When putting together the instructional video, I always think about the learning standard I want students to master and what that assessment will look like. 

Then I decide how students will practice the concept, and I organize the slides in order to present the learning to students. 

Most importantly, at this point in the process, I decide what high-quality instructional practices I will use to deliver instruction; in this video, I am using the strategy of modeling and annotating a text.

For this lesson’s guided notes, the first page is “skeleton notes” with strategic blanks in which students fill in the information. This keeps students engaged as they follow the instructional video while not having to write too much and get lagged down with note-taking. The second page of the guided notes is where the student will annotate the text alongside the teacher.  

For practice, students go to the Sonnets of Choice document and pick one of Shakespeare’s sonnets. I like to provide students with choices because it increases motivation and engagement.

In a small group or a partnership, students analyze the structure of the sonnet. The practice builds off the instructional video and guided notes where I modeled annotating the various parts of a Shakespearian sonnet. The expectation of the practice activity is that students will annotate for the same elements they took guided notes on when viewing the instructional video. 

When students finish the practice, they will check in with me for verbal feedback before moving on to the mastery check.

Students will get one of three mastery checks to complete.  I like the mastery checks to be similar to the instruction and practice. Students aren’t surprised, and the path to mastery is clear.

Clear criteria for mastery are also included with each mastery check. This allows my students to know what I will be looking for when I review their mastery checks. 

After the opening bell work, the progress tracker shows on the TV. Students know what they are working on for the day and who they may collaborate with. It also lets students know who needs to meet with me for revision.