SAMPLE TRANSITIONAL LESSON: HIGH SCHOOLtntp.org/assets/documents/TNTP_Providence...Sample Lesson: High School, Day 4 Lesson Plan About the lesson Today is the second day of the three-day

SAMPLE TRANSITIONAL LESSON: HIGH SCHOOL

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Lesson Planning: Addressing Students’ Social and Emotional Needs When They Head Back to School

Across the country, educators are grappling with the extraordinary challenges brought on by the COVID-19 pandemic. A recent study1 predicts that students will experience

a learning loss of 30 percent in reading and 50 percent in math as a result of the crisis. Left unchecked, it’s an academic setback that could derail the futures even of

students who were previously on grade level—and would be disastrous for students who were already behind.

Yet learning loss is not the only challenge educators must consider as they plan for next year. Students will also need help coping with the trauma they’ve experienced

during the pandemic, processing our national moment of reckoning with systemic racism, and readjusting to school. Those who have lost family members or friends will be

grieving. Asian American students may have experienced racist physical or verbal attacks. Students who rely on structures and routines, have experienced trauma prior to

the school closures, and/or have lost housing or economic security might struggle to return to school. Younger elementary students might have trouble being separated

from their parents or siblings after spending so much time with them.

With those challenges in mind, TNTP and Providence Public Schools partnered together to design transition lessons for the first five days back at school that will help

address the academic and social and emotional needs Providence students will have when they return. Collectively, the lessons span every grade level and cover math,

English Language Arts, and social-emotional learning. In this resource, we share some guiding questions that you can use to craft your own transitional lessons that will

meet the unique needs of your students, as well as an example of one of the high school lessons we designed.

Guiding Questions for Crafting Transitional Lessons ....................................................................................................................................................................................................................................................... 2

Sample Lesson Overview.............................................................................................................................................................................................................................................................................................................. 2

Sample Lesson: High School, Day 3 ........................................................................................................................................................................................................................................................................................ 2

Lesson Plan ................................................................................................................................................................................................................................................................................................................................... 2

Student Materials ..................................................................................................................................................................................................................................................................................................................... 10

Sample Lesson: High School, Day 4 ...................................................................................................................................................................................................................................................................................... 22

Lesson Plan ................................................................................................................................................................................................................................................................................................................................. 22


Instructional Materials ........................................................................................................................................................................................................................................................................................................... 41

High School Lesson, Day 5 ........................................................................................................................................................................................................................................................................................................ 55

Lesson Plan ................................................................................................................................................................................................................................................................................................................................. 55


1 https://www.nwea.org/content/uploads/2020/05/Collaborative-Brief_Covid19-Slide-APR20.pdf.

https://www.nwea.org/content/uploads/2020/05/Collaborative-Brief_Covid19-Slide-APR20.pdf


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Guiding Questions for Crafting Transitional Lessons As you begin to craft transitional lessons for your students, consider these guiding questions:

1. How do these lessons connect to your district/school/classroom’s existing efforts to meet the social and emotional needs of students as they return to school this

year? Do they expose any gaps?

2. In our research publication, The Opportunity Myth, we found that students need access to four crucial resources: grade-appropriate assignments, strong instruction,

deep engagement, and teachers with high expectations. How will your lessons provide access to those four resources?

3. What would it take to use lessons like these in your specific district/school/classroom context?

4. What support might teachers need to implement these lessons well?

Sample Lesson Overview The high school lesson we created for the third, fourth, and fifth days back to school is a three-day design task that allows students to experience the real-life challenge of

sorting through existing guidance and using it to develop reopening plans. It intentionally includes regular opportunities for full and small-group discourse. as well as an

opportunity to provide peer feedback. This will help students cultivate a learning community in which 1) their intellect and creativity is valued, 2) they can make meaning

and take risks through academic discourse, and 3) the feedback cycle is a central part of learning.

Sample Lesson: High School, Day 3

Lesson Plan

About the lesson

Today’s lesson kicks off the three-day design task in which students will use published public health guidance to redesign the layout and operating procedures for a grocery

store in the post-pandemic era. The design task is intended to be a high interest and relevant opportunity for students to think strategically and creatively, while also

engaging closely with non-fiction texts and continuing to practice the academic discourse norms rolled out in the previous lesson. Today’s lesson is an opportunity for

students to develop background knowledge regarding the layout of grocery stores as well as begin to consider some aspects of the traditional grocery store design and

operating procedures that will need to shift in order to satisfy public health recommendations.

The spirit of this design task is for students to experience the real-life challenge of sorting through existing guidance and using it to develop reopening plans. These lessons

intentionally include regular opportunities for full and small group discourse as well as an opportunity to provide peer feedback. As a result, the design task is the vehicle

through which students will continue to cultivate a learning community in which their intellect and creativity is valued, they are able to make meaning and take risks through

academic discourse, and the feedback cycle is viewed as central to their learning.

Text

National Geographic: Surviving the Sneaky Psychology of Supermarkets (included in student handout)

https://www.nationalgeographic.com/culture/food/the-plate/2015/06/15/surviving-the-sneaky-psychology-of-supermarkets/#close


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Objectives

Students will draft their initial ideas for a grocery store redesign by reading and discussing a non-fiction text regarding store design principles.

Students will practice and continue to establish the following norms for academic discourse: 1) Listen and respond to what others express 2) Allow space for others to

participate and 3) Ground contributions in evidence. Note: Teachers should feel free to adjust the discourse norms based on the needs and preferences of their classroom.

CCSS Anchor Standards*

● CCRA.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to

support conclusions drawn from the text.

● CCRA.R.10: Read and comprehend complex literary and informational texts independently and proficiently.

● CCRA.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

● CCRA.W.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a

range of tasks, purposes, and audiences.

● CCRA.SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing

their own clearly and persuasively.

*CCSS Anchor Standards are provided since the lesson spans grades 9-12. Teachers may choose to fine-tune the lesson to align with specific expectations for their grade level.

Culturally Responsive Framework Focus Areas

● A2: Carrying the Cognitive Load

● B2: Belonging and Trust

● B3: An Equitable and Just Community

● C3.2: Application of Knowledge

SEL Skills

● Social Awareness 3A: I can read social cues and respond appropriately.

● Social Awareness 3B: I try to understand and show respect for others, including those with diverse backgrounds, cultures, abilities, language and identities.

● Responsible Decision-Making 5B: I can use and adapt appropriate tools and strategies to solve problems.

Preparation

● Read the following article that provides an overview of some of the principles considered in grocery store design. Accessing the National Geographic website

requires users to sign up for a free account, but the article has also been included directly in the student handout.

o National Geographic: Surviving the Sneaky Psychology of Supermarkets

● Review guidance and discussion norms provided in the lesson plan and handout and make adjustments, as needed.

● Tee up brief video How the Layout of Grocery Stores are Secretly Designed to Make you Spend Money (0:00 – 3:37)

● Make copies of the student handout.

● Identify the language proficiency levels of multilingual learners in your classes and adapt handouts to include aligned sentence starters (suggestions made within

this lesson plan).

https://www.nationalgeographic.com/culture/food/the-plate/2015/06/15/surviving-the-sneaky-psychology-of-supermarkets/#close

https://www.youtube.com/watch?v=ThNeIT7aceI


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Scaffolds for the Range of Learners

● Key tier 2 vocabulary words identified

● Sentence starters during independent writing activities as well as during discussion rounds

● Cue for active listening at start of activity

● Scaffolded small-group reading support when students are engaging in the text

Assessment

● Listen in during discussion and note to what degree students use the agreed-upon norms for academic discourse.

● Collect and review student planning notes from the end of class. These should not yet be graded (and it is important that you pass them back at the start of the

next class), but use this as a means of assessing language proficiency, writing ability and overall comprehension of the design task.

● Take time for an Equity Pause. This pause will allow you to reflect on the lesson, focusing specifically on how the lesson went, as well as how your instructional

decisions helped lead to equity for students.

Procedures

“Ignite, Chunk, Chew, Review” lesson structure from: Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among

culturally and linguistically diverse students. Thousand Oaks, CA: Corwin.

Teacher Actions Student Actions Supports for Multilingual Learners

Ignite

Activate &

Connect

13 minutes

FRAMING:

● While students will undoubtedly

continue to process their time away

from school over the coming weeks, the

next three days of lessons focus on one

aspect of the “now what?” question.

Students will spend the next three days

engaging in a design task in which they

will use published public health

guidance to make suggestions for the

redesign of a public space in the post-

pandemic era. The design task will

require them to think strategically and

creatively and is intended to mirror the

real-life challenge of sorting through

existing guidance and using it to

develop plans for reopening.

Throughout these three days, there will

be a significant amount of full and small

group discussion as well as an

Vocabulary:

● Layout

● Entrance

● Aisle

● Exit

● Groceries/ Grocery store

● Dairy

● Cash Register

● Toiletries

● Produce

● Bakery

● Butcher

● Operations

Recommendations:

● Note that it is important that they are

thinking about a grocery store, not a

corner store or bodega. Consider asking

students to name large chain stores


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opportunity to give and receive peer

feedback. Design tasks will be

submitted for a grade.

6 minutes:

● Prior to getting started, share with

students that you want to give them a

few minutes to check in on the goal that

they set for themselves at the end of

our first day of class. It has only been

two days, but revisiting this early on will

help to keep this in the forefront of

students’ minds. Space is provided on

page 1 of the student handout for

individual reflection.

5 minutes:

● Using page 2 of their handouts, prompt

students, to the best of their ability, to

create a map of their local grocery store.

Note that it is important that they are

thinking about a grocery store, not a

corner store or bodega.

● Keep this portion of the task brief. The

activity is intended to capture student

attention and get them thinking about

the layout of a grocery store. Students

should have fun with this.

● In the event that students ask a lot of

clarifying questions about what to

include, try not to engage too much –

the goal is not perfection, just that they

start thinking about the general layout.

2 minutes:

6 minutes:

● Reflect on their goal for the month

using the prompts provided in their

handout.

5 minutes:

● To the best of their ability, create a map

of their local grocery store. Use the

prompting questions in the handout to

help get started.

2 minutes:

● Read along in their handout as their

peers read the framing for the design

task.

they frequent for buying groceries or

have seen in their community.

● Model or collaboratively consider what

you see when you first walk into the

store. Show how one might depict and

label this on their map. Provide students

with a printed list of the vocabulary

words identified above. They do not

need to draw/label all of the words.

Prioritize the words based on your

students’ needs.

● Since students will potentially use these

words later in the lesson, provide an

opportunity for them to practice saying

the words aloud and writing translations

on their map. Consider presenting the

new vocabulary with illustrations or

photos.


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● Have students take turns reading the

following framing in their packet and

pause for comprehension checks as

needed: Throughout the course of the

pandemic, grocery stores got a lot of

attention. Even at the height of the

shelter-in-place orders, grocery stores

were considered an essential business

and stayed open. Going to the grocery

store, either virtually or in-person was

something nearly everyone needed to

continue doing. This posed some

significant challenges. Online options

became more abundant, but they were

often less reliable and sometimes more

expensive. For those that continued to

visit the grocery store, there were often

long lines and tense interactions

stemming from fear that people weren’t

following social distancing guidelines. As

a result of all this, grocery stores are

being pushed to seriously reconsider how

they are laid out and how they operate.

Over the course of the next three days

you are going to engage in a design task

in which you use published public health

guidance to consider how grocery stores

should (or should not) redesign certain

aspects of their layout and operations.


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Chunk

Introduce

New

Information

20 minutes

Preview Discussion Questions (2 minutes):

● To prepare students for this design task,

they will need to build background

knowledge and acquaint themselves

with some of the basics of grocery store

design. To do so, students will watch a

short video and read an article that

reveals some of the “secrets” behind

grocery store design.

● In order to support students in applying

what they learn from the reading to

their design task, students will engage

in several rounds of discussion. Prepare

for this by previewing the discussion

questions before they watch the video

and read the article.

Video (5 minutes):

● How the Layout of Grocery Stores are

Secretly Designed to Make you Spend

Money (0:00 – 3:37)

● Show the video clip and provide an

opportunity for a short turn and talk

with a simple question such as “is there

anything that surprised you?” Do not

spend time debriefing their responses,

yet. This is intended as a quick

opportunity for students to react before

they dive into the reading. Provide a

reminder of turn and talk norms

discussed on day 1 of class.

Reading (8 minutes):

● Have students read the National

Geographic article included in their

handout. Prompt them to annotate for


● Read over the following discussion

questions in their handout and keep

them in mind as they watch the video

and complete the reading:

● If someone told you that efficiency was

the main consideration when designing

grocery stores, how would you respond?

● What aspects of the traditional grocery

store layout do you think will be

important to maintain as part of your

redesign?

Video (5 minutes):

● Watch the video. Discuss the “post-

video” questions with the person sitting

next to them.

Reading (8 minutes):

● Read the article independently. As they

read, annotate for information that may

Vocabulary:

● Consideration

● Efficiency

● Unintended

● Customers

● Dawdle

Video:

● Ask students if they would prefer having

the closed-caption option on during the

video. If you are able to provide more

time, watch the video twice, once with

the captions, once without.

● The video provides clear visuals to

illustrate the narration. Pause when

appropriate to check for understanding.

● For early beginner students, consider

having them draw a t-chart and label

the two columns “see” and “hear”. Ask

students to write the words they see

and hear in the video. When they share

with the class, have more proficient

students elaborate/ “build—on” (i.e.

Student A: I see aisles. Student B: The

aisle for eggs was far from the aisle for

meat, Student C: They are far away

because_____, etc.)

Reading:

● Read the first two paragraphs to

students at an even pace as students

read along.

● Collaboratively summarize the

introduction by identifying key details.





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information that they want to keep in

mind when they do their grocery store

redesign.

Write to Think (5 minutes):

● Prompt students to respond to the 3

questions that follow independently.

This is an opportunity for them to

record some initial reactions prior to

engaging in the full class discussion.

be helpful to keep in mind when

planning for their design task.


● Respond to the following questions to

begin gathering thoughts for

discussion.

● Was there anything about the layout of

the grocery stores that you already knew

about or had already noticed?

● Was there anything that surprised you?

● Did you have a moment in which you

realized that you might have fallen for

one of the “tricks” of the grocery store

layout?

● Read the third paragraph detailing a

grocery store “secret” together. After

reading the first two sentences, ask

students to predict the reason for a

one-way entry door.

● Have students number the paragraphs

and explain that as they read, they will

highlight key details that tell us about a

specific “grocery store secret”.

● Consider an additional focus for

annotating as they read (i.e. circle the

words that tell you what part of the

grocery store you are reading about-

entrance, mid-aisle, etc.; underline

descriptive adjectives that give us more

information about the secret- brighter,

welcoming, etc.).

● Have students read independently and

then share their findings or have them

work in strategic pairs.

Chew

Process

New

Information

20 minutes

Discussion Round 1 (10 minutes):

● Review class norms for academic

discourse and prompt students to build

on the work they did during the

previous class to lay the foundation for

healthy and engaging discussion.

● Read the round 1 question and give

students 2 minutes to “stop and jot”

their initial thinking.

● Turn and talk – provide roughly 2

minutes for students to share their

thinking in pairs. Allowing an


● Use the turn and talk as an opportunity

to “test out” some ideas they are

considering, but want to discuss more

before sharing with the full class.

● Use the notetaking tool to track what

peers are saying. These do not need to

be recorded word for word (nor should

they be) but being able to follow the

thread of the conversation is an

important skill when engaging in

academic discourse.

Vocabulary:

● Efficiency

● Traditional

● Maintain

● Adjust

Discussion Round 1 Sentence Starters:

● Explicitly tell students that they are

listening for people’s reasoning. Provide

a pause point between every few

speakers to give students time to write

notes. Periodically remind students to use

the academic words they’ve been


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opportunity to verbally process prior to

whole-group discussion allows students a

lower stakes opportunity to begin

vocalizing their thoughts.

● Remind students of the system you will

use to determine the next speaker and

allow students to engage in discussion

for 6 minutes without teacher

interruption.


● Read the round 2 question and give

students 2 minutes to “stop and jot”

their initial thinking.

● Turn and talk – 2 minutes

● Provide any quick feedback on

discussion norms observed during

round 1 (or prompt a student to name a

“glow” and a “grow” for the class) and

allow students to engage in discussion

for 4 minutes without teacher

interruption.

● If time allows at the end of round 2,

allow class to do a self-assessment of

how well the group is doing with the

academic discourse norms. Students

could answer in terms of their own

participation or engagement as well as

that of the class. It might also be

helpful to prompt them to name a norm

they believe the group has most

improved on since the beginning of the

week.

● Read the room – is there anyone who

looks like they might want to jump in

but is struggling to do so? Invite them

to participate.

● If the conversation has stagnated, push

themselves to jump in with a new point.

● Push themselves to ground their

statements in evidence from the video

and article.


● See “Discussion Round 1” guidance.

introduced to during this lesson.

Consider modeling this during Round 1.

● “Efficiency is their main consideration

because…”

● “Efficiency is part of the goal, but...”

Discussion Round 2 Sentence Starters:

● “Grocery stores will have to continue

to...”

● “Grocery stores will need to change...”


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Review

Apply New

Information

5 minutes

Closing Reflection and Planning:

● Based on what students learned from

the video and readings as well as what

they heard from their peers during the

discussion, prompt them to write down

some initial thinking on how aspects of

grocery stores would or would not need

to change in order to adhere to their

current understanding of health

regulations. It may also be helpful to

return to the map that they created at

the start of class and make some

annotations there.

● Share that tomorrow the class is going

to start digging into the public health

guidance to further inform their

decisions.

● Note: If students are exceptionally

engaged in the discussion, it would be

okay if the teacher chose to forego this

last step in the name of allowing the

discussion to continue for 5 additional

minutes.

Closing Reflection and Planning:

● Based on the video, reading and what

they heard from their peers during the

discussion, use the last page of the

handout as a space to begin drafting

their initial thinking on how aspects of

grocery stores would or would not need

to change in order to adhere to their

current understanding of health

regulations. If it would be helpful, they

may also revisit the map they drew at

the beginning of class and add some

notes to it.

Vocabulary:

● Adhere

● Flow (of traffic)

Sentence Starters:

These suggested sentence starters can be pasted

into the student handout as well.

● “The process for using a shopping cart

would have to change in the following

way______________.”

● “The traffic flow would have to be

adjusted so that ______________.”

● “The process for ordering at a counter

would change in a few ways....”

● “In order to pay for items customers will

have to ________________.”

Equity

Pause

Teacher

Reflection

After the

Lesson

● Overall, how did the lesson go? From your perspective? From your students' perspectives?

● Which of your students engaged fully in the lesson? Who did not? How do you know?

● How might your instructional choices have affected the experiences of your students with different identities during the lesson?

● What are the implications for your next steps for relationships and community building? For responsive instruction?

Student Materials

The following materials accompany the lesson plan for Day 3:

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Name: ______________________________ Date: _________________

Objectives: Agenda:

I will draft my initial ideas for the redesign of a

public space by reading and discussing non-

fiction text regarding design principles.

I will continue practicing the following norms for

academic discourse:

1) Listen and respond to what others express

2) Allow space for others to participate and

3) Ground contributions in evidence.

● Month 1 Goal Reflection

● Drawing a Map

● Video and Reading

● Discussion Rounds

● Closing

Personal Goal Reflection: Giving ourselves the time and space to step back and reflect on our goals is one of the

healthiest things we can do for ourselves. Use the space below to revisit your goal for the month and consider any

adjustments you want to make.

What is your goal for this month?

Are you on track to meet it?

● If yes, what’s been working? What do you want to continue to do?

● If not, what has gotten in the way? Are there any adjustments you would like to make?

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Use this space to note any other reflections you have or commitments you would like to make.

Grocery Store Map: To the best of your ability, use the space below to create a map of your local grocery store.

Here are a few questions to help you get started:

● What do you see when you first walk in?

● Where is the dairy aisle? Is this also where the ice cream is sold?

● Where can you find non-food items (toiletries, cleaning supplies, etc.)

● What do you pass by before you reach the cash register?

13

Overview of Design Task: Throughout the course of the pandemic, grocery stores got a lot of attention. Even at

the height of the shelter-in-place orders, grocery stores were considered an essential business and stayed open.

Going to the grocery store, either virtually or in-person was something nearly everyone needed to continue doing.

This posed some significant challenges. Online options became more abundant, but they were often less reliable

and sometimes more expensive. For those that continued to visit the grocery store, there were often long lines

and tense interaction stemming from fear that people weren’t following social distancing guidelines.

As a result of all this, grocery stores are being pushed to seriously reconsider how they are laid out and how they

operate. Over the course of the next three days you will engage in a design task in which you will use published

public health guidance to consider how grocery stores should (or should not) redesign certain aspects of their

layout and operations.

14

Discussion Questions: Take a moment to preview the questions we will be discussing after watching the video and

reading the article.

● If someone told you that efficiency was the main consideration when designing


● What aspects of the traditional grocery store layout do you think will be important to

maintain as part of your redesign? What aspects do you think will need to be adjusted

given what you know about health guidance?

15

16

17

18

19

Directions: After watching the video and reading the article, respond to the following questions.

1. Was there anything about the “secret” layout of grocery stores that you already knew about or had already

noticed?

2. Was there anything that surprised you?

3. Did you have a moment in which you realized that you might have fallen for one of the “tricks” of grocery

stores? For example, buying a pack of gum while waiting in line that you never intended to buy when you went in.

Discussion Round 1: If someone told you that efficiency was their main consideration/goal when designing


Use the space below to jot down your own thinking as well as ideas you hear from your classmates.

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Discussion Round 2: What aspects of the traditional grocery store layout do you think will be important to

maintain as part of your redesign? What aspects do you think will need to be adjusted given what you know about

health guidance?

Use the space below to jot down your own thinking as well as ideas you hear from your classmates.

21

Closing Reflection and Planning: Based on what you learned from the video and reading as well as some of the

ideas you heard from your peers, do some initial thinking on how aspects of grocery stores would or would not

need to change in order to adhere to health guidelines (based on your current understanding). The following are

some specific aspects to consider:

● Shopping cart pick up and drop off

● Flow of traffic

● Ordering at counters

● Paying for items


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Sample Lesson: High School, Day 4

Lesson Plan

About the lesson

Today is the second day of the three-day design task in which students use published public health guidance to redesign the layout and operating procedures for a grocery

store in the post-pandemic era. The design task is intended to be a high interest and relevant opportunity for students to think strategically and creatively, while also

engaging closely with non-fiction texts and continuing to practice the academic discourse norms rolled out in the previous lesson. Today’s lesson is an opportunity for

students to review public health guidance and discuss the impact this will have on their redesign process. Students will also have time toward the end of class to begin

working on their redesign.

The spirit of this design task is for students to experience the real-life challenge of sorting through existing guidance and using it to develop reopening plans. These lessons

intentionally include regular opportunities for full and small group discourse as well as an opportunity to provide peer feedback. As a result, the design task is the vehicle

through which students will continue to cultivate a learning community in which their intellect and creativity is valued, they are able to make meaning and take risks through

academic discourse, and the feedback cycle is viewed as central to their learning.

Texts

● Document 1: NYT: What's the Risk of Catching Coronavirus from a Surface?

● Document 2: Vox: Your coronavirus grocery questions, answered by experts

● Document 3 (supplemental): CDC: What Grocery and Food Retail Workers Need to Know about COVID-19

● Excerpted versions of all articles are included in the “Instructional Materials” document companion to this lesson plan. Articles are excerpted to reduce length and

prioritize content.

● Note: Given the rapidly changing guidance regarding best practices to guard against contracting the Coronavirus, teachers may consider updating articles at the

time of teaching.

Objectives

Students will read and discuss a set of documents containing public health recommendations in order to determine how this guidance will inform their grocery store

redesign.

Students will practice and continue to establish the following norms for academic discourse: 1) Listen and respond to what others express 2) Allow space for others to

participate and 3) Ground contributions in evidence. Note: Teachers should feel free to adjust the discourse norms based on the needs and preferences of their classroom.






https://www.nytimes.com/2020/05/28/well/live/whats-the-risk-of-catching-coronavirus-from-a-surface.html

https://www.vox.com/the-goods/2020/3/30/21199714/grocery-store-delivery-coronavirus-safe-empty

https://www.cdc.gov/coronavirus/2019-ncov/community/organizations/grocery-food-retail-workers.html


23





● *CCSS Anchor Standards are provided since the lesson spans grades 9-12. Teachers may choose to fine-tune the lesson to align with specific expectations for their

grade level.


● B2: Belonging and Trust

● B3: An Equitable and Just Community

● C3.2: Application of Knowledge

SEL Skills


● Social Awareness 3B: I try to understand and show respect for others, including those with diverse backgrounds, cultures, abilities, language and identities.

● Responsible Decision-Making 5B: I can use and adapt appropriate tools and strategies to solve problems.

Preparation

● Read the excerpted articles in the “Instructional Materials” document and consider how students might utilize the guidance contained in these for their design task.

● Review guidance and discussion norms provided in the lesson plan and handout and make adjustments as needed.

● Make copies of student handout and “document pack.”

● If students have laptops assigned, consider transferring the template into a google doc and sharing it with students prior to the start of the lesson. Some students

may find it easier to complete this task on a computer.


this lesson plan).


● Key tier 2 and 3 vocabulary words identified

● Sentence starters during independent writing activities as well as during discussion rounds

● Cue for active listening at start of activity

● Scaffolded small-group reading support when students are engaging in the text

Assessment

● Listen in during discussion and note the degree to which students use the agreed-upon norms for academic discourse.

● Circulate and review student work as they begin working on their redesign. These should be collected and graded upon completion at the end of class the

following day.




24

Procedures

“Ignite, Chunk, Chew, Review” lesson structure from: Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally

and linguistically diverse students. Thousand Oaks, CA: Corwin.


Ignite

Activate &

Connect

3 minutes

FRAMING:

● This lesson is the second day of the three-

day design task. In day one, students

focused on building their background

knowledge regarding grocery store layout.

In day two, students will spend the bulk of

their time reviewing public health

guidance and discussing the implications it

might have for their design work.

● Students will engage in two rounds of

discussion, each round focused on a

different reading. A third document is

provided, but there will likely not be

enough time to engage in an additional

round of discussion. It is okay to provide

this document as a suggested resource

that students may reference as they work.

In addition to supporting students in

understanding the texts, these discussions

are also an opportunity to continue

practicing classroom norms for academic

discourse and active listening. Students

will have the last 20 minutes of class to

begin working on their design task.

● To support students in the design process,

they will be provided with a template

containing guiding questions. The

template is intended to help students

organize their thinking as well as ensure

that their suggestions are grounded in

public health guidance. If a student would

prefer to approach this task in a more

● Read along in their handout as their peers

read the framing for the design task.

Vocabulary:

Some of this vocabulary was covered in the

previous lesson. As students read the prompt, pause

for checks for understanding, use this as an

opportunity to activate background knowledge

gained in the previous lesson and engage in

authentic practice using the vocabulary in context.

Encourage students to continue adding new

learning about the words to their vocabulary

handout/journal.

● Redesign

● Shelter-in-place

● Essential business

● Virtually

● Guidelines

● Operations

● Public health guidance

● Layout

Reminder: It is important that students are thinking

about a grocery store, not a corner store or bodega.

Consider asking students to name large chain stores

they frequent for buying groceries or have seen in

their community.


25

open-ended manner (i.e. not rely on the

scaffolds provided by the template), they

may do so, but it will be important to

make sure that they still cite the public

health guidance used to inform their

decisions.

3 minutes:

● Have students take turns re-reading the

following framing in their packet and

pause for comprehension checks as

needed: Throughout the course of the

pandemic, grocery stores got a lot of

attention. Even at the height of the shelter-

in-place orders, grocery stores were

considered an essential business and stayed

open. Going to the grocery store, either

virtually or in-person was something nearly

everyone needed to continue doing. This

posed some significant challenges. Online

options became more abundant, but they

were often less reliable and sometimes

more expensive. For those that continued

to visit the grocery store, there were often

long lines and tense interactions stemming

from fear that people weren’t following

social distancing guidelines. As a result of

all this, grocery stores are being pushed to

seriously reconsider how they are laid out

and how they operate. Over the course of

the next three days you will engage in a

design task in which you will use published

public health guidance to consider how

grocery stores should (or should not)

redesign certain aspects of their layout and

operations.


26

● Name for students that today’s class is an

opportunity to review public health

guidance and discuss the implications this

has for their design work. They will read

two different documents and engage in a

round of discussion after each one.

Students will have the last 20 minutes of

class to begin working on their design

task.

Chunk

(Round 1)

Introduce

New

Information

12 minutes


● Prepare students to engage in the reading

and discussion by taking a moment to

preview the questions that will guide each

round of discussion:

● How can you use this information to inform

your grocery store design?

● What questions does this bring up for you?

Read Document 1 (10 minutes):

● Have students read the excerpted New

York Times article included in their

handout. Prompt them to annotate for

information that will inform their grocery

store design.


● Read over the following discussion

questions in the handout and keep them in

mind as they complete the readings:

● How does this information inform your

grocery store design?

● What questions does this bring up for you?




help to inform their grocery store design.

Vocabulary:

● Inform (if possible, point out that this is a

cognate in Spanish)

Vocabulary from the article:

● Contaminated

● Surface

● Transmission

● Indirect

● Respiratory Disease/Illness

● High Touch Surfaces

Reading:

● Consider chunking, or cutting additional

portions of the article to cut down on the

volume of text. Based on your students’

proficiency level, focus on maintaining the

parts that contain the most pertinent

information but also offer opportunities for

rich language development and critical

thinking.


27

● Read the first three paragraphs to students

at an even pace as students read along.

● Collaboratively summarize the introduction

by identifying key details.

● Have students read the fifth paragraph and

ask them to clarify the meaning of “fomite

transmission” using clues from the text.

● Have students number the paragraphs and

explain that as they read, they will

highlight key information that they want to

apply when designing their grocery store.




Chew

(Round 1)

Process New

Information

10 minutes



questions that follow independently. This

is an opportunity for them to get some

initial thinking down prior to engaging in

the full class discussion.



● What question does this bring up for you?


● Respond to two discussion questions in

order to begin gathering thoughts for

discussion.




Vocabulary:

● Inform

Discussion Round 1:

● Explicitly tell students that they are

listening for ideas of how this information

may be applied to a new grocery store

design. Provide a pause point between

every few speakers to give students time

to write notes. Periodically remind


28


● Review class norms for academic discourse

and prompt students to build on the work

they did during the previous class to lay

the foundation for healthy and engaging

discussion.

● Turn and talk – provide roughly 2 minutes

for students to share their thinking in pairs.

Allowing an opportunity to verbally process

prior to whole-group discussion allows

students a lower stakes opportunity to

begin vocalizing their thoughts.

● Remind students of the system you will

use to determine the next speaker and

allow students to engage in discussion for

6 minutes without teacher interruption.


● Use the turn and talk as an opportunity to

“test out” some ideas they are considering,

but want to discuss more before sharing

with the full class.

● Use the notetaking tool to track what

peers are saying. These do not need to be

recorded word for word (nor should they

be) but being able to follow the thread of

the conversation is an important skill when

engaging in academic discourse.

● Read the room – is there anyone that looks

like they might want to jump in and is

struggling to do so? Invite them to

participate.

● If the conversation has stagnated, push

themselves to jump in with a new point.

● Push themselves to ground your statement

in evidence from the article.

students to use the academic words

they’ve been introduced to during this

lesson. Consider modeling this during

Round 1.

Sentence Starters:

● See the “Conversation Moves” resources in

the instructional Materials companion

document to today’s lesson plan. Consider

providing students with a resource that

contains the “moves” for “Build an Idea”

and “Support or Challenge an Idea”. More

guidance and a demo video for how to

facilitate using these sentence starters can

be found on the ELLevation platform,

under the strategy “Directed Discourse”

● Sample conversation moves for “Support

or Challenge an Idea”:

o In the text it said that…

o Remember when we read…

o Strong supporting evidence is…

o It sounds like you are saying

that…

o I would like to challenge that idea

because…

Chunk

(Round 2)


● Have students read the excerpted Vox

article included in their handout. Prompt




help to inform their grocery store design.

Vocabulary:

● Contradictory

● Transmission


29

Introduce

New

Information

10 minutes

them to annotate for information that will

inform their grocery store design.

● Off-peak

● Wipe

● Mask

● Droplets

● Reusable

Reading:

● Consider cutting additional portions of the

article to cut down on the volume of text.

● Read the first two paragraphs to students

at an even pace as students read along.

● Collaboratively summarize the introduction

by identifying key details.

● Have students scan the article and note

the way it is structured (bolded question

followed by guidance).

● Read the first bolded question and ask

students to read the section that follows.

Summarize content as a group.

● Have students number the paragraphs and

explain that as they read, they will

highlight key information that they want to

apply when designing their grocery store.





30

Chew

(Round 2)

Process New

Information

13 minutes



questions that follow independently.





● Turn and talk – provide roughly 2 minutes

for students to share their thinking in pairs.

● Provide any quick feedback on discussion

norms observed during round 1 (or

prompt a student to name a “glow” and a

“grow” for the class) and allow students to

engage in discussion for 4 minutes without

teacher interruption.

● If time allows at the end of round 2, allow

class to do a self-assessment of how well

the class is doing with the academic

discourse norms. Students could answer in

terms of their own participation or

engagement as well as that of the class. It

might also be helpful to prompt them to

name a norm with which they believe the

group has improved since the beginning

of the week.

Write to Think:

● Respond to two discussion questions in

order to begin gathering thoughts for

discussion.

Discussion Round 2:

● See “Discussion Round 1” guidance.

Discussion Round 2 Sentence Starters: See

recommendations for Round 1

Review

Apply New

Information

Orient students to template:

● Read out guiding prompts and review

structure as well as completed exemplar

row.

Review template:

● Read the exemplar row as the teacher

reviews it and ask clarifying questions..

Vocabulary:

● Shelf

● Baskets


31

15 minutes

● Highlight the importance of including text-

based evidence.

● Allow students an opportunity to ask

clarifying questions.

● Remind them that the more detail they

include, the better. This is an opportunity

for them to be creative and consider

aspects of this that no one else may be

thinking about.

● Important Note: If students have access to

laptops at this point, it may be helpful to

cut and paste this template into a google

doc so that students can work from this.

Design task work time:

● Students use remaining class time to work

on their design task.

● Circulate to all students and ensure that

everyone has a clear sense of the task and

the tools that they need to begin.

Closing:

● Share with students that they will have

some additional work time in the next class

to continue working. There will also be an

opportunity to receive feedback from a

peer.

● Consider allowing students the option to

continue working on their task as

homework based on how long they think

that they will need.

● Preview the “Practice” column and make

sure that they understand what is meant

by each of these; ask questions as needed.

Design task work time:

● Set a goal of completing at least one row

in its entirety.

● Make sure to reference the guidance

provided in the readings when making

“suggested changes.”

Closing:

● Consider how much progress they made

today as well as how much time they tend

to need when working and determine

● Carts

● Butcher

● Traffic flow

● Purchase

Consider embedding sentence starters into the

template for one or all of the practices. For example:

● Customers may/will ….

● According to….

Provide opportunities for students to discuss more

informally, use their home languages, and work in

pairs to complete the template. Periodically, ask

pairs to share their thinking with you.


32

Student Materials

The following student materials accompany the lesson plan for Day 4:

whether or not they will need to spend

time working on this for homework.

Equity Pause

Teacher

Reflection

After the

Lesson

● Overall, how did the lesson go? From your perspective? From your students' perspectives?




33

Name: ______________________________ Date: _________________

Objectives: Agenda:

I will read and discuss a set of documents

containing public health recommendations in

order to determine how this guidance will inform

my grocery store redesign.

I will continue practicing the following norms for

academic discourse:

1) Listen and respond to what others express

2) Allow space for others to participate and

3) Ground contributions in evidence.

● Task Overview

● Reading and Discussion Rounds

● Independent Work Time

34

Overview of Design Task: Throughout the course of the pandemic, grocery stores got a lot of attention. Even at

the height of the shelter-in-place orders, grocery stores were considered an essential business and stayed open.

Going to the grocery store, either virtually or in-person was something nearly everyone needed to continue doing.

This posed some significant challenges. Online options became more abundant, but they were often less reliable

and sometimes more expensive. For those that continued to visit the grocery store, there were often long lines

and tense interaction stemming from fear that people weren’t following social distancing guidelines.

As a result of all this, grocery stores are being pushed to seriously reconsider how they are laid out and how they

operate. Over the course of the next three days you will engage in a design task in which you will use published

public health guidance to consider how grocery stores should (or should not) redesign certain aspects of their

layout and operations.

Discussion Questions: Take a moment to preview the questions we will be discussing after each of the readings.

● How can you use this information to inform your grocery store design?


35

Directions – Document 1: Use the following space to take notes during the “write-to-think” and during the whole-

class discussion.

How can you use this information to inform your grocery store design?

36

What questions does this bring up for you?

Directions – Document 2: Use the following space to take notes both during the “write-to-think" as well as during

the whole-class discussion.

How can you use this information to inform your grocery store design?

37

What questions does this bring up for you?

38

Grocery Store Redesign Template

Practice Suggested Changes Cited Evidence

Taking items off of

the shelf

No adjustments are required. Customers

may continue to take items off shelves

themselves and place them alongside

their other items. When people take

something off a shelf, they usually only

touch it once.

According to the New York Times article, “high

touch surfaces like railings and doorknobs,

elevator buttons are not the primary driver of

the infection...” Items on shelves would not even

be considered high touch which means it would

not be necessary to impose additional guidelines

related to how customers take an item from the

shelf.

Use of carts and

baskets

Placing an order at

the deli, fish, butcher,

etc. counter

39

Traffic flow in and

around aisles

Paying for purchases

40

Number of people in

the store at a time

41

Instructional Materials

Document 1: The New York Times

What’s the Risk of Catching Coronavirus From a Surface?

Touching contaminated objects and then infecting ourselves with the germs is not typically how the virus spreads. But it

can happen.

By Tara Parker-Pope Published May 28, 2020 Updated June 3, 2020

42

43

44

45

Document 2: Vox

Your coronavirus grocery questions, answered by experts

Should I be using self-checkout? Are delivery services ethical? Where is the peanut butter?

By Rachel Sugar Updated April 3, 2020

46

47

48

49

Document 3: Centers for Disease Control and Prevention

What Grocery and Food Retail Workers Need to Know about COVID-19

Page last reviewed: April 13, 2020

50

51

Conversation Moves

Build an Idea

Prompt/Question Response Starters

What is your idea?

What do you think?

Do you think so?

What is your opinion?

Why …. How …. I wonder...

What is your answer?

Do you agree?

One idea could be…

I think…

I believe…

In my opinion…

I think it depends on…

Based on my experience…

I agree because…

I disagree because…

Elaborate on an Idea


What is another example?

Where does it say that?

What is the strongest support for ____?

How does it support this idea?

Maybe we could…

What if we try…

What are other points of view?

Another example is…

In the text it said that…

In this case…

Supporting evidence is…

That is interesting, so…

I agree and want to add…

I also think that….

I want to expand on your point…

52

© Ellevation

Clarify an Idea


Say more about…

What do you mean?

I have a question about…

I’m confused about…

I understand … but I want to know more

about…

Can you be more specific?

Does that make sense?

Do you know what I mean?

Are you saying…

What I mean is…

In other words…

I can explain it by….

An analogy might be…

More specifically, it is …

Let me see if I heard you right…

To paraphrase what you just said,

A different way to say it is …

Support or Challenge an Idea


Where does it say that?

What is your evidence?

How does it support this idea?

My opinion is different because…

I don’t agree because…

Can I suggest a different idea?

I agree because…

In the text it said that…

Remember when we read…

Strong supporting evidence is…

It sounds like you are saying that…

I would like to challenge that idea because…

That is a valid point, but….

Thanks for saying that because…

53

Evaluate an Idea


Which has the strongest evidence?

What is your opinion? Why?

How can we choose the best idea?

How is that evidence stronger?

How does evidence for your argument compare

to mine?

What can we agree on?

________ has strong evidence because…

After looking at the evidence I think…

We could try….

That evidence says …

Even though it seems…

We can say that…

© Ellevation

Academic Conversation Cards

1. Write sentence starters on each

card.

2. Use during conversations.

Build an Idea

Elaborate Clarify

54

Support or Challenge

Evaluate

© Ellevation


55

High School Lesson, Day 5

Lesson Plan

PPSD High School Lesson Day 5

Transitional Instruction 2020

About the lesson

Today is the final day of the three-day design task in which students use published public health guidance to redesign the layout and operating procedures for a grocery

store in the post-pandemic era. Students will begin the class with time to continue the design work started in the previous class (and potentially continued for homework

the previous night). At the halfway point, students will participate in a peer feedback protocol in which they review one another’s work and provide instructive and

constructive feedback. Students will then have an opportunity to revise their work based on the feedback they received. All designs should be handed in to the teacher at

the end of the class. Ideally, teachers will provide written feedback to each student by the end of the following week.

Guidance on Feedback Best Practices

Sourcing Note – The following guidance is derived from “Culturally Responsive Teaching and the Brain” by Zaretta Hammond:

● According to education researchers Hattie and Timperley (2007), feedback is one of the most powerful tools we have to improve learning.

● By engaging in frequent feedback cycles, teachers deepen and strengthen their learning partnerships with students. Students recognize their teacher’s willingness

to help them get better.

● The strongest feedback is both instructive and corrective:

Types of Feedback

Instructive & Corrective Advice not Actionable Evaluative not Instructive

“In the third sentence, you used the wrong

punctuation and have a run-on sentence.”

“When you added x to the equation, you didn’t follow

the correct procedure.”

“When you are adding two columns of numbers, you

are forgetting to carry the number over.”

“You need more examples in your report.”

“Fix your run-on sentences.”

“Provide more evidence in your paper.”

“Watch it when you carry your numbers when adding.”

“Good job.”

“This is a C paper.”

“Nice presentation.”

“Your addition is sloppy.”


56

Objectives

● Using published public health guidance, students will develop a plan for the redesign and revised operating procedures for a grocery store in the post-pandemic

era.

● Students will give and receive instructive and constructive peer feedback on their redesign plans.










● *CCSS Anchor Standards are provided since the lesson spans grades 9-12. Teachers may choose to fine-tune the lesson to align with specific expectations for their

grade level.


● Element B2: Belonging and Trust

● Element C3.2: Application of Knowledge

● Element C4.2: Cognitive Lift and Higher Order Thinking

SEL Skills

● Self-Management 2B: I manage and use my materials, space, time and responsibilities effectively in the best way.


● Relationship Skills 4A: I use communication and interpersonal skills to interact effectively with others, including those with diverse backgrounds, cultures, abilities,

languages and identities.

● Relationship Skills 4B: I use appropriate communication strategies and interpersonal skills to maintain relationships with others.


57

● Responsible Decision-Making 5A: I can apply problem-solving skills to engage responsibly in a variety of situations.

Preparation

● Make copies of student handouts (Student Materials document).


this lesson plan).

● If available, read pages 101-105 in Culturally Responsive Teaching and the Brain by Zaretta Hammond. This portion of the book discusses the power of feedback as

an instructional tool and recommends best practices regarding different types of feedback.

● Create your own redesign plan in order to internalize the task and prepare yourself to push student thinking when circulating during independent work time.


● Key tier 2 and 3 vocabulary words identified.

● Sentence starters during independent writing and partner-share activities.

● Cue for active listening at start of activity.

Assessment

● Circulate and review student work as they begin working on their design task. These should be collected at the end of class and returned with written feedback.

● Listen in during feedback protocol and note the degree to which students share feedback in a manner that affirms the work their partner has done while also

offering targeted, instructive feedback.




58

Procedures

“Ignite, Chunk, Chew, Review” lesson structure from: Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally

and linguistically diverse students. Thousand Oaks, CA: Corwin.

The content required for lesson 5 was introduced the previous day. As a result, there is not a “Chunk” section included in the materials below. The format is instead as follows: Ignite,

Chew Part 1, Chew Part 2, and Review.


Ignite

Activate &

Connect

2 minutes

Reminder from Previous Lesson: To support

students in the design process, they will be

provided with a template containing guiding

questions. The template is intended to help

students organize their thinking as well as ensure

that their suggestions are grounded in public

health guidance. If a student would prefer to

approach this task in a more open-ended manner

(i.e., not rely on the scaffolds provided by the

template), they may do so, but it will be important

to make sure that they still cite the public health

guidance used to inform their decisions.

Framing Today’s Class: Name for students that

the first half of today’s class is time for them to

work independently on their design task. The

expectation is that they complete their work by the

end of this block of time (approximately 30

minutes). The more designing students have

completed at this point, the more useful the

feedback protocol will be. At the midpoint of class,

students will engage in a peer feedback protocol in

which someone in the class reviews their work and

provides them with instructive and constructive

feedback. The final 15 minutes of class is again

independent work time. During this time, students

should respond and revise their work based on the

feedback they received as well as finalize their work

prior to handing it in to the teacher at the end of

class.

● Make sure to have the design template

and readings from the previous class

available at the start of class.

● Note anything they might need for

making the most of the work time (e.g., sit

in a seat where they will be less

distracted).

Recommendations:

● Check in to be sure that students

understand the format of the day’s class

and the amount of time that they will have

to complete their design task prior to

handing it in. Consider creating an anchor

chart with the key tasks identified in order

and with the amount of time for each.

● You will more explicitly address what it

means “to give feedback” later in the

lesson. For this section, the priority is to be

clear that students will have a set amount

of work time and will then share their

work.

● The following guidance was also given at

the end of the previous lesson. You may

choose to review the task and vocabulary

during the Ignite or Chew portions of the

lesson.


59

Chew

(Part 1)

Process New

Information

28 minutes

Independent Work Time:

● Set expectation for norms during

extended independent work time (e.g.,

silent, quiet partner check-ins, etc.).

● Teachers should be sure to keep the

framing brief in order to preserve as much

of today’s class time for independent work

and feedback.

● It may be helpful to have additional copies

of the handouts from the previous class

(particularly the design template and

reading) available in case any students

were absent or have misplaced their

materials.

● Allow students the full 28 minutes to work

without interruption. As students work,

circulate and offer feedback on the

following:

● Norms – support students in adhering to

independent work time norms.

● Cited Evidence – ensure that students are

pairing each “suggested change” with

textual evidence.

● Pacing Support – Note if a student is

going into so much detail on initial rows

that they are not setting themselves up to

complete the task.

● Depth – Ask probing questions and poke

holes in logic as needed.

● Maximize the independent work time to

ensure that their work is as close to

finalized as possible by the time the

feedback activity begins.

● If they finish before the time is up, go

back and add more detail, pressure test

their thinking and ensure that the cited

evidence aligns with their “suggested

revisions.”

Vocabulary:

● Shelf

● Baskets

● Carts

● Butcher

● Traffic flow

● Purchase


template for one or all of the practices listed in the

graphic organizer. For example:

● Customers may/will ….

● According to….

Provide opportunities for students to work in small

groups to discuss more informally, use their home

languages, and work in pairs to complete the

template. Periodically, ask pairs to share their

thinking with you.


60

Chew

(Part 2)

Process New

Information

15 minutes

Review Feedback Protocol (2 minutes):

● Students work in partners to complete the

following:

● Students note the two rows that they

would like feedback on and names these

for their feedback partner.

● Students trade redesign templates and

review one another’s work with a focus on

the two rows their partner named.

● In reviewing work, students should align

their feedback to the following criteria: 1)

clarity of suggested change 2) feasibility

of suggested change 3) alignment of cited

evidence and suggested change.

● Using the language provided in the

feedback form name 1-2 strengths in your

partner’s work.

● For each row, students note the gap that

they observed and a concrete action their

partner can take to address this gap.

● Orient students to the feedback template.

● This protocol is also outlined in the

student materials.

Protocol (13 minutes):

Keep track of timing and prompt students to move

onto the next step using the following pacing

guidelines.

● Note focus rows – 1 min

Review Feedback Protocol (2 minutes):

● Review the feedback protocol template in

their handout as the teacher reviews the

process.

Protocol (13 minutes):

● Select the two rows that they would like

their partner to focus on when giving

feedback. These two rows should reflect

the areas they believe need the most

revision prior to the end of class.

● Review their partner’s two selected rows

with a focus on the three cited criteria.

● Complete the feedback form included in

their student materials.

● Share their feedback with their partner in

a manner that affirms the work they have

done and projects confidence in their

ability to make their work stronger.

● Listen as their partner shares their

feedback and notes adjustments they

would like to make as a result.

Vocabulary

Consider modeling the protocol as one way to

explicitly teach the vocabulary below. For example,

use the vocabulary as you think-aloud. Given the

amount of vocabulary, encourage students to

identify which words are cognates in their home

language.

● Feedback

● Revision/Revise

● Criteria

● Clarity

● Feasibility

● Alignment

● Gap

● Concrete/Concretely


feedback form. For example:

● A strength I saw in your work is...

● A gap I observed in the first/second row

was...

● In order to improve this part of your

design you could...


61

● Review work and prep feedback – 8 min

● Feedback Share, Partner 1 – 2 min

● Feedback Share, Partner 2 – 2 min

Additional Notes:

● If time allows, it might be helpful to model

this process in a fishbowl style activity.

● While the expectation is that all students

participate in the feedback protocol, if

there is concern that a student will not

have a finalized redesign to submit,

consider allowing them the option to skip

the feedback protocol and continue

working. If the student is not engaged in

“productive struggle” (i.e. they will not

finish because they do not understand the

task), take this time to provide

individualized support.

Review

Apply New

Information

15 minutes

Finalize Design Task:

● Remind students of independent work

time norms.

● Communicate goals for the remaining

class time: make updates based on

feedback and finalize task.

● Continue to strategically circulate (see

circulation guidance provided above).

Closing:

● Affirm the work students have done over

the course of the week to establish a

classroom environment in which we listen

to and value one another’s thinking. Many

of the discussion and feedback protocols

Finalize Design Task:

● Make revisions to work based on peer

feedback activity.

● Review and finalize task.

● See notes from “Chew - Part 2” row above.

● Consider extending the task deadline.


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we worked through this week are practices

that we continue with throughout the

course of the year and it’s exciting to

finish out the first week with such a strong

foundation in place for what the class will

be able to accomplish this year.

● Communicate how you would like

students to hand in their design tasks.

Closing:

● Listen for teacher instructions on how to

hand in their design task before

dismissing.

Equity Pause

Teacher

Reflection

After the

Lesson

● Overall, how did the lesson go? From your perspective? From your students' perspective?




Student Materials

In the following pages, you’ll find student materials for Day 5 of the high school lesson.

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Name: ______________________________ Date: _________________

Objectives: Agenda:

I will use published public health guidance to

develop a plan for the redesign and revised

operating procedures for a grocery store in the

post-pandemic era.

I will give and receive instructive and constructive

feedback on redesign plans.

● Framing Today’s Class

● Independent Work Time

● Feedback Protocol

● Respond to Feedback & Finalize

Redesign

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Feedback Protocol:

Step 1: Review your work so far and note the two rows that you would like your partner to focus on when providing feedback. These two rows should reflect the areas you believe need the most revision prior to the end of class. Put a check mark next to the two selected rows.

Step 2: Trade tasks with your partner.

● Review the two rows specified by your partner with attention to the following criteria:

1. Clarity of suggested change,

2. Feasibility of suggested change, and

3. Alignment of cited evidence and suggested change.

● Ask your partner clarifying questions as needed.

● Complete the feedback form below.

● Once both of you have had an opportunity to complete the feedback form, trade notes

and communicate your feedback.

Feedback form appears on the next page.

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Feedback Form:

What strengths do you see in your partners work? Use the criteria listed on the previous page to choose 1-2 things.

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Store Practice 1 (specified by your partner):

__________________________________________________________________________

Using the listed criteria, what is one gap you see in your partner’s work?

__________________________________________________________________________

__________________________________________________________________________

Concretely, what can your partner do to address this gap?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

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Store Practice 2 (specified by your partner): __________________________________________________________________________

Using the listed criteria, what is one gap you see in your partner’s work?

__________________________________________________________________________

__________________________________________________________________________

Concretely, what can your partner do to address this gap?

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Documents

SAMPLE TRANSITIONAL LESSON: HIGH SCHOOLtntp.org/assets/documents/TNTP_Providence...Sample Lesson: High School, Day 4 Lesson Plan About the lesson Today is the second day of the three-day