of Confusion.  

• Use a document camera or have students take a photo or scan and project the image. 

• Allow class members to provide positive and constructive feedback on the TRF. 

Student Grouping

Whole Class

Materials

Completed TRF 

Exit

5 min.

• Debrief by asking students to reflect on what they learned about creating TRFs, especially non-math TRFs, during this process. 

• This reflection can be done verbally in pairs or in writing.

Student Grouping

Individual

Pairs

Friday, October 31st:

Unit Overview

This unit covers career and job exploration related to future college choices.    This unit is designed to introduce students to various career and job choices.  In addition, students are introduced to the different types of colleges, and are tasked with identifying a match, reach, and safety school. For optimal learning, students will need access to one-on-one devices or a computer lab.  

Unit Considerations & Preparation

Before teaching this unit… 

1. Display the words “Job” and “Career” on chart paper in opposite areas of the classroom. (*Note: This can also be converted to a digital activity using Padlet.*) 

2. Ensure there is space for students to create groups for an expert group activity.  

3. Make copies of KWLA chart for students.  

4. Ensure the College Board website is functioning. 

5. Make copies of the college and career pennant template.  

Unit Objectives

Students will be able to… 

• Select a career they want to research further to gain more knowledge, which will help guide their college selection choice.  

• Select a type of college that would be best suited for their career and job choice.  

• Explore match schools, reach schools, and safety schools within their college type in order to determine the best fit for their career and job choice. 

• Use the information from their career and job selection notes and their match, reach, and safety schools notes to create a college and career pennant.  

• Provide feedback to peers during a gallery tour of the college and career pennants. 

Essential Question

Which college and career/job is best suited for me? 

Learning Task

I will utilize (Costa’s Level 2) the information from my career and job selection notes, and my match, reach, and safety schools notes, to design (Costa’s Level 3) a college and career pennant.  I will positively critique (Costa’s Level 2) my peers, during a Gallery Tour of the college and career pennants. 

Teacher Preparation

This section contains all educator and student resources. Access and prepare these resources before facilitating the lesson.

Enter

2 min.

1. Provide students time to gather their Focused Notes from all previous lessons.  

2. Have students turn and talk with an elbow partner using the following sentence frames:

   • The college I have chosen is… 

   • This college represents a match/reach/safety school.  

   • The career and job I have chosen is...

Student Grouping

Individual Elbow Partner 

Materials

Focused Notes From Lesson 1 KWLA Chart From Lesson 2 Focused Notes From Lesson 3 

Engage

10 min.

1. Provide students a quick overview about the requirements of the college and career pennant.  

   • Name of college 

   • Type of college (from Lesson 2) 

   • Match, reach, or safety school 

   • Average acceptance rate 

   • GPA acceptance rate 

   • Graduation rate 

   • Application requirements 

   • Average cost per year 

   • Majors offered that supports career and job choice 

   • Career choice 

   • Job choice 

2. Teacher note: Consider creating your own college pennant which highlights your career and college you attended.  

3. Consider providing students an option to create the pennant on paper or digitally.

4. Remind students to use their Focused Notes from all previous lessons, as these will contain the information they need to include on their college and career pennant.

Student Grouping

Whole Class Individual

Materials

Focused Notes From Lessons 1 and 3KWLA Chart From Lesson 2 

College and Career Pennant (PDF/Google Slides)

Computer Lab

One-on-One Devices (if students are digitally creating pennants)

Evaluate

25 min.

Part 1: Create College and Career Pennant 

1. Provide students with a copy of the college and career pennant. 

2. Provide students 20 minutes to create their college and career pennants 

3. Encourage students to have fun and be creative with their pennant.  

Part 2: Gallery Tour 

1. Have students stand at their college and career and display their work of art. If students created a digital copy, they can have their college pennant in presentation mode on their device so other students can view it as they are touring. 

2. Provide each student with five sticky notes.   

3. As students are taking a Gallery Tour, have them write words of affirmation on the provided sticky notes.  

4. Students need to view at least five different college and career pennants. However, to ensure all students receive words of affirmation, have students rotate one pennant to their left and leave a sticky note with words of affirmation on that college and career pennant. 

5. Repeat this for three rounds.  

6. After students have rotated to their left three times, allow students to tour two additional college and career pennants of their choice, leaving a sticky note with words of affirmation on each pennant they tour.  

7. Once students have toured five different college and career pennants, have students return to their own college and career pennant and read the sticky notes left for them. 

Exit

5-7 min.

1. Provide students 5 minutes to create a summary reflection about their learning with this unit.  

2. Summary reflections should include the following: 

   • What did you learn (refer back to your notes to support your learning)? 

   • How might you use this information in the future? 

Student Grouping

Individual 

Materials

Focused Notes From Lessons 1 and 3KWLA Chart From Lesson 2 

Week of November 3 - 7, 2025

Monday, November 3rd:  

6.OK.ACP.1 - Advancing College Preparedness

Identify personal interests and skills related to future college aspirations, such as through an interest inventory

6.OK.BCP.1 - Building Career Preparedness

Identify personal interests and skills related to future career aspirations

Rigorous Academic Preparedness

7.RAP.C.2 - Collaboration

Demonstrate active listening skills during academic conversations

7.RAP.C.3 - Collaboration

Utilize academic vocabulary when communicating

7.RAP.C.4 - Collaboration

Speak effectively before small groups of peers

7.RAP.I.4 - Inquiry

Reflect on learning to make connections between new learning and previous experiences

Student Agency

7.SA.BR.1 - Building Relationships

Hold self and peers accountable to following group norms about shared responsibility

Essential Question

Which type of college (private, public, etc.) would best be suited to match the career I am currently most interested in for my future? 

Learning Task

I will identify (Costa’s Level 1) a type of college that would be best suited for my career and job choice.  

Teacher Preparation

This section contains all educator and student resources. Access and prepare these resources before facilitating the lesson.

Rigorous Academic Preparedness

8.RAP.C.4 - Collaboration

Speak effectively before whole class

8.RAP.W.6a - Writing

Take notes, with an emphasis on selecting the appropriate format for note-taking based on the note-taking objective

8.RAP.W.6b - Writing

Take notes, with an emphasis on using strategies to organize notes (e.g., indentation, bullets, outlines, skipping lines, color-coding)

8.RAP.W.7 - Writing

Reflect on how notes help to meet the learning objective and contribute to academic and personal success

Enter

5-7 min.

1. Provider students with a copy of the KWLA chart, either digitally or a paper copy. 

2. Have students label their KWLA chart as follows: 

   • Title: Types of Colleges 

   • Essential Question: Which type of college (private, public, etc.) would best be suited to match the career I am currently most interested in for my future? 

   • K: What I know about types of colleges.

   • W: What I want to know about types of colleges. 

   • L: What I learned about types of colleges. 

   • A: Application of what I have learned about types of colleges.

3. Provide students one minute of think time to think about what they will fill out in the K column of their KWLA chart.

4. Provide students 1–2 minutes of ink time to write down their thoughts about what they know about different types of colleges in Column 1 of their KWLA chart. 

5. Provide students 1–2 additional minutes to also ink their thoughts about what they want to know about different types of colleges in Column 2 of their KWLA chart. 

6. Have students share as a whole group things they want to know about the different types of colleges.  

7. Consider having students add to their Want to Know column anything else they want to know, based on their classmates' thoughts. 

Student Grouping

Whole Class Individual 

Materials

KWLA Chart 

Engage

5-7 min.

1. Provide students a list of the different types of colleges to write down in their L Column of their KWLA chart.  

2. Consider using the following list as an example:  

   • Liberal Arts Colleges 

   • Technical Colleges 

   • Universities 

   • Private 

   • Public 

   • Professional Schools 

   • HBCUs (Historically Black Colleges and Universities)

   • Tribal Colleges 

   • Women’s Colleges 

   • Proprietary Institutions 

   • Hispanic-Serving Institutions 

   • Community College 

3. Have students number off, depending on the number of different types of colleges you provide to students (i.e., for 10 different college types, have students number off up to 10).

4. Each number will represent an expert group (i.e., group 1 would represent liberal arts colleges). 

Student Grouping

Individual  

Materials

Focused Notes 

Evaluate

15-25 min.

1. Provide students 5 minutes of individual research time to research their expert group college type. Consider directing students to College Board for their initial research. Students should extend their learning of their expert college type by conducting their own web search, after visiting College Board.  

2. Consider having students research the following on their expert college type: 

   • What types of majors are common?  

   • Student population 

   • Something interesting 

3. Have students document their research in the L column of their KWLA chart.  

4. Designate areas of the classroom for each expert group to meet, share, and compare their learning.  

5. Provide expert groups 5–7 minutes to share and compare their learning with their expert group.  

6. Have students add to their L Column as they are sharing with their expert group.  

7. Inform students that they will be getting in non-expert groups to teach others about their expert college type, so it is important to take good notes about their expert college type.  

8. After the students have shared with their expert group, have students renumber 1–10 in their current group (or however many groups were created).   

9. Students will then regroup with new numbers.  This new group will now consist of all different college types.  

10. Provide students 7–10 minutes (depending on how many groups there are) to share their expertise with a new group.

11. Consider having students use these sentence frames when sharing:  

    • The expert college type I am going to share about is… 

    • The important things to know about this type of college are… 

12. As expert groups share, non-expert group students will add notes to their L Column of their KWLA chart.  

13. Once all students and groups have shared, have students return to their seats. 

Student Grouping

Individual Small Group 

Materials

KWLA Chart 

College Board

Exit

5 min.

1. Have students take out their Focused Notes from Lesson 1. 

2. Students will take a moment to look over their different types of colleges KLWA chart and their Focused Notes from Lesson 1.  

3. Based on the career students chose from Lesson 1, students should circle which type of college they think would be best for their career and job choice. 

4. Have students use the following sentence frame in their A column of their KWLA chart: 

   • After reviewing the different types of colleges and my career and job choice, the type of college that would be best for my future career and job choice is…

Student Grouping

Individual

Materials

Focused Notes KWLA Chart 

Tuesday, November 4th:

Rigorous Academic Preparedness

6.RAP.R.5 - Reading

Extend beyond the text by applying key learning

7.RAP.R.5 - Reading

Extend beyond the text evaluating and synthesizing key learning

8.RAP.R.5 - Reading

Extend beyond the text analyzing how to best apply key learning

Essential Question

How can the TRF help me articulate and present my point of confusion? 

Learning Task

I will complete (Costa’s Level 1) a TRF in order to demonstrate (Costa’s Level 2) my understanding of the process.

Enter

3-5 min.

1. Ask students to review their Focused Notes and resources from any of their content classes except math. They are looking for an initial question. It can come from a homework assignment, a quiz or test, or a textbook. Once they have one, they can highlight or mark it. 

2. If they are struggling to find an initial question, provide students with access to 20 Non-Math Sample Initial Questions and select one non-math question.

Student Grouping

Individual

Materials

Focused Notes in Binder/e Binder, Notebooks, Class Resources Non-Math Sample Initial Questions 

Engage

25 min.

1. Provide students with a copy of the Tutorial Request Form – Know, Show, Tell selected version and point value.

2. Remind students that completing the pre-work is a critical preparation step for tutorials because students need to first determine where they are confused within an initial question so that their peers can better help them during the tutorial process. Emphasize to students that putting time into the pre-work results in a successful tutorial.  

3. Explain that the TRF is a way for students to express what they already know about a topic or their initial question, show what they have tried so far, and tell their peers about the steps that led to their Point of Confusion (POC) and then to their Tutorial Question. Through this process, they will be more successful in resolving their POC and answering their Tutorial Question. 

4. Tell students to add the initial question that they found from their notes or class resources to the Initial Question box on their TRF. 

5. Then, ask students to review the TRF – Know, Show, Tell version and reflect on how the overlay can help direct them as they complete the sections of the TRF as well as prepare their 60-Second Speech. Consider using this version for tutorials until students understand those.

Student Grouping

Individual

Pairs

Materials

Tutorial Request Form – Know, Show, Tell  Non-Math Tutorial Request Form Samples Tutorial Request Form – Think-Aloud 

Evaluate

10 min.

• After students have completed their TRFs, select a few to display their TRF and walk through the Know, Show, and Tell sections with the class, including their Tutorial Question based on their Point of Confusion.  

• Use a document camera or have students take a photo or scan and project the image. 

• Allow class members to provide positive and constructive feedback on the TRF. 

Student Grouping

Whole Class

Materials

Completed TRF 

Exit

5 min.

• Debrief by asking students to reflect on what they learned about creating TRFs, especially non-math TRFs, during this process. 

• This reflection can be done verbally in pairs or in writing.

Student Grouping

Individual

Pairs

Wednesday, November 5th:

Rigorous Academic Preparedness

6.RAP.W.6a - Writing

Take notes, with an emphasis on identifying and recording the note-taking objective and/or Essential Question

6.RAP.W.6b - Writing

Take notes, with an emphasis on setting up notes, including all required components

Opportunity Knowledge

6.OK.ACP.1 - Advancing College Preparedness

Identify personal interests and skills related to future college aspirations, such as through an interest inventory

6.OK.BCP.1 - Building Career Preparedness

Identify personal interests and skills related to future career aspirations

Opportunity Knowledge

7.OK.ACP.1 - Advancing College Preparedness

Define key personal attributes for academic, social, and financial fit related to college selection

7.OK.ACP.5a - Advancing College Preparedness

Explore match schools, reach schools, and safety schools in order to determine the best academic fit during the selection process

Rigorous Academic Preparedness

7.RAP.C.2 - Collaboration

Demonstrate active listening skills during academic conversations

7.RAP.C.3 - Collaboration

Utilize academic vocabulary when communicating

7.RAP.C.4 - Collaboration

Speak effectively before small groups of peers

7.RAP.I.4 - Inquiry

Reflect on learning to make connections between new learning and previous experiences

8.RAP.C.4 - Collaboration

Speak effectively before whole class

8.RAP.W.6a - Writing

Take notes, with an emphasis on selecting the appropriate format for note-taking based on the note-taking objective

8.RAP.W.6b - Writing

Take notes, with an emphasis on using strategies to organize notes (e.g., indentation, bullets, outlines, skipping lines, color-coding)

8.RAP.W.7 - Writing

Reflect on how notes help to meet the learning objective and contribute to academic and personal success

Opportunity Knowledge

8.OK.ACP.1 - Advancing College Preparedness

Refine key personal attributes for academic, social, and financial fit related to college selection

8.OK.BCP.1b - Building Career Preparedness

Refine key personal attributes for academic, social, and financial fit related to career selection

Essential Question

Which type of college (match, reach, or safety school) would best be suited to match the career I am currently most interested in for my future? 

Learning Task

I will explore (Costa’s Level 2) match schools, reach schools, and safety schools within my college type, in order to determine (Costa’s Level 1) the best fit for my career and job choice. 

Enter

5-7 min.

1. Have students take out their Focused Notes and KWLA chart from Lessons 1 and 2 (they will need these later in the lesson). 

2. Have students set up their three-column notes as follows:

   • Title: Match, Reach, and Safety Schools 

   • Essential Question: Which type of college (match, reach, or safety school) would best be suited to match the career I am currently most interested in for my future? 

   • Column 1: Match Schools 

   • Column 2: Reach Schools 

   • Column 3: Safety Schools 

3. Provide students 1 minute of think time to think about what it means to have a match, reach, and safety school.  

4. Provide students 1–2 minutes of ink time to document their thoughts about match, reach, and safety schools, in the appropriate columns of their Focused Notes.  

5. Provide students 3 minutes of share time to share their thoughts with an elbow partner.   

6. Consider having students use the following sentence frame when sharing: 

   • To me, match, reach, and safety schools are… 

Student Grouping

Individual 

Pairs

Materials

Focused Notes From Lesson 1 KWLA Chart From Lesson 2 

Focused Notes Template

Engage

10 Min.

1. Review the definitions of match, reach, and safety schools with students.  

2. Have students copy down the definitions in the appropriate column of their Focused Notes. 

   • Match schools: Relevant aspects of the student’s profile are in the middle or toward the higher end of the school’s average range of accepted students.

   • Reach schools: Relevant aspects of the student’s profile are in the lower end or below the school’s average range of accepted students.

   • Safety schools: Relevant aspects of the student’s profile exceed the school’s average range of accepted students. 

3. Inform students they will be researching a match, a reach, and a safety school from their college-type selection in Lesson 2.

Student Grouping

Whole Class Individual  

Materials

Three-Column Focused Notes

Evaluate

25 Min.

1. Provide students a quick overview about how to search for colleges.  

2. Have students go to College Board and select Type.

3. From there, students will be able to filter and narrow down colleges based on the type of college they selected in Lesson 2.

4. Inform students the more filters they apply, the more narrow search results they will get.  

5. Provide students time to research the various colleges that are available to students based on their filters.  

6. As students are researching, they should consider their own current academic abilities as they think about which schools would be considered a match, reach, or safety school for them.  

7. Have students ultimately choose three schools from their filters to use for their match, reach, and safety school notes. 

8. Students should take notes, in the appropriate column, on the following when determining their match, reach, and safety schools: 

   • Average acceptance rate 

   • GPA acceptance rate 

   • Graduation rate  

   • Application requirements 

   • Majors offered that support career and college choice 

   • Campus life: Things that interest them 

Student Grouping

Whole Class Individual 

Materials

Three-Column Focused Notes Computer Lab One-on-One Devices

College Board

Exit

5 Min.

1. Have students review their three-column notes.  

2. Have students underline, in their three-column notes, the school they think would best support their career and job choice.   

3. Have students share with an elbow partner the following: 

   • The school I chose was… 

   • This was a (match, reach, safety) school.  

   • I chose this school because… 

Student Grouping

Individual Pairs 

Materials

Three-Column Focused Notes

Thursday, November 6th:

Rigorous Academic Preparedness

6.RAP.I.5 - Inquiry

Reflect on learning strategies that were employed and if those strategies were effective

Rigorous Academic Preparedness

7.RAP.I.5 - Inquiry

Reflect on learning strategies that were employed, if those learning strategies were effective, and how they could adjust their methods in the future

Rigorous Academic Preparedness

8.RAP.I.5 - Inquiry

Reflect throughout learning on progress and continually adjust actions on major tasks or assignments

Essential Question

How will using the TRF Rubric help me to write a better TRF? 

Learning Task

I will analyze (Costa’s Level 2) the TRF Rubric so that I can understand how it describes success on the TRF. 

Enter

10 min.

1. Distribute a copy of the Tutorial Request Form Rubric – What, How, Why Chart to every student.

2. Remind students about Lesson 1: The What, How, and Why of the Tutorial Request Form Activity where they articulated the what, how, and why of the TRF. This exercise will be similar, but instead of articulating the what, how, and why of the TRF, they will be thinking about how and why the TRF is assessed. 

3. To begin, ask students to spend 5–7 minutes marking the text of Educator/Student Resource: Tutorial Request Form Rubric – What, How, Why Chart. To mark the text, they should use the lens of an “AVID TRF Expert” by:

   • Circling key actions (verbs) that should be taken by AVID students when completing the TRF.

   • [Bracketing] key descriptions of actions (adjectives), such as “satisfactorily” or “actively."

   • Underlining phrases they anticipate may be challenging for them as a TRF creator or assessor.

   • Writing questions in the margins.

4. If needed, this process can be modeled by the teacher in lieu of having students complete the process individually or in pairs. 

Student Grouping

Individual

Pairs

Materials

Tutorial Request Form Rubric – What, How, Why Chart 

Engage

10 min.

1. After students have individually marked the text, have students engage in a “Team Huddle” Collaboration strategy. 

2. Play music and have students move around the room.  When the music stops, call out a number (ex: 3, 4, 3, 2) and have students group up in teams the size of the number called.    

3. Once they are grouped, ask the following debrief questions to get the conversations started: 

   • What did you notice in the text? 

   • What are some of the key actions commonly repeated in the TRF rubric? 

   • What do the key descriptions tell us about how the actions should be evaluated by an assessor? 

   • What potential challenges did you identify as a TRF creator? What about challenges as an assessor?

4. Tell students to stay with their last partner for the Evaluate Jigsaw activity. Students can also complete this task in small groups or as a whole class. 

Student Grouping

Pairs

Small Groups

Whole Class

Materials

Marked Text: Tutorial Request Form Rubric – What, How, Why Chart 

Evaluate

20 min.

1. After the discussion, partner pairs will Jigsaw the sections of the chart. Partner A will work on the pre-work section. Partner B will work on the collaborative inquiry section. Continue until the communication and closure sections have been addressed. 

2. In each section, partners will brainstorm reasons for how an assessor might use this criteria to determine how well the student performed the task and why this section of the TRF is assessed in the way that it is.  

3. Overall, students should be thinking, “Why do the TRF assessors think this is an important part of the tutorial process and an important skill to learn?” 

Note: The term ‘assessor’ is used instead of ‘grader’ since some schools will utilize the standards-based rubric and not assign scores or grades.

Student Grouping

Pairs

Materials

Tutorial Request Form Rubric – What, How, Why Chart 

Exit

5 min.

1. Once students have completed the entire chart, debrief by having a few students share out the results of their chart with other partner pairs or with the whole class.

2. Address any questions or confusion points.

Student Grouping

Pairs

Whole Class

Friday, November 7th:

Rigorous Academic Preparedness

6.RAP.W.6a - Writing

Take notes, with an emphasis on identifying and recording the note-taking objective and/or Essential Question

6.RAP.W.6b - Writing

Take notes, with an emphasis on setting up notes, including all required components

Opportunity Knowledge

6.OK.ACP.1 - Advancing College Preparedness

Identify personal interests and skills related to future college aspirations, such as through an interest inventory

6.OK.BCP.1 - Building Career Preparedness

Identify personal interests and skills related to future career aspirations

Opportunity Knowledge

7.OK.ACP.4b - Advancing College Preparedness

Determine which courses or opportunities align with college goals and plans

7.OK.BCP.1 - Building Career Preparedness

Define key personal attributes for academic, social, and financial fit related to career selection

Rigorous Academic Preparedness

7.RAP.C.3 - Collaboration

Utilize academic vocabulary when communicating

7.RAP.I.4 - Inquiry

Reflect on learning to make connections between new learning and previous experiences

7.RAP.O.3 - Organization

Apply visual frameworks to organize language and comprehend key concepts

7.RAP.W.7 - Writing

Summarize by pulling together the most important information and personal connections related to the objective and/or Essential Question

Opportunity Knowledge

8.OK.ACP.1 - Advancing College Preparedness

Refine key personal attributes for academic, social, and financial fit related to college selection

8.OK.BCP.1b - Building Career Preparedness

Refine key personal attributes for academic, social, and financial fit related to career selection

8.OK.BCP.2b - Building Career Preparedness

Expand thinking of potential career fields by encouraging discovery of a variety of career fields and the opportunities therein

8.OK.BCP.2c - Building Career Preparedness

Develop knowledge and gain exposure to credentials or post-secondary education needed for career goals

8.OK.BCP.3 - Building Career Preparedness

Identify best fit career fields based on academic, social, and financial fit to develop short- and long-term career pathways

Rigorous Academic Preparedness

8.RAP.C.3 - Collaboration

Demonstrate command of grammar when communicating

8.RAP.C.4 - Collaboration

Speak effectively before whole class

8.RAP.W.1a - Writing

Develop writing skills related to timed, argumentative, and descriptive modes of writing

Enter

5 min.

1. Give students a few minutes to gather all their focused notes for this unit, as they will use them to create a one-pager.  

• Personality Traits 

• Career 

• College Research 

2. Provide students with a copy of the Career and College One-Pager, which can be a digital or paper copy.   

Student Grouping

Individual 

Materials

Focused Notes From Lessons 1–3 

Career and College One-Pager

Art Supplies

Engage

10 min.

1. Explain to students they will be creating a one-pager today to demonstrate their learning of personality traits and career and college choices, using their focused notes from the previous lessons.  

2. Provide students guided instruction for what needs to be included on their one-pager.  

3. Consider creating a sample one-pager of your own to share with students. 

Student Grouping

Whole Class 

Materials

Computer Lab One-on-One Devices (if students are creating their one-pagers digitally) 

Evaluate

30 min.

Students will create their College and Career One-Pagers using their three sets of focused notes from the previous lessons.   

Student Grouping

Individual 

Exit

5 min.

1. Students will share their one-pager with three students by forming a group of four and completing a Whirl-Around.  

2. Students will select one piece of information from their one-pager to share during their Whirl-Around. If time permits, have students complete the Whirl-Around for multiple rounds, sharing multiple aspects of their one-pager.  

Student Grouping

Random 

Week of November 10 - 14, 2025

Monday, November 10th:

Rigorous Academic Preparedness

6.RAP.W.6a - Writing

Take notes, with an emphasis on identifying and recording the note-taking objective and/or Essential Question

6.RAP.W.6b - Writing

Take notes, with an emphasis on setting up notes, including all required components

Opportunity Knowledge

6.OK.ACP.1 - Advancing College Preparedness

Identify personal interests and skills related to future college aspirations, such as through an interest inventory

6.OK.BCP.1 - Building Career Preparedness

Identify personal interests and skills related to future career aspirations

Rigorous Academic Preparedness

7.RAP.C.2 - Collaboration

Demonstrate active listening skills during academic conversations

7.RAP.C.3 - Collaboration

Utilize academic vocabulary when communicating

7.RAP.C.4 - Collaboration

Speak effectively before small groups of peers

7.RAP.I.4 - Inquiry

Reflect on learning to make connections between new learning and previous experiences

Student Agency

7.SA.BR.1 - Building Relationships

Hold self and peers accountable to following group norms about shared responsibility

Rigorous Academic Preparedness

8.RAP.C.4 - Collaboration

Speak effectively before whole class

8.RAP.W.6a - Writing

Take notes, with an emphasis on selecting the appropriate format for note-taking based on the note-taking objective

8.RAP.W.6b - Writing

Take notes, with an emphasis on using strategies to organize notes (e.g., indentation, bullets, outlines, skipping lines, color-coding)

8.RAP.W.7 - Writing

Reflect on how notes help to meet the learning objective and contribute to academic and personal success

Opportunity Knowledge

8.OK.ACP.1 - Advancing College Preparedness

Refine key personal attributes for academic, social, and financial fit related to college selection

8.OK.BCP.1b - Building Career Preparedness

Refine key personal attributes for academic, social, and financial fit related to career selection

Essential Question

Which type of college (private, public, etc.) would best be suited to match the career I am currently most interested in for my future? 

Learning Task

I will identify (Costa’s Level 1) a type of college that would be best suited for my career and job choice.  

Enter

5-7 min.

1. Provider students with a copy of the KWLA chart, either digitally or a paper copy. 

2. Have students label their KWLA chart as follows: 

   • Title: Types of Colleges 

   • Essential Question: Which type of college (private, public, etc.) would best be suited to match the career I am currently most interested in for my future? 

   • K: What I know about types of colleges.

   • W: What I want to know about types of colleges. 

   • L: What I learned about types of colleges. 

   • A: Application of what I have learned about types of colleges.

3. Provide students one minute of think time to think about what they will fill out in the K column of their KWLA chart.

4. Provide students 1–2 minutes of ink time to write down their thoughts about what they know about different types of colleges in Column 1 of their KWLA chart. 

5. Provide students 1–2 additional minutes to also ink their thoughts about what they want to know about different types of colleges in Column 2 of their KWLA chart. 

6. Have students share as a whole group things they want to know about the different types of colleges.  

7. Consider having students add to their Want to Know column anything else they want to know, based on their classmates' thoughts. 

Student Grouping

Whole Class Individual 

Materials

KWLA Chart 

Engage

5-7 min.

1. Provide students a list of the different types of colleges to write down in their L Column of their KWLA chart.  

2. Consider using the following list as an example:  

   • Liberal Arts Colleges 

   • Technical Colleges 

   • Universities 

   • Private 

   • Public 

   • Professional Schools 

   • HBCUs (Historically Black Colleges and Universities)

   • Tribal Colleges 

   • Women’s Colleges 

   • Proprietary Institutions 

   • Hispanic-Serving Institutions 

   • Community College 

3. Have students number off, depending on the number of different types of colleges you provide to students (i.e., for 10 different college types, have students number off up to 10).

4. Each number will represent an expert group (i.e., group 1 would represent liberal arts colleges). 

Student Grouping

Individual  

Materials

Focused Notes 

Evaluate

15-25 min.

1. Provide students 5 minutes of individual research time to research their expert group college type. Consider directing students to College Board for their initial research. Students should extend their learning of their expert college type by conducting their own web search, after visiting College Board.  

2. Consider having students research the following on their expert college type: 

   • What types of majors are common?  

   • Student population 

   • Something interesting 

3. Have students document their research in the L column of their KWLA chart.  

4. Designate areas of the classroom for each expert group to meet, share, and compare their learning.  

5. Provide expert groups 5–7 minutes to share and compare their learning with their expert group.  

6. Have students add to their L Column as they are sharing with their expert group.  

7. Inform students that they will be getting in non-expert groups to teach others about their expert college type, so it is important to take good notes about their expert college type.  

8. After the students have shared with their expert group, have students renumber 1–10 in their current group (or however many groups were created).   

9. Students will then regroup with new numbers.  This new group will now consist of all different college types.  

10. Provide students 7–10 minutes (depending on how many groups there are) to share their expertise with a new group.

11. Consider having students use these sentence frames when sharing:  

    • The expert college type I am going to share about is… 

    • The important things to know about this type of college are… 

12. As expert groups share, non-expert group students will add notes to their L Column of their KWLA chart.  

13. Once all students and groups have shared, have students return to their seats. 

Student Grouping

Individual Small Group 

Materials

KWLA Chart 

College Board

Tuesday, November 11th:  College Trip to Converse University

Wednesday, November 12th:

Rigorous Academic Preparedness

6.RAP.I.4 - Inquiry

Reflect on learning to make connections between new learning and previous learning

6.RAP.O.3 - Organization

Utilize visual frameworks to organize information

6.RAP.W.7 - Writing

Summarize by pulling together the most important information related to the objective and/or Essential Question

Opportunity Knowledge

6.OK.ACP.1 - Advancing College Preparedness

Identify personal interests and skills related to future college aspirations, such as through an interest inventory

6.OK.BCP.1 - Building Career Preparedness

Identify personal interests and skills related to future career aspirations

Opportunity Knowledge

7.OK.ACP.1 - Advancing College Preparedness

Define key personal attributes for academic, social, and financial fit related to college selection

7.OK.ACP.5a - Advancing College Preparedness

Explore match schools, reach schools, and safety schools in order to determine the best academic fit during the selection process

Rigorous Academic Preparedness

7.RAP.C.2 - Collaboration

Demonstrate active listening skills during academic conversations

7.RAP.C.3 - Collaboration

Utilize academic vocabulary when communicating

7.RAP.C.4 - Collaboration

Speak effectively before small groups of peers

7.RAP.I.4 - Inquiry

Reflect on learning to make connections between new learning and previous experiences

Opportunity Knowledge

8.OK.ACP.1 - Advancing College Preparedness

Refine key personal attributes for academic, social, and financial fit related to college selection

8.OK.BCP.1b - Building Career Preparedness

Refine key personal attributes for academic, social, and financial fit related to career selection

8.OK.BCP.2b - Building Career Preparedness

Expand thinking of potential career fields by encouraging discovery of a variety of career fields and the opportunities therein

8.OK.BCP.2c - Building Career Preparedness

Develop knowledge and gain exposure to credentials or post-secondary education needed for career goals

8.OK.BCP.3 - Building Career Preparedness

Identify best fit career fields based on academic, social, and financial fit to develop short- and long-term career pathways

Rigorous Academic Preparedness

8.RAP.C.3 - Collaboration

Demonstrate command of grammar when communicating

8.RAP.C.4 - Collaboration

Speak effectively before whole class

8.RAP.W.1a - Writing

Develop writing skills related to timed, argumentative, and descriptive modes of writing

Essential Question

Which type of college (match, reach, or safety school) would best be suited to match the career I am currently most interested in for my future? 

Learning Task

I will explore (Costa’s Level 2) match schools, reach schools, and safety schools within my college type, in order to determine (Costa’s Level 1) the best fit for my career and job choice. 

Enter

5-7 min.

1. Have students take out their Focused Notes and KWLA chart from Lessons 1 and 2 (they will need these later in the lesson). 

2. Have students set up their three-column notes as follows:

   • Title: Match, Reach, and Safety Schools 

   • Essential Question: Which type of college (match, reach, or safety school) would best be suited to match the career I am currently most interested in for my future? 

   • Column 1: Match Schools 

   • Column 2: Reach Schools 

   • Column 3: Safety Schools 

3. Provide students 1 minute of think time to think about what it means to have a match, reach, and safety school.  

4. Provide students 1–2 minutes of ink time to document their thoughts about match, reach, and safety schools, in the appropriate columns of their Focused Notes.  

5. Provide students 3 minutes of share time to share their thoughts with an elbow partner.   

6. Consider having students use the following sentence frame when sharing: 

   • To me, match, reach, and safety schools are… 

Student Grouping

Individual 

Pairs

Materials

Focused Notes From Lesson 1 KWLA Chart From Lesson 2 

Focused Notes Template

Engage

10 Min.

1. Review the definitions of match, reach, and safety schools with students.  

2. Have students copy down the definitions in the appropriate column of their Focused Notes. 

   • Match schools: Relevant aspects of the student’s profile are in the middle or toward the higher end of the school’s average range of accepted students.

   • Reach schools: Relevant aspects of the student’s profile are in the lower end or below the school’s average range of accepted students.

   • Safety schools: Relevant aspects of the student’s profile exceed the school’s average range of accepted students. 

3. Inform students they will be researching a match, a reach, and a safety school from their college-type selection in Lesson 2.

Student Grouping

Whole Class Individual  

Materials

Three-Column Focused Notes

Evaluate

25 Min.

1. Provide students a quick overview about how to search for colleges.  

2. Have students go to College Board and select Type.

3. From there, students will be able to filter and narrow down colleges based on the type of college they selected in Lesson 2.

4. Inform students the more filters they apply, the more narrow search results they will get.  

5. Provide students time to research the various colleges that are available to students based on their filters.  

6. As students are researching, they should consider their own current academic abilities as they think about which schools would be considered a match, reach, or safety school for them.  

7. Have students ultimately choose three schools from their filters to use for their match, reach, and safety school notes. 

8. Students should take notes, in the appropriate column, on the following when determining their match, reach, and safety schools: 

   • Average acceptance rate 

   • GPA acceptance rate 

   • Graduation rate  

   • Application requirements 

   • Majors offered that support career and college choice 

   • Campus life: Things that interest them 

Student Grouping

Whole Class Individual 

Materials

Three-Column Focused Notes Computer LabOne-on-One Devices

College Board

Exit

5 Min.

1. Have students review their three-column notes.  

2. Have students underline, in their three-column notes, the school they think would best support their career and job choice.   

3. Have students share with an elbow partner the following: 

   • The school I chose was… 

   • This was a (match, reach, safety) school.  

   • I chose this school because… 

Student Grouping

Individual Pairs 

Materials

Three-Column Focused Notes

Thursday, November 13th:

Student Agency

6.SA.BR.1 - Building Relationships

Establish norms and expectations around shared responsibility among group members

Student Agency

7.SA.BR.1 - Building Relationships

Hold self and peers accountable to following group norms about shared responsibility

Student Agency

8.SA.BR.1 - Building Relationships

Negotiate roles within a collaborative group through the adoption of effective elements of collaboration

Essential Question

How will my Tutorial Request Forms be assessed? 

Learning Task

I will assess (Costa's Level 2) a TRF so that I can better understand each section.  

Enter

10 min.

• Determine if students will assess their own TRFs or the TRFs of others. 

• Prepare tutors to act as coaches/guides throughout the assessment process. 

1. Distribute your selected assessment tool to students: the TRF Scoring Guide or the TRF Rubric.  Note: For schools that use traditional grading, it may still be helpful to calibrate the Tutorial Request Form Scoring Guide with the TRF Rubric for your particular students. For example, the Scoring Guide could be recalibrated to match up with the “Beginning” column of the Rubric so that meeting the criteria of that column equals full points on the TRF. Exercise your agency to determine what a “perfect score” TRF looks like for your students at different points in the year.  2. If you are using the Rubric to inform the Scoring Guide, distribute both. 

• Ask students to review the criteria of the tool and ask them if any clarification is needed. It might be helpful to review the work they completed in the Tutorial Request Form Rubric – What, How, Why Chart from Lesson 2.

Student Grouping

Individual

Materials

Tutorial Request Form Scoring Guide and/or Tutorial Request Form Rubric

Engage

15 min.

After clarifying any Points of Confusion on the assessment tool, ask students to assess their own TRF or the TRF of a peer using the tool as a guide. 

Student Grouping

Individual

Pairs

Materials

Tutorial Request Form Scoring Guide and/or Tutorial Request Form Rubric

Completed TRF

Evaluate

15 min.

TRFs will now be assessed a second time by a second assessor. If students assessed their own TRFs, have them exchange with another student. If students assessed another’s TRF, they pass it to a new student to evaluate. Students put their initials at the top to show the two rounds of assessment. If practice and/or calibration are needed before or after this stage, consider having students assess the sample TRFs from Lesson 1 or Lesson 3.

Student Grouping

Pairs

Small Groups

Materials

Sample TRFs

Exit

5 min.

Finally, encourage students to reflect on their overall performance on the TRF and set a goal for their next TRF. They can share this goal with a partner, record it in their planner, or write it on an exit ticket.

Student Grouping

Individual

Friday, November 14th:

Students will finish any assignments not completed through the week.

WICOR Activity:  Silent Puzzle Competition/Collaboration

Week of November 17th - 21st, 2025

Monday, November 17th:  

Rigorous Academic Preparedness

6.RAP.O.2a - Organization

Explore a variety of organizational formats for calendaring/planning

6.RAP.O.2b - Organization

Determine how to utilize time effectively

Student Agency

6.SA.PTO.3 - Persisting Through Obstacles

Self-monitor to diagnose areas of need (e.g., academic, personal)

7.RAP.O.2a - Organization

Utilize an organizational tool to record obligations and constraints on time

7.RAP.O.2b - Organization

Demonstrate the process of backwards mapping

Student Agency

7.SA.PTO.3 - Persisting Through Obstacles

Seek help related to areas of need

8.RAP.O.2a - Organization

Understand and demonstrate the concepts and practices of backwards mapping

8.RAP.O.2b - Organization

Identify upcoming events to proactively avoid time management conflicts

Essential Question

How can analyzing my TRFs and my grades help me to improve in my classes? 

Learning Task

I will analyze (Costa’s Level 2) my grades so that I can determine what I need to focus my tutorials on. 

Enter

5 min.

1. Ask students to spend some time revisiting the purpose of AVID tutorials through a quickwrite.  

2. Have students meet with another student with the same color pants/shorts/skirt/dress to share their responses. 

3. Ask students to debrief by sharing some of their ideas with the whole group. Remind students that one of the key purposes of tutorials is to support them in their academic classes, especially those where they need the most support. 

Student Grouping

Individual

Pairs

Engage

20 min.

1. Introduce Tutorials and Grades Analysis – Parts A and B: Student Sample to students. Explain that this is a sample of the resource that they will use to help them better focus on their academic areas of most need.  

2. Give students time to review each part of Tutorials and Grades Analysis – Parts A and B: Student Sample.

3.  Ask students to find an elbow partner and summarize the purpose of each of the parts of the TAG. For example, for Part A, a student might write something like, “The purpose of TAG – Part A is to review my current grades and determine which subject areas are a priority for tutorials.”  

4.  Debrief by asking students to pose any questions they have about the TAG process.  

5. Then, ask students to locate the blank Tutorials and Grades Analysis – Parts A and B and their most current grades.  

6. Provide time for students to complete Part A of the TAG process using their most current grades.

7. Ask students to complete Part B of the TAG process using their last four TRFs. It is critical that students reflect on whether or not they are focusing on the subject of most need.  

8. If students aren’t focusing on the subject of most need, use the reflection questions (Determine, Explain, Plan).

Student Grouping

Individual

Materials

Tutorials and Grades Analysis – Parts A and B: Student Sample Blank Tutorials and Grades Analysis – Parts A and B

Evaluate

10 min.

1. Have students copy their plan responses into their agendas, writing specific steps on specific days, if possible. Consider having students take a photo of their plan and/or upload it to a digital portfolio. 

2. Have students turn in their Tutorials and Grades Analysis – Parts A and B, but keep the student sample for future reference since the TAG activity is intended to be done several times a year.

Student Grouping

Individual

Materials

Tutorials and Grades Analysis – Parts A and B

Exit

10 min.

1. Have students fill out a sticky note with their name and their top two focus areas as an exit ticket. 

2. Consider implementing static tutorial groups with Using TAG Data to 18thCreate Tutorial Groups educator resource. This is not required but may help you keep track of students’ needs based on their TAG.

Student Grouping

Individual

Materials

Using TAG Data to Create Tutorial Groups Educator Resource

Tuesday, November 18th:

Opportunity Knowledge

6.OK.ACP.1 - Advancing College Preparedness

Identify personal interests and skills related to future college aspirations, such as through an interest inventory

Rigorous Academic Preparedness

7.RAP.I.4 - Inquiry

Reflect on learning to make connections between new learning and previous experiences

Opportunity Knowledge

7.OK.ACP.1 - Advancing College Preparedness

Define key personal attributes for academic, social, and financial fit related to college selection

Rigorous Academic Preparedness

8.RAP.I.4 - Inquiry

Reflect on learning to make connections between new learning and the broader world

Opportunity Knowledge

8.OK.ACP.1 - Advancing College Preparedness

Refine key personal attributes for academic, social, and financial fit related to college selection

Essential Question

How do I determine whether to take focused notes in tutorial? Which kind should I use?

Learning Task

I will use (Costa's Level 2) focused note-taking during tutorial so that I can deepen my content understanding. 

Enter

5 min.

Students and teachers begin each WAG unit responding to three prompts designed to activate prior knowledge or foreshadow content or skills that will be covered in that unit. Each unit begins and ends with this resource.

Give students five minutes to answer the Pre-Unit prompt questions individually. Make a connection to student agency and explain that by the end of this unit, students will have greater agency over their organization regarding their time, thoughts, and materials.

Student Grouping

Individual

Materials

Student Pre- and Post-Unit Prompts

Engage

10 min.

1. Have students take two minutes to discuss with their elbow partner whether or not they take notes in tutorial and if they are effective. 

2. Have a few students share out. 

3. Review the stages of focused note-taking (FNT) and share the student resource, Focused Note-Taking During the Tutorial.  

4. Introduce the idea that there are three ways for students to engage in collaborative inquiry, and focused note-taking is one of them.   

5. Walk students through the decision slides to discuss when it is encouraged/appropriate to take notes. 

6. Share the FNT Decision Tree graphic with students if it is helpful.

Student Grouping

Pairs

Whole Class

Materials

Three-Column Note-Taking Templates (Optional) Focused Note-Taking During the TutorialFNT Decision Tree Graphic

Evaluate

25 min.

1. Introduce that today, students are going to take focused notes in tutorial, even if they normally do/don’t.   

2. Explain that when they get to their tutorial group, they can make the decision on new notes, or add to existing notes (based on what subjects they are working with in tutorial today).   

3. If students want to take new notes, encourage three-column notes for today.   

4. If they want to add to their existing notes, suggest a new color to add additional notes.   

5. Review stages 1–3 briefly if needed. 

6. Break students into tutorial groups and monitor tutorials, ensuring that some phase of notes is happening throughout the entire class.

Student Grouping

Small Groups

Whole Class

Materials

Three-Column Note-Taking Templates (Optional) 

Exit

5 min.

Students complete a reflection for today’s tutorial, focusing on the FNT process they used today.  

Student Grouping

Individual

Wednesday, November 19th:

Student Agency

6.SA.BR.1 - Building Relationships

Establish norms and expectations around shared responsibility among group members

Rigorous Academic Preparedness

6.RAP.R.4a - Reading

Mark the text to accomplish the reading purpose

Student Agency

7.SA.BR.1 - Building Relationships

Hold self and peers accountable to following group norms about shared responsibility

Rigorous Academic Preparedness

7.RAP.R.4 - Reading

Mark the text to accomplish the reading purpose through the lens of a content expert

Student Agency

8.SA.BR.1 - Building Relationships

Negotiate roles within a collaborative group through the adoption of effective elements of collaboration

Rigorous Academic Preparedness

8.RAP.R.4 - Reading

Create text dependent questions while reading that align with the reading purpose

Essential Question

How do I determine which format of notes are best to use in different subject areas? 

Learning Task

I will examine (Costa’s Level 2) different note-taking formats so that I can determine (Costa’s Level 3) which is the best to use for different subjects. 

Enter

5 min.

• Set the stage for your students by setting the scene: 

  • • Imagine you are in your math class and your teacher is lecturing about a new topic.  

    • You realize you should take notes so that you don't get lost later. 

    • What format of notes should you take and why? Would you want to take them digitally or on paper? Why? 

• After students are finished, call on students randomly to hear some of the answers. Validate all answers (unless they say they would not take any notes).

• Reinforce the idea that there are many different ways to take notes, and that we want students to use the format that works best for them.   However, we also want to expose them to as many different note-taking strategies as we can so that they can eventually make informed decisions.   

Student Grouping

Individual

Whole Class

Engage

20 min.

• Divide students into groups of two or three. 

• Distribute Student Resource: Selecting the Appropriate Format for Note-Taking. 

• Have students read through the resource, marking the text by circling key words and underlining/highlighting important details of each format.  

• Ask students to use the right margin to make comments about which formats they might use for different subjects or types of tutorial questions. 

• Ask students to use the left margin to draw a sample of what each format of notes looks like. 

 💻Optional Tech Tool: Use Kami to digitally mark the text. 

Student Grouping

Pairs

Trios

Materials

Student Resource: Selecting the Appropriate Format for Note-Taking 

Evaluate

10 min.

• Once students have completed reading and marking the text, lead a discussion on which type of notes they determined might suit different content areas or different types of tutorial questions (e.g., compare and contrast makes a great graphic organizer).  

• The next slide animates and you can ask students to share their findings as each format pops up on the slide. 

• Listen for the following ideas or guide students: 

  • • Cornell Notes – great utility notes; great when you aren’t sure what else to go to. For a video or lecture, these are often the best place to start. 

    • Two-/Three-Column – great for math, vocabulary, or anything that includes an example. 

    • Sketch Notes/Mind Maps – great for history; great for students who are not linear thinkers or who love to add illustrations. 

    • Graphic Organizers – great for science or organizing information. Note: There is a separate lesson on graphic organizers in tutorial available on My AVID. The graphic organizer slides/handout are available for you to use with your students in the materials section of this lesson.   

    • Charts and Tables – great for research data. 

    • Interactive Notebooks – often found in math, history, and science and are generally teacher-driven.   

    • Combination Notes – great way to utilize multiple formats at once. In fact, students can choose to utilize multiple formats in one set of the notes if they choose to. 

• Reinforce the idea that the format of notes is a personal decision. All of these formats support the focused note-taking process if we layer steps 2–5. 

• Also remind students that we are connecting this process to tutorial notes. For example, if they never take notes in math, ask them to consider how they could take notes in math during tutorial using the various formats.

Student Grouping

Whole Class

Exit

10 min.

• Ask for a student volunteer to create a reference chart that includes which type of notes students should take in different scenarios. (This can be done digitally, on the whiteboard, or on chart paper.) 

• Have students suggest format ideas for each prompt and to explain the reasoning. They may reference the example focused notes to support the process.

• Make the chart available to students in their LMS or on the wall. 

Student Grouping

Whole Class

Materials

Focused Notes Examples by Subject

Thursday, November 20th:

Student Agency

6.SA.AKS.2b - Activating Knowledge and Skills

Identify individual strengths and areas of challenge related to academic skills and performance

Rigorous Academic Preparedness

6.RAP.W.7 - Writing

Summarize by pulling together the most important information related to the objective and/or Essential Question

Student Agency

7.SA.AKS.2 - Activating Knowledge and Skills

Establish self-awareness strategies and skills

Rigorous Academic Preparedness

7.RAP.W.7 - Writing

Summarize by pulling together the most important information and personal connections related to the objective and/or Essential Question

Student Agency

8.SA.AKS.2 - Activating Knowledge and Skills

Apply self-awareness strategies and skills with a variety of academic challenges

Rigorous Academic Preparedness

8.RAP.W.7 - Writing

Reflect on how notes help to meet the learning objective and contribute to academic and personal success

Essential Question

What criteria leads to the most successful note-taking? 

Learning Task

I will generate (Costa’s Level 3) a list of strategies for effective note-taking so that I can implement them in my own note-taking process. 

Enter

10 min.

To prepare for the comparison of note-taking with students:

• Have students read the short informational text, view a video, or listen to a lecture and take their own notes. You may want to consider using a YouTube video on college admissions, study habits, or organization strategies, or a high-interest crash course, Asap Science, or Ted Ed video. 

• Students take focused notes on the text or video.

Student Grouping

Small Groups

Materials

Selected Text or Video

Focused Note-Taking Template of Choice

Engage

20 min.*

1. Organize the class into groups of approximately four students.  

2. Give each group a copy of both sets of prepared notes.  

3. Allow groups to make observations about which set of notes is more useful, better for learning, and easier to study from, and why. They should also compare the notes to their own.

4. Ask each group to use a large piece of paper, the whiteboard, or an online collaborative space to generate a list of “good” note-taking techniques that they noticed from the better example, or that they deduced from the other example. 

*Timing on this task may extend into next class.

Student Grouping

Small Groups

Materials

Two Sets of Notes, Created for Students by Teacher on the Selected Text or Video Poster Materials

Evaluate

10 min.

1. Conduct a Gallery Tour in which students visit all groups’ lists. Ask students to put either a checkmark, a colored dot sticker, or their initials next to the strategies they like best.  

2. Using the students’ marks as “votes,” generate a class list of top practices for note-taking.  

3. Post this list in a prominent location or make a copy available online to the whole class so that students can reference the list when they are taking notes. 

4. Ask students to complete a written reflection about the effectiveness of the notes they took on the same material and write an individual goal for their next note-taking experience. 

5. Students will then write a goal on a sticky note about how they will improve their own note-taking.

Student Grouping

Whole Class

Materials

Completed Posters

Exit

5 min.

1. Return to the Student Pre- and Post-Unit prompts from Lesson 1. 

2. Give students time to reflect and answer the three post-unit prompts. They should feel more capable of responding to the prompts now that they have completed the unit.

3. Consider completing your Teacher Pre- and Post-Unit prompts at the same time as a model for students.

4. Next, make a copy of the Student Feedback Survey to share with students. Collect their responses (set to anonymous) and then share that data in the Teacher Feedback Survey and submit to AVID.

Student Grouping

Individual

Materials

Student Pre- and Post-Unit Prompts Teacher Pre- and Post-Unit Prompts

Friday, November 21st:

Rigorous Academic Preparedness

6.RAP.O.3 - Organization

Utilize visual frameworks to organize information

6.RAP.R.2b - Reading

Identify prior knowledge that may be relevant to the reading

6.RAP.W.7 - Writing

Summarize by pulling together the most important information related to the objective and/or Essential Question

Rigorous Academic Preparedness

7.RAP.O.3 - Organization

Apply visual frameworks to organize language and comprehend key concepts

7.RAP.R.2b - Reading

Assess relevant prior knowledge and identify gaps

Rigorous Academic Preparedness

8.RAP.C.2 - Collaboration

Demonstrate active listening by asking clarifying questions

8.RAP.I.1 - Inquiry

Use questioning techniques to think critically about content and concepts

8.RAP.R.2 - Reading

Build background knowledge related to the text preview

Essential Question

How do I develop an understanding of empathy? 

Learning Task

I will illustrate (Costa’s Level 2) my knowledge so that I can make connections to new learning. 

Enter

5 min.

1. Students and teachers complete the Pre- and Post-Unit Prompts.

2. Remind students of the AVID Critical Reading Process, which supports our understanding of text (including videos, images, etc.).

3. Explain that as we complete this unit, we will see these symbols to help us identify where we are in the critical reading process and focus our thinking.

4. Tell students that today, we are engaging in reading by building vocabulary.  

Student Grouping

Individual

Materials

Student Pre- and Post-Unit Prompts Teacher Pre- and Post-Unit Prompts

Engage

25 min.

Concept Map 

1. Invite students to create a concept map using Google Drawings, MS PowerPoint, or Canva, or create one on paper based upon the slide deck. For additional scaffolding, use teacher modeling with the whole group. 

2. Have students place the concept of empathy in the box labeled “concept.” 

3. Provide students with 2–3 minutes to write or draw their brainstorm about empathy. Students will brainstorm ideas regarding the concept by considering examples, non-examples, features, properties, details, and sub-details. Reiterate that it is okay to be uncertain at this point.  

4. Invite students to share their initial brainstorming ideas with partners or small groups. Give students chart paper or have them start a fresh document to create a group concept map. 

5. After the time is called, ask students to share their maps with the larger group. They can do this as a presentation or as a gallery tour. 

Student Grouping

Individual

Small Groups

Whole Class

Materials

Educator Resource: Concept Map Questions and Formats

Evaluate

10 min.

Ask students to use their concept maps to write a paragraph that addresses the guiding questions below. Students can work individually or in pairs:

• • What is an example of this concept in use?

  • How is this concept connected to ideas used in this text?

  • What is your personal connection to this concept? 

Student Grouping

Individual

Pairs

Materials

Unit Slides

Students' Concept Maps

Exit

5 min.

1. Direct students back to their individual concept map. 

2. Provide students with time to construct their own definition of empathy based on today’s work. 

Student Grouping

Individual

Materials

Unit Slides

Students' Concept Maps

Monday, November 24th:

Rigorous Academic Preparedness

6.RAP.O.3 - Organization

Utilize visual frameworks to organize information

6.RAP.R.2b - Reading

Identify prior knowledge that may be relevant to the reading

6.RAP.W.7 - Writing

Summarize by pulling together the most important information related to the objective and/or Essential Question

Rigorous Academic Preparedness

7.RAP.O.3 - Organization

Apply visual frameworks to organize language and comprehend key concepts

7.RAP.R.2b - Reading

Assess relevant prior knowledge and identify gaps

Rigorous Academic Preparedness

8.RAP.C.2 - Collaboration

Demonstrate active listening by asking clarifying questions

8.RAP.I.1 - Inquiry

Use questioning techniques to think critically about content and concepts

8.RAP.R.2 - Reading

Build background knowledge related to the text preview

Essential Question

How do I develop an understanding of empathy? 

Learning Task

I will illustrate (Costa’s Level 2) my knowledge so that I can make connections to new learning. 

Enter

5 min.

5. Students and teachers complete the Pre- and Post-Unit Prompts.

6. Remind students of the AVID Critical Reading Process, which supports our understanding of text (including videos, images, etc.).

7. Explain that as we complete this unit, we will see these symbols to help us identify where we are in the critical reading process and focus our thinking.

8. Tell students that today, we are engaging in reading by building vocabulary.  

Student Grouping

Individual

Materials

Student Pre- and Post-Unit Prompts Teacher Pre- and Post-Unit Prompts

Engage

25 min.

Concept Map 

6. Invite students to create a concept map using Google Drawings, MS PowerPoint, or Canva, or create one on paper based upon the slide deck. For additional scaffolding, use teacher modeling with the whole group. 

7. Have students place the concept of empathy in the box labeled “concept.” 

8. Provide students with 2–3 minutes to write or draw their brainstorm about empathy. Students will brainstorm ideas regarding the concept by considering examples, non-examples, features, properties, details, and sub-details. Reiterate that it is okay to be uncertain at this point.  

9. Invite students to share their initial brainstorming ideas with partners or small groups. Give students chart paper or have them start a fresh document to create a group concept map. 

10. After the time is called, ask students to share their maps with the larger group. They can do this as a presentation or as a gallery tour. 

Student Grouping

Individual

Small Groups

Whole Class

Materials

Educator Resource: Concept Map Questions and Formats

Evaluate

10 min.

Ask students to use their concept maps to write a paragraph that addresses the guiding questions below. Students can work individually or in pairs:

• • What is an example of this concept in use?

  • How is this concept connected to ideas used in this text?

  • What is your personal connection to this concept? 

Student Grouping

Individual

Pairs

Materials

Unit Slides

Students' Concept Maps

Exit

5 min.

3. Direct students back to their individual concept map. 

4. Provide students with time to construct their own definition of empathy based on today’s work. 

Student Grouping

Individual

Materials

Unit Slides

Students' Concept Maps

Tuesday, November 25th:

Student Agency

6.SA.BR.6 - Building Relationships

Evaluate the impact of decisions on others

Rigorous Academic Preparedness

6.RAP.I.1 - Inquiry

Create questions based on Costa's Levels of Thinking

6.RAP.R.4a - Reading

Mark the text to accomplish the reading purpose

6.RAP.R.4b - Reading

Identify the key components of a text related to the reading purpose

Student Agency

7.SA.BR.5 - Building Relationships

Ask clarifying questions to group members to facilitate understanding

Rigorous Academic Preparedness

7.RAP.R.3 - Reading

Utilize tools to deepen understanding of vocabulary

7.RAP.R.2a - Reading

Make predictions about the text using text features

7.RAP.W.6b - Writing

Take notes, with an emphasis on condensing information by using abbreviations/symbols/paraphrasing

8.SA.BR.2 - Building Relationships

Integrate multiple perspectives into group products

Rigorous Academic Preparedness

8.RAP.O.3 - Organization

Manage varied visual frameworks to organize language, and show relationships between key concepts

8.RAP.R.2 - Reading

Build background knowledge related to the text preview

Essential Question

How can having empathy toward others make a positive impact on myself and society? 

Learning Task

I will create and answer (Costa’s Level 3) Costa’s Levels of Questions from the text. 

Enter

5 min.

1. Provide students with two minutes to list ways they have seen others demonstrate empathy. Students can do this individually or in pairs. Invite students to go back to their notes. Have three to five students share their responses.

2. Ask students to set up their Focused Notes and share the Essential Question.

3. Remind students of the AVID Critical Reading Process, which supports our understanding of texts (including videos, images, etc.). Explain that, as we complete this unit, we will see these symbols to help us identify where we are in the critical reading process and focus our thinking.  Explain that today, we are engaging in reading by interacting with the text.

Student Grouping

Individual

Pairs

Whole Class

Materials

Unit Slides

Student Notes

Engage

15 min.

First Read: Read for the Gist 

1. Have students read the text one time through to identify the main idea, or for scaffolding, teachers may conduct a read-aloud. This is a “pencil-down, digital-ink-free” read and includes previewing the text. 

2. Pair students with elbow partners or create small groups to discuss what they got from the first read. 

3. Ask students to capture the main idea that sums up the gist of the text in their notes. 

4. If students are struggling to identify the main idea, ask that they identify the 5 W’s (who, what, where, when, why) and the H (how). This can be modeled, done with a partner, or done individually. 

5. Number the paragraphs or sections of the text as a class. Read the first two words of each paragraph or section and ask students to call out the number of the paragraph. While they call out the number, they will also number that paragraph or section in the margin of their text. 

Student Grouping

Individual

Pairs

Whole Class

Materials

Text From Previous Lesson: "He saw a woman sitting in the dirt at a bus stop. So he began making benches."

Evaluate

20 min.

Costa’s Levels of Thinking 

1. Discuss with students the importance of critical thinking and how the types of questions asked shape the depth of learning. 

2. Provide students with Student Resource: Costa’s Levels of Thinking and Questioning. 

3. Explain that the three levels of questions are broken up primarily by where the answer can be found. 

   • Level 1 – Can be thought of as a “copy and paste.” The answers can be found by pointing to a place within the text (e.g., “Define reliable”). 

   • Level 2 – Requires looking at two places and pulling information together (e.g., “Compare fruits and vegetables”). 

   • Level 3 – Information may be pulled from many places, but brain power and higher-level thinking are needed to make a final decision about what is right (e.g., “Predict what will happen to Ralph when he gets his motorcycle”). 

4. On chart paper or a digital format such as a collaborative Google Docs or Slides document, have students create a three-column notes page and label it with the headings “Question,” “Level,” and “Answer.” Allow students to work in groups to create questions at each level (without identifying the level of the question on their chart). Students should create a Level 1, Level 2, and Level 3 question based on the text, without listing the questions in numerical order. Students are encouraged to use their Costa’s Levels of Thinking handout as a resource to assist their writing. 

5. Once charts are completed, have groups visit another group’s chart to identify the level of each question and then answer the questions within the appropriate columns. For scaffolding, the teacher may model asking different levels of questions about the reading. Have the class practice answering together before releasing students to answer in groups.   

6. Allow students time to discuss their thoughts with a partner when asking Level 2 or 3 questions. 

7. At the end of the activity, have a whole-group discussion about the questions, and have a few groups share some examples. Allow time for students to reflect on their learning and add to their notes. 

Optional Extension: 

• Call attention to verbiage used in the quotes in this text to discuss idioms in use. 

• Level 2 question – Describe in your own words what these phrases mean: 

  • “I just took some scrap wood and went to town” (par. 6). 

  • “It fills me up. It’s air in my tires” (par. 15). 

  • “That puts me over the moon” (par. 24).

Student Grouping

Small Groups

Pairs

Whole Class

Materials

Student Resource: Costa’s Levels of Thinking and Questioning Chart Paper or a Digital Format Such as a Collaborative Google Docs or Slides

Exit

5 min.

1. Provide independent time to respond to the prompts, without pausing. 

   • How is empathy demonstrated in the text?

   • What is the impact empathy had on the community?

2. Time permitting, ask for students to share with an elbow partner and ask for one pair to share their thoughts with the class.

Student Grouping

Individual

Pairs

Whole Class

Materials

Unit Slides

Text From Previous Lesson: “He saw a woman sitting in the dirt at a bus stop. So he began making benches.”

Wednesday through Friday, November 28th - Thanksgiving Break

Monday, December 1st:  

Student Agency

6.SA.PTO.6 - Persisting Through Obstacles

Determine key points from learning experiences

Rigorous Academic Preparedness

6.RAP.W.6a - Writing

Take notes, with an emphasis on identifying and recording the note-taking objective and/or Essential Question

6.RAP.W.6b - Writing

Take notes, with an emphasis on setting up notes, including all required components

Student Agency

7.SA.PTO.6 - Persisting Through Obstacles

Make connections between key learning points and new contexts

Rigorous Academic Preparedness

7.RAP.W.6a - Writing

Take notes, with an emphasis on recording main ideas and important information

7.RAP.W.6b - Writing

Take notes, with an emphasis on condensing information by using abbreviations/symbols/paraphrasing

Student Agency

8.SA.PTO.6 - Persisting Through Obstacles

Employ key learning points to real-world applications

Rigorous Academic Preparedness

8.RAP.W.6a - Writing

Take notes, with an emphasis on selecting the appropriate format for note-taking based on the note-taking objective

8.RAP.W.6b - Writing

Take notes, with an emphasis on using strategies to organize notes (e.g., indentation, bullets, outlines, skipping lines, color-coding)

Essential Question

What are the phases of the critical reading process? 

Learning Task

I will explain (Costa’s Level 2) my learning of the critical reading process by using focused notes.

Enter

8 min.

Student Pre- and Post-Unit Prompts: Students and teachers begin each WAG unit by responding to three prompts designed to activate prior knowledge or foreshadow content or skills that will be covered in that unit. Each unit begins and ends with this resource.

1. Give students five minutes to answer the Pre-Unit Prompt questions individually. Remind them that it is okay if they do not have a complete answer at this point, but to try their best.

2. Drop-in read the unit objectives (students read the text in blue). 

3. Quick write: Give students five minutes to answer the Student Pre-Unit Prompts individually. 

4. Make a connection to the R in WICOR®, and explain that by the end of this unit, students will have a greater understanding of how to use the critical reading process across their classes, using a variety of texts.  

Student Grouping

Individual

Materials

Student Pre-Unit Prompts

Engage

15 min.

1. Have students set up Two-Column Notes, adding the EQ for this lesson to the top of the page: What are the phases of the critical reading process?  

2. Have students title the left side "New Learning" and the right side "Wonderings/Questions."  

3. Encourage students to take notes on the left side of the page. Remind them the right side will be for making connections after instruction.  

4. After students write the EQ and set up notes, have a short discussion about the word "critical." Point out that the critical reading process is about being thoughtful, detail-oriented, and procedural.  

5. Using the Critical Reading Process Graphic slide, point out that Planning for Reading and Selecting a Text are typically a teacher’s task. However, skills of an active reader include tasks before reading, during reading, and after reading.

6. Provide students with an overview of Activate, Engage, and Extend, as indicated on the slide. Note that Activate reflects what students do before they read; Engage is about what they do while they read to improve their comprehension of the text; while Extend focuses on what students do after they read. Reiterate to them that each part of the process is important as they create meaning, build vocabulary, and participate in multiple readings of a text.  

7. Conclude the note-taking portion by providing students the definition of a text: A text is anything that conveys meaning. Emphasize the following statement: “If we can look at something, explore it, find layers of meaning, and draw information and conclusions from it—then we are looking at a text.” Additionally, emphasize that critical reading is a necessary skill for academic success and career success. 

8. To reflect, as a whole-group, work together to brainstorm different text types for different disciplines and careers including, but not limited to, content-area courses like science, math, history, and music, and careers such as engineer, pilot, doctor, electrician, accountant, or therapist. Write their ideas on a piece of chart paper or organize their ideas in a word cloud using Canva or Answer Garden. Two-Column Notes with the career on the left and the types of text on the right is another appropriate organizational strategy for this activity.

Student Grouping

Whole Class

Materials

The Three Phases of the Critical Reading Process

Two-Column Notes

Evaluate

7 min.

1. After the overview, pause for two minutes. This will allow students time to process the information, working collaboratively in partnerships/small groups, no bigger than three. Monitor the progress of student partnerships/small groups, but do not interfere or answer questions, thereby allowing students to rely on each other for support. Tell the students to listen to what their partner(s) say about their new learning, making no marking to their notes.  

2. For another two minutes, prompt students to create two to three wonderings/questions independently and silently on the right side of their notes. 

Student Grouping

Individual

Pairs

Materials

Two-Column Notes

Tuesday, December 2nd:

Rigorous Academic Preparedness

6.RAP.W.7 - Writing

Summarize by pulling together the most important information related to the objective and/or Essential Question

Rigorous Academic Preparedness

7.RAP.W.7 - Writing

Summarize by pulling together the most important information and personal connections related to the objective and/or Essential Question

Rigorous Academic Preparedness

8.RAP.W.7 - Writing

Reflect on how notes help to meet the learning objective and contribute to academic and personal success

Essential Question

How do I effectively summarize my academic learning?

Learning Task

I will utilize (Costa’s Level 1) sentence frames so that I can summarize (Costa’s Level 2) my academic learning from tutorial.

Enter

5 min.

Student Pre- and Post-Unit Prompts: Students and teachers begin each WAG unit by responding to three prompts designed to activate prior knowledge or foreshadow content or skills that will be covered in that unit. Each unit begins and ends with this resource.

1. Give students five minutes to answer the Student Pre-Unit Prompts individually.

2. Remind them that it is okay if they do not have complete answers at this point, but to try their best.

Student Grouping

Individual

Materials

Student Pre- and Post-Unit Prompts Teacher Pre- and Post-Unit Prompts

Engage

10 min.

1. Introduce Step 9 of the tutorial process, Closure. Remind students that Closure has two parts—summary and reflection—which we will be working on over the next few weeks. Introduce the differences between the two by having a student read the definitions of each skill aloud.

2. Next, review the Summarizing and Reflecting Decision Matrix with your students. Ensure students understand that there are two response modes: verbal and written.

3. Have them turn to a partner to explain the benefits of each mode. 

Student Grouping

Whole Class

Pairs

Materials

Summarizing and Reflecting Decision Matrix 

Evaluate

25 min.

1. Distribute the Tutorial Questions and Sentence Stems for Summarizing the Academic Learning resource to students.

2. Students think about their last tutorial (ideally yesterday’s) and recall their academic learning (what they learned about the content of the questions that were on the board and presented by the student presenter).

3. Have students read through the top section, “Questions to Ask Before Summarizing the Academic Learning,” to help them recall.

4. Then, in preparation for constructing a verbal summary, have students select a few of the summary sentence stems from the bottom section of the resource (examples on slide).

5. Next, students pair with a partner who was not in their tutorial group last time. They stand back-to-back to practice their verbal summaries once (note: this rehearsal time is aligned to Academic Language and Literacy) before turning around and presenting to each other. 

6. Call on a few students to share their verbal summaries with the whole class before returning to their seats. 

7. Students now write a summary of their academic learning to be turned in with/on their exit ticket using two or more different sentence stems (examples on slide).  

Note: Students will not normally do a verbal and then a written summary—it is either/or. This lesson is scaffolding their learning by practicing the verbal summary first. 

Student Grouping

Individual

Pairs

Materials

Tutorial Questions and Sentence Stems for Summarizing the Academic Learning

Exit

5 min.

1. Students respond to the question about which summary mode they need more practice with (verbal or written) and why.

2. You will use this information to determine the response mode for the next tutorial day.

Student Grouping

Individual

Whole Class

Materials

Unit Slides

Wednesday, December 3rd:

Rigorous Academic Preparedness

6.RAP.R.2b - Reading

Identify prior knowledge that may be relevant to the reading

Rigorous Academic Preparedness

7.RAP.R.2a - Reading

Make predictions about the text using text features

7.RAP.R.2b - Reading

Assess relevant prior knowledge and identify gaps

Rigorous Academic Preparedness

8.RAP.R.2 - Reading

Build background knowledge related to the text preview

Essential Question

How does the critical reading process aid my understanding of a non-linguistic text?  

Learning Task

I will interpret (Costa’s Level 2) a non-linguistic text by using the critical reading process to improve my understanding of the text.

Enter

5 min.

1. Show the Critical Reading Process Graphic slide and briefly remind students of it. Tell them that, today, they will engage with Pre-Reading, Interacting With the Text, and Extending Beyond the Text. 

2. Start class by discussing with students the differences between active and passive reading. Passive readers pass over the words without really thinking about what they mean, while active readers are thinking about the text and actively working to construct meaning.  

Student Grouping

Individual

Pairs

Materials

Unit Slides

Engage

15 min.

1. Distribute copies of Reading for the Gist Student Resource and a copy of the non-linguistic text most appropriate for your students. Remind students they will be active readers through the critical reading process with a non-linguistic (image, pictures, maps, a text without paragraphs) text.  

2. Walk students through the template and explain that, after they read the text independently, they will be asked to record what they recall about the 5 W’s (who, what, where, when, why) and the H (how).  

3. Instruct students to actively read the text for 1 quick minute. Remind them reading the entire text is not the goal. Getting the gist is about understanding the “big picture” of the reading. 

4. Have students complete the top portion of the Reading for the Gist Student Resource.  

5. (Optional, as time allows) Pair up students or put them into small groups to talk through what they got from their first read. Allow students to add missing information to their templates.

Student Grouping

Individual

Pairs

Whole Class

Materials

Reading for the Gist Student Resource Non-Linguistic Texts According to Grade Level: 

• Grade 6 – Hurricane Paths 

• Grade 7 – Student Loan Debt in America? 

• Grade 8 – Graduation Pays 

• Grade 9 – Millennials and Zoomers 

Evaluate

20 min.

1. For this activity, consider where your students are in the gradual release of responsibility process with text analysis. Either complete the example row on Says, Means, Matters Student Resource for their reference, or be prepared to think aloud and model completing the example row while they fill in the row. 

2. Have students note the location of their three key data selections (that they circled) in the paragraph or chunk section. 

3. Have students consider the question "What is the author saying?" for their two selections from the non-linguistic text. Have students record their thoughts in the Says column. 

4. Next, have students create a statement summarizing the author’s meaning. This statement should start with a verb from the Verbs for Text Analysis Student Resource.

5. Finally, have students think about why the author says and does what they do to convey their meaning in the Matters column. For this statement, use the sentence starter “It is important for the reader to understand…” 

Student Grouping

Small Groups

Materials

Says, Means, Matters Student Resource Verbs for Text Analysis Student Resource

Exit

5 min.

1. Return to the Says, Means, Matters Student Resource.

2. As time allows, have two students share out the section they selected and their responses in the Means and Matters columns.  

3. Whole Group: Review the three strategies used, and ask students where they fit in the critical reading process.

Student Grouping

Individual

Whole Class

Materials

Says, Means, Matters Student Resource

Thursday, December 4th:

Rigorous Academic Preparedness

8.RAP.W.7 - Writing

Reflect on how notes help to meet the learning objective and contribute to academic and personal success

Rigorous Academic Preparedness

7.RAP.W.7 - Writing

Summarize by pulling together the most important information and personal connections related to the objective and/or Essential Question

Rigorous Academic Preparedness

6.RAP.W.7 - Writing

Summarize by pulling together the most important information related to the objective and/or Essential Question

Essential Question

How do I effectively summarize my academic learning?

Learning Task

I will utilize (Costa’s Level 1) sentence frames so that I can summarize (Costa’s Level 2) my academic learning from tutorial.

Enter

5 min.

Student Pre- and Post-Unit Prompts: Students and teachers begin each WAG unit by responding to three prompts designed to activate prior knowledge or foreshadow content or skills that will be covered in that unit. Each unit begins and ends with this resource.

1. Give students five minutes to answer the Student Pre-Unit Prompts individually.

2. Remind them that it is okay if they do not have complete answers at this point, but to try their best.

Student Grouping

Individual

Materials

Student Pre- and Post-Unit Prompts Teacher Pre- and Post-Unit Prompts

Engage

10 min.

1. Introduce Step 9 of the tutorial process, Closure. Remind students that Closure has two parts—summary and reflection—which we will be working on over the next few weeks. Introduce the differences between the two by having a student read the definitions of each skill aloud.

2. Next, review the Summarizing and Reflecting Decision Matrix with your students. Ensure students understand that there are two response modes: verbal and written.

3. Have them turn to a partner to explain the benefits of each mode. 

Student Grouping

Whole Class

Pairs

Materials

Summarizing and Reflecting Decision Matrix 

Evaluate

25 min.

1. Distribute the Tutorial Questions and Sentence Stems for Summarizing the Academic Learning resource to students.

2. Students think about their last tutorial (ideally yesterday’s) and recall their academic learning (what they learned about the content of the questions that were on the board and presented by the student presenter).

3. Have students read through the top section, “Questions to Ask Before Summarizing the Academic Learning,” to help them recall.

4. Then, in preparation for constructing a verbal summary, have students select a few of the summary sentence stems from the bottom section of the resource (examples on slide).

5. Next, students pair with a partner who was not in their tutorial group last time. They stand back-to-back to practice their verbal summaries once (note: this rehearsal time is aligned to Academic Language and Literacy) before turning around and presenting to each other. 

6. Call on a few students to share their verbal summaries with the whole class before returning to their seats. 

7. Students now write a summary of their academic learning to be turned in with/on their exit ticket using two or more different sentence stems (examples on slide).  

Note: Students will not normally do a verbal and then a written summary—it is either/or. This lesson is scaffolding their learning by practicing the verbal summary first. 

Student Grouping

Individual

Pairs

Materials

Tutorial Questions and Sentence Stems for Summarizing the Academic Learning

Exit

5 min.

1. Students respond to the question about which summary mode they need more practice with (verbal or written) and why.

2. You will use this information to determine the response mode for the next tutorial day.

Student Grouping

Individual

Whole Class

Materials

Unit Slides

Friday, December 5th:

Student Agency

6.SA.PTO.1 - Persisting Through Obstacles

Set personal, academic, and career goals

6.SA.PTO.3 - Persisting Through Obstacles

Self-monitor to diagnose areas of need (e.g., academic, personal)

Rigorous Academic Preparedness

6.RAP.O.3 - Organization

Utilize visual frameworks to organize information

Rigorous Academic Preparedness

7.RAP.I.4 - Inquiry

Reflect on learning to make connections between new learning and previous experiences

7.RAP.O.3 - Organization

Apply visual frameworks to organize language and comprehend key concepts

Student Agency

7.SA.PTO.1 - Persisting Through Obstacles

Identify the steps necessary to accomplish goals

7.SA.PTO.3 - Persisting Through Obstacles

Seek help related to areas of need

Rigorous Academic Preparedness

8.RAP.I.4 - Inquiry

Reflect on learning to make connections between new learning and the broader world

8.RAP.O.3 - Organization

Manage varied visual frameworks to organize language, and show relationships between key concepts

Student Agency

8.SA.PTO.1 - Persisting Through Obstacles

Create short and mid-range goals that support achievement of long-term goals

Essential Question

What strategies can I use to understand what I am reading in all my classes? 

Learning Task

I will identify (Costa’s Level 2) strategies I need when reading a text.  

Enter

10 min.

1. Ask students to think back to their experience engaging in the critical reading process over the last couple of days.  

2. Have students create a two-column note paper, labeling the left side with the word Statement and the right side with the word Rating.  

3. Review the Glows and Grows slides with your students as they process. Have students use their two-column note paper to rate their new understanding of how to use the critical reading process as they develop an understanding of texts they read in their classes. If time is an issue, you can have them rate each statement using Fist-to-Five, fist meaning “I still don’t get it,” and five meaning “I have mastered this skill.” 

4. After they reflect individually, ask students to find a sole mate (someone with similar shoes as them). Have them share the statement in which they felt the strongest and the statement in which they feel they could grow.  

5. As students return to their seats, have them write down/place a box around their area of growth.

Student Grouping

Individual

Pairs

Materials

Unit Slides

Engage

20 min.

1. Have students get out their non-linguistic text and their Says, Means, Matters from Lesson 2.  

2. Have them revisit the non-linguistic text one more time. This will help them further make meaning from the non-linguistic text.  

3. Have them practice and play with the Writing in the Margins strategies of Visualize, Summarize, Clarify, Connect, Respond, and Question.

Student Grouping

Individual

Materials

Says, Means, Matters from Lesson 2

Writing in the Margins Student Resource

Evaluate

10 min.

1. At the bottom of the non-linguistic text, have students complete three of the sentence starters, creating a small paragraph from the list on the slides. They will reflect on their text markings from Lesson 2 as well as today.  

2. Have students write a goal for the next unit, thinking forward about the critical reading process. Ask them to use this sentence starter: Moving forward, I will improve my use of _____________ to improve my understanding of text in all my classes.  

3. If time allows, have one or two students share their goal with the whole class.  

Student Grouping

Individual

Whole Class

Materials

Unit Slides

Exit

5 min.

1. Refer to the Student Pre- and Post-Unit Prompts  and give students time to respond. 

2. Ask students to take the Student Post-Unit Survey. 

3. Celebrate all they have learned and how much their critical reading skills have grown with an AVID clap! 

4. Be sure to take the Teacher Post-Unit Survey.

Student Grouping

Individual

Whole Class

Materials

Student Post-Unit Prompts Teacher Post-Unit Prompts

Monday, December 8, 2025

Rigorous Academic Preparedness

6.RAP.R.2b - Reading

Identify prior knowledge that may be relevant to the reading

Rigorous Academic Preparedness

7.RAP.R.2a - Reading

Make predictions about the text using text features

7.RAP.R.2b - Reading

Assess relevant prior knowledge and identify gaps

Rigorous Academic Preparedness

8.RAP.R.2 - Reading

Build background knowledge related to the text preview

Essential Question

How does the critical reading process aid my understanding of a non-linguistic text?  

Learning Task

I will interpret (Costa’s Level 2) a non-linguistic text by using the critical reading process to improve my understanding of the text.

Enter

5 min.

3. Show the Critical Reading Process Graphic slide and briefly remind students of it. Tell them that, today, they will engage with Pre-Reading, Interacting With the Text, and Extending Beyond the Text. 

4. Start class by discussing with students the differences between active and passive reading. Passive readers pass over the words without really thinking about what they mean, while active readers are thinking about the text and actively working to construct meaning.  

Student Grouping

Individual

Pairs

Materials

Unit Slides

Engage

15 min.

6. Distribute copies of Reading for the Gist Student Resource and a copy of the non-linguistic text most appropriate for your students. Remind students they will be active readers through the critical reading process with a non-linguistic (image, pictures, maps, a text without paragraphs) text.  

7. Walk students through the template and explain that, after they read the text independently, they will be asked to record what they recall about the 5 W’s (who, what, where, when, why) and the H (how).  

8. Instruct students to actively read the text for 1 quick minute. Remind them reading the entire text is not the goal. Getting the gist is about understanding the “big picture” of the reading. 

9. Have students complete the top portion of the Reading for the Gist Student Resource.  

10. (Optional, as time allows) Pair up students or put them into small groups to talk through what they got from their first read. Allow students to add missing information to their templates.

Student Grouping

Individual

Pairs

Whole Class

Materials

Reading for the Gist Student Resource Non-Linguistic Texts According to Grade Level: 

• Grade 6 – Hurricane Paths 

• Grade 7 – Student Loan Debt in America? 

• Grade 8 – Graduation Pays 

• Grade 9 – Millennials and Zoomers 

Evaluate

20 min.

6. For this activity, consider where your students are in the gradual release of responsibility process with text analysis. Either complete the example row on Says, Means, Matters Student Resource for their reference, or be prepared to think aloud and model completing the example row while they fill in the row. 

7. Have students note the location of their three key data selections (that they circled) in the paragraph or chunk section. 

8. Have students consider the question "What is the author saying?" for their two selections from the non-linguistic text. Have students record their thoughts in the Says column. 

9. Next, have students create a statement summarizing the author’s meaning. This statement should start with a verb from the Verbs for Text Analysis Student Resource.

10. Finally, have students think about why the author says and does what they do to convey their meaning in the Matters column. For this statement, use the sentence starter “It is important for the reader to understand…” 

Student Grouping

Small Groups

Materials

Says, Means, Matters Student Resource Verbs for Text Analysis Student Resource

Exit

5 min.

4. Return to the Says, Means, Matters Student Resource.

5. As time allows, have two students share out the section they selected and their responses in the Means and Matters columns.  

6. Whole Group: Review the three strategies used, and ask students where they fit in the critical reading process.

Student Grouping

Individual

Whole Class

Materials

Says, Means, Matters Student Resource

Tuesday, December 9, 2025

Student Agency

6.SA.PTO.1 - Persisting Through Obstacles

Set personal, academic, and career goals

6.SA.PTO.3 - Persisting Through Obstacles

Self-monitor to diagnose areas of need (e.g., academic, personal)

Rigorous Academic Preparedness

6.RAP.O.3 - Organization

Utilize visual frameworks to organize information

Rigorous Academic Preparedness

7.RAP.I.4 - Inquiry

Reflect on learning to make connections between new learning and previous experiences

7.RAP.O.3 - Organization

Apply visual frameworks to organize language and comprehend key concepts

Student Agency

7.SA.PTO.1 - Persisting Through Obstacles

Identify the steps necessary to accomplish goals

7.SA.PTO.3 - Persisting Through Obstacles

Seek help related to areas of need

Rigorous Academic Preparedness

8.RAP.I.4 - Inquiry

Reflect on learning to make connections between new learning and the broader world

8.RAP.O.3 - Organization

Manage varied visual frameworks to organize language, and show relationships between key concepts

Student Agency

8.SA.PTO.1 - Persisting Through Obstacles

Create short and mid-range goals that support achievement of long-term goals

Essential Question

What strategies can I use to understand what I am reading in all my classes? 

Learning Task

I will identify (Costa’s Level 2) strategies I need when reading a text.  

Enter

10 min.

6. Ask students to think back to their experience engaging in the critical reading process over the last couple of days.  

7. Have students create a two-column note paper, labeling the left side with the word Statement and the right side with the word Rating.  

8. Review the Glows and Grows slides with your students as they process. Have students use their two-column note paper to rate their new understanding of how to use the critical reading process as they develop an understanding of texts they read in their classes. If time is an issue, you can have them rate each statement using Fist-to-Five, fist meaning “I still don’t get it,” and five meaning “I have mastered this skill.” 

9. After they reflect individually, ask students to find a sole mate (someone with similar shoes as them). Have them share the statement in which they felt the strongest and the statement in which they feel they could grow.  

10. As students return to their seats, have them write down/place a box around their area of growth.

Student Grouping

Individual

Pairs

Materials

Unit Slides

Engage

20 min.

4. Have students get out their non-linguistic text and their Says, Means, Matters from Lesson 2.  

5. Have them revisit the non-linguistic text one more time. This will help them further make meaning from the non-linguistic text.  

6. Have them practice and play with the Writing in the Margins strategies of Visualize, Summarize, Clarify, Connect, Respond, and Question.

Student Grouping

Individual

Materials

Says, Means, Matters from Lesson 2

Writing in the Margins Student Resource

Evaluate

10 min.

4. At the bottom of the non-linguistic text, have students complete three of the sentence starters, creating a small paragraph from the list on the slides. They will reflect on their text markings from Lesson 2 as well as today.  

5. Have students write a goal for the next unit, thinking forward about the critical reading process. Ask them to use this sentence starter: Moving forward, I will improve my use of _____________ to improve my understanding of text in all my classes.  

6. If time allows, have one or two students share their goal with the whole class.  

Student Grouping

Individual

Whole Class

Materials

Unit Slides

Exit

5 min.

5. Refer to the Student Pre- and Post-Unit Prompts  and give students time to respond. 

6. Ask students to take the Student Post-Unit Survey. 

7. Celebrate all they have learned and how much their critical reading skills have grown with an AVID clap! 

8. Be sure to take the Teacher Post-Unit Survey.

Student Grouping

Individual

Whole Class

Materials

Student Post-Unit Prompts Teacher Post-Unit Prompts

Wednesday, December 10, 2025

**AVID Christmas Party in each class

Thursday, December 11, 2025

Student Agency

6.SA.PTO.1 - Persisting Through Obstacles

Set personal, academic, and career goals

6.SA.PTO.3 - Persisting Through Obstacles

Self-monitor to diagnose areas of need (e.g., academic, personal)

Rigorous Academic Preparedness

6.RAP.O.3 - Organization

Utilize visual frameworks to organize information

7.RAP.I.4 - Inquiry

Reflect on learning to make connections between new learning and previous experiences

7.RAP.O.3 - Organization

Apply visual frameworks to organize language and comprehend key concepts

Student Agency

7.SA.PTO.1 - Persisting Through Obstacles

Identify the steps necessary to accomplish goals

7.SA.PTO.3 - Persisting Through Obstacles

Seek help related to areas of need

8.RAP.I.4 - Inquiry

Reflect on learning to make connections between new learning and the broader world

8.RAP.O.3 - Organization

Manage varied visual frameworks to organize language, and show relationships between key concepts

Student Agency

8.SA.PTO.1 - Persisting Through Obstacles

Create short and mid-range goals that support achievement of long-term goals

Essential Question

What strategies can I use to understand what I am reading in all my classes? 

Learning Task

I will identify (Costa’s Level 2) strategies I need when reading a text.  

Enter

10 min.

1. Ask students to think back to their experience engaging in the critical reading process over the last couple of days.  

2. Have students create a two-column note paper, labeling the left side with the word Statement and the right side with the word Rating.  

3. Review the Glows and Grows slides with your students as they process. Have students use their two-column note paper to rate their new understanding of how to use the critical reading process as they develop an understanding of texts they read in their classes. If time is an issue, you can have them rate each statement using Fist-to-Five, fist meaning “I still don’t get it,” and five meaning “I have mastered this skill.” 

4. After they reflect individually, ask students to find a sole mate (someone with similar shoes as them). Have them share the statement in which they felt the strongest and the statement in which they feel they could grow.  

5. As students return to their seats, have them write down/place a box around their area of growth.

Student Grouping

Individual

Pairs

Materials

Unit Slides

Engage

20 min.

1. Have students get out their non-linguistic text and their Says, Means, Matters from Lesson 2.  

2. Have them revisit the non-linguistic text one more time. This will help them further make meaning from the non-linguistic text.  

3. Have them practice and play with the Writing in the Margins strategies of Visualize, Summarize, Clarify, Connect, Respond, and Question.

Student Grouping

Individual

Materials

Says, Means, Matters from Lesson 2

Writing in the Margins Student Resource

Evaluate

10 min.

1. At the bottom of the non-linguistic text, have students complete three of the sentence starters, creating a small paragraph from the list on the slides. They will reflect on their text markings from Lesson 2 as well as today.  

2. Have students write a goal for the next unit, thinking forward about the critical reading process. Ask them to use this sentence starter: Moving forward, I will improve my use of _____________ to improve my understanding of text in all my classes.  

3. If time allows, have one or two students share their goal with the whole class.  

Student Grouping

Individual

Whole Class

Materials

Unit Slides

Exit

5 min.

1. Refer to the Student Pre- and Post-Unit Prompts  and give students time to respond. 

2. Ask students to take the Student Post-Unit Survey. 

3. Celebrate all they have learned and how much their critical reading skills have grown with an AVID clap! 

4. Be sure to take the Teacher Post-Unit Survey.

Student Grouping

Individual

Whole Class

Materials

Student Post-Unit Prompts Teacher Post-Unit Prompts

Friday, December 12, 2025

**Even classes - ELA Predictive Assessment #2

**Finish class work and TRFs

Monday, December 15, 2025:

**Odd classes - Math Predictive Assessment #2

Student Agency

6.SA.PTO.1 - Persisting Through Obstacles

Set personal, academic, and career goals

6.SA.PTO.3 - Persisting Through Obstacles

Self-monitor to diagnose areas of need (e.g., academic, personal)

Rigorous Academic Preparedness

6.RAP.O.3 - Organization

Utilize visual frameworks to organize information

7.RAP.I.4 - Inquiry

Reflect on learning to make connections between new learning and previous experiences

7.RAP.O.3 - Organization

Apply visual frameworks to organize language and comprehend key concepts

Student Agency

7.SA.PTO.1 - Persisting Through Obstacles

Identify the steps necessary to accomplish goals

7.SA.PTO.3 - Persisting Through Obstacles

Seek help related to areas of need

8.RAP.I.4 - Inquiry

Reflect on learning to make connections between new learning and the broader world

8.RAP.O.3 - Organization

Manage varied visual frameworks to organize language, and show relationships between key concepts

Student Agency

8.SA.PTO.1 - Persisting Through Obstacles

Create short and mid-range goals that support achievement of long-term goals

Essential Question

What strategies can I use to understand what I am reading in all my classes? 

Learning Task

I will identify (Costa’s Level 2) strategies I need when reading a text.  

Enter

10 min.

6. Ask students to think back to their experience engaging in the critical reading process over the last couple of days.  

7. Have students create a two-column note paper, labeling the left side with the word Statement and the right side with the word Rating.  

8. Review the Glows and Grows slides with your students as they process. Have students use their two-column note paper to rate their new understanding of how to use the critical reading process as they develop an understanding of texts they read in their classes. If time is an issue, you can have them rate each statement using Fist-to-Five, fist meaning “I still don’t get it,” and five meaning “I have mastered this skill.” 

9. After they reflect individually, ask students to find a sole mate (someone with similar shoes as them). Have them share the statement in which they felt the strongest and the statement in which they feel they could grow.  

10. As students return to their seats, have them write down/place a box around their area of growth.

Student Grouping

Individual

Pairs

Materials

Unit Slides

Engage

20 min.

4. Have students get out their non-linguistic text and their Says, Means, Matters from Lesson 2.  

5. Have them revisit the non-linguistic text one more time. This will help them further make meaning from the non-linguistic text.  

6. Have them practice and play with the Writing in the Margins strategies of Visualize, Summarize, Clarify, Connect, Respond, and Question.

Student Grouping

Individual

Materials

Says, Means, Matters from Lesson 2

Writing in the Margins Student Resource

Evaluate

10 min.

4. At the bottom of the non-linguistic text, have students complete three of the sentence starters, creating a small paragraph from the list on the slides. They will reflect on their text markings from Lesson 2 as well as today.  

5. Have students write a goal for the next unit, thinking forward about the critical reading process. Ask them to use this sentence starter: Moving forward, I will improve my use of _____________ to improve my understanding of text in all my classes.  

6. If time allows, have one or two students share their goal with the whole class.  

Student Grouping

Individual

Whole Class

Materials

Unit Slides

Exit

5 min.

5. Refer to the Student Pre- and Post-Unit Prompts  and give students time to respond. 

6. Ask students to take the Student Post-Unit Survey. 

7. Celebrate all they have learned and how much their critical reading skills have grown with an AVID clap! 

8. Be sure to take the Teacher Post-Unit Survey.

Student Grouping

Individual

Whole Class

Materials

Student Post-Unit Prompts Teacher Post-Unit Prompts

Tuesday, December 16, 2025:

Student Agency

6.SA.PTO.1 - Persisting Through Obstacles

Set personal, academic, and career goals

6.SA.PTO.3 - Persisting Through Obstacles

Self-monitor to diagnose areas of need (e.g., academic, personal)

Rigorous Academic Preparedness

6.RAP.O.3 - Organization

Utilize visual frameworks to organize information

Rigorous Academic Preparedness

7.RAP.I.4 - Inquiry

Reflect on learning to make connections between new learning and previous experiences

7.RAP.O.3 - Organization

Apply visual frameworks to organize language and comprehend key concepts

Student Agency

7.SA.PTO.1 - Persisting Through Obstacles

Identify the steps necessary to accomplish goals

7.SA.PTO.3 - Persisting Through Obstacles

Seek help related to areas of need

Rigorous Academic Preparedness

8.RAP.I.4 - Inquiry

Reflect on learning to make connections between new learning and the broader world

8.RAP.O.3 - Organization

Manage varied visual frameworks to organize language, and show relationships between key concepts

Student Agency

8.SA.PTO.1 - Persisting Through Obstacles

Create short and mid-range goals that support achievement of long-term goals

Essential Question

What strategies can I use to understand what I am reading in all my classes? 

Learning Task

I will identify (Costa’s Level 2) strategies I need when reading a text.  

Enter

10 min.

1. Ask students to think back to their experience engaging in the critical reading process over the last couple of days.  

2. Have students create a two-column note paper, labeling the left side with the word Statement and the right side with the word Rating.  

3. Review the Glows and Grows slides with your students as they process. Have students use their two-column note paper to rate their new understanding of how to use the critical reading process as they develop an understanding of texts they read in their classes. If time is an issue, you can have them rate each statement using Fist-to-Five, fist meaning “I still don’t get it,” and five meaning “I have mastered this skill.” 

4. After they reflect individually, ask students to find a sole mate (someone with similar shoes as them). Have them share the statement in which they felt the strongest and the statement in which they feel they could grow.  

5. As students return to their seats, have them write down/place a box around their area of growth.

Student Grouping

Individual

Pairs

Materials

Unit Slides

Engage

20 min.

1. Have students get out their non-linguistic text and their Says, Means, Matters from Lesson 2.  

2. Have them revisit the non-linguistic text one more time. This will help them further make meaning from the non-linguistic text.  

3. Have them practice and play with the Writing in the Margins strategies of Visualize, Summarize, Clarify, Connect, Respond, and Question.

Student Grouping

Individual

Materials

Says, Means, Matters from Lesson 2

Writing in the Margins Student Resource

Evaluate

10 min.

1. At the bottom of the non-linguistic text, have students complete three of the sentence starters, creating a small paragraph from the list on the slides. They will reflect on their text markings from Lesson 2 as well as today.  

2. Have students write a goal for the next unit, thinking forward about the critical reading process. Ask them to use this sentence starter: Moving forward, I will improve my use of _____________ to improve my understanding of text in all my classes.  

3. If time allows, have one or two students share their goal with the whole class.  

Student Grouping

Individual

Whole Class

Materials

Unit Slides

Exit

5 min.

1. Refer to the Student Pre- and Post-Unit Prompts  and give students time to respond. 

2. Ask students to take the Student Post-Unit Survey. 

3. Celebrate all they have learned and how much their critical reading skills have grown with an AVID clap! 

4. Be sure to take the Teacher Post-Unit Survey.

Student Grouping

Individual

Whole Class

Materials

Student Post-Unit Prompts Teacher Post-Unit Prompts

Wednesday, December 17, 2025:

Rigorous Academic Preparedness

6.RAP.O.3 - Organization

Utilize visual frameworks to organize information

6.RAP.R.2b - Reading

Identify prior knowledge that may be relevant to the reading

6.RAP.W.7 - Writing

Summarize by pulling together the most important information related to the objective and/or Essential Question

Rigorous Academic Preparedness

7.RAP.O.3 - Organization

Apply visual frameworks to organize language and comprehend key concepts

7.RAP.R.2b - Reading

Assess relevant prior knowledge and identify gaps

Rigorous Academic Preparedness

8.RAP.C.2 - Collaboration

Demonstrate active listening by asking clarifying questions

8.RAP.I.1 - Inquiry

Use questioning techniques to think critically about content and concepts

8.RAP.R.2 - Reading

Build background knowledge related to the text preview

Essential Question

What does procrastination mean to me? 

Learning Task

I will discuss (Costa’s Level 1) with my classmates so that I can have a shared understanding of procrastination.  

Enter

3 min.

Student Pre- and Post-Unit Prompts: Students and teachers begin each WAG unit by responding to three prompts designed to activate prior knowledge or foreshadow content or skills that will be covered in that unit. Each unit begins and ends with this resource.

1. Give students five minutes to answer the pre-unit prompts individually. Remind them that it is okay if they do not have a complete answer at this point, but to try their best.

2. Remind students that the AVID Critical Reading Process supports our understanding of text (including videos, images, etc.). Explain that as we complete this unit, we will see these symbols to help us identify where we are in the critical reading process and focus our thinking. 

3. Have students consider: “Would you rather complete assignments as soon as you get them, or wait until they are due?" 

Student Grouping

Individual

Materials

Student Pre- and Post-Unit Prompts Teacher Pre- and Post-Unit Prompts

Engage

20 min.

1. Set up focused notes. 

2. Watch the TED Talk, “Inside the mind of a master procrastinator.” Have students take notes on statements or ideas that they recognize having experienced before. 

3. Ask students to write or draw a response to the following prompt: What emotions did Tim Urban experience when he procrastinated? 

4. Have students share their responses in small groups or partners.

Student Grouping

Individual

Pairs

Small Groups

Materials

Focused Notes 

Ted Talk by Tim Urban: "Inside the Mind of a Master Procrastinator"

Evaluate

20 min.

1. Before the activity, set up the room with four topical posters in each corner. For example, if the purpose is to evaluate an idea, use Strongly Agree, Agree, Disagree, and Strongly Disagree. If the purpose is to respond to a question, create four response options. For scaffolding, use two corners instead of four and/or add visuals to the posters to assist the students.  

2. Read the statements or questions that align with the text's topic and have students write or draw their responses. An example statement would be "Procrastination always has negative consequences."  

3. After students finish writing, have them move to the corner that aligns with their stance. 

4. Students will engage in a group discussion justifying why they chose their corner. 

5. Each group will identify a spokesperson who will summarize their group’s position. For scaffolding, offer a sentence frame: “Our group selected ______ because we felt that ______.” 

6. Allow each group to share and engage in a whole-group dialogue, ensuring that each group briefly summarizes the previous group’s position before they share their next point.

Student Grouping

Small Groups

Whole Class

Materials

Unit Slides

Four Topical Posters

Exit

2 min.

Ask students to summarize procrastination by answering the Essential Question: What does procrastination mean to me? 

Student Grouping

Individual

Materials

Unit Slides

Thursday, December 18, 2025:

Student Agency

6.SA.BR.5 - Building Relationships

Check group members' level of understanding

Rigorous Academic Preparedness

6.RAP.R.3 - Reading

Assess knowledge of academic and content vocabulary words

6.RAP.R.2b - Reading

Identify prior knowledge that may be relevant to the reading

Student Agency

7.SA.BR.5 - Building Relationships

Ask clarifying questions to group members to facilitate understanding

Rigorous Academic Preparedness

7.RAP.R.3 - Reading

Utilize tools to deepen understanding of vocabulary

7.RAP.R.2a - Reading

Make predictions about the text using text features

7.RAP.W.6b - Writing

Take notes, with an emphasis on condensing information by using abbreviations/symbols/paraphrasing

Student Agency

8.SA.BR.2 - Building Relationships

Integrate multiple perspectives into group products

Rigorous Academic Preparedness

8.RAP.O.3 - Organization

Manage varied visual frameworks to organize language, and show relationships between key concepts

8.RAP.R.2 - Reading

Build background knowledge related to the text preview

Essential Question

What does procrastination mean to me? 

Learning Task

I will discuss (Costa’s Level 1) with my classmates so that I can have a shared understanding of procrastination.

Enter

3 min.

1. Provide students with 2–3 minutes to share and compare their notes about procrastination with classmates.   

2. Remind students that the AVID Critical Reading Process supports our understanding of text (including videos, images, etc.). Explain that as we complete this unit, we will see these symbols to help us identify where we are in the critical reading process and focus our thinking.

3. Explain that today, we are engaging in reading by building vocabulary. 

Student Grouping

Pairs

Materials

Focused Notes From Previous Lesson 

Engage

20 min.

1. Provide students with a paper or digital version of Vocabulary Awareness Chart student resource. Instruct them to add the vocabulary words to their chart. For additional scaffolding, use teacher modeling with the whole group. For time, consider providing students with a prefilled chart.

   • Academic words: 

     • alternative (par. 1) 

     • legitimate (par. 2) 

     • discriminate (par. 4) 

     • contrary (par. 4) 

     • voluntary (par. 5) 

   • Content-area words: 

     • procrastinating (par. 2) 

     • depression (par. 2) 

     • phobia (par. 2) 

     • self-esteem (par. 8) 

     • acute (par. 10) 

     • implications (par. 11)  

2. In small groups or with a partner, have students compare their charts, discuss word meanings, develop authentic definitions, and write any questions they have. The words might not all have definitions at this point. 

3. Lead a whole-class discussion providing students with the opportunity to discuss the “no clue” words, make predictions about possible definitions, share words in the “Heard or seen it before” column, and ask their written questions. Add to a collaborative Google Docs/MS Word document or select another tool to facilitate collaboration and record new connections.

Student Grouping

Small Groups

Whole Class

Materials

Vocabulary Awareness Chart Student Resource

Evaluate

20 min.

1. Distribute the article and have students complete a first read, reading only for the gist. Have students read the text one time through to identify the main idea; this is a “pencil-down, digital-ink-free” read. 

2. Pair students up with elbow partners or small groups to discuss what they got from the first read. 

3. Ask students to capture the main idea that sums up the gist of the text in their notes. 

4. If students are struggling to identify the main idea, ask that they identify the 5 W’s (who, what, where, when, why) and the H (how). This can be modeled, done with a partner, or done individually. 

5. In partners or small groups, have students re-read the article and then add to or revise definitions as word meanings become clearer. Encourage them to also add other words that they do not understand to the chart. 

Student Grouping

Individual

Small Groups

Whole Class

Materials

Text: "Why do we procrastinate, and how can we stop? Experts have answers."

Exit

2 min.

1. Revisit the Vocabulary Awareness Chart student resource after reading. Have students review or revise their definitions based on their reading.

2. Give students an opportunity to add unfamiliar words to a parking lot or other communication to come back to.  

Student Grouping

Individual

Materials

Vocabulary Awareness Chart Student Resource

Friday, December 19, 2025:

1/2 Day and Buy-Out Day - Students will finish up this week's assignments, GPA Calculation and icon placement