3/1/2021
Intentional Thinking Map: Spring 2021
Intentional
inking Map: Spring 2021
Please use this as a guide to your lesson plan for your formal observation.
* Required
Email address *
ramires@martinschools.org
Last Name *
Ramirez
Evaluator *
Blavatt
Cizek
Connolly
Geiger
Scott
https://docs.google.com/forms/d/e/1FAIpQLSf-qRO0GuK-VQOxprEKLxeAz5j82nw_FI8X41Vl9oByoarhGA/viewform
1/7
3/1/2021
Intentional Thinking Map: Spring 2021
Class subject for the evaluation
English 2 Through ESOL
Grade
10
Unit Title
Guided Reading
Duration of lesson
One day
Two Days
More Than Two Days
Other:
Clear selection
Lesson Timing
Introducing New Content
Deepening Knowledge or Practicing
Generating and Testing Hypotheses
Clear selection
https://docs.google.com/forms/d/e/1FAIpQLSf-qRO0GuK-VQOxprEKLxeAz5j82nw_FI8X41Vl9oByoarhGA/viewform
2/7
3/1/2021
Intentional Thinking Map: Spring 2021
Florida Standard Number: http://www.cpalms.org/Public/
LAFS.910.RL.1.2
LAFS.910.RL.1.3
Cognitive Complexity Number of Standard (Depth of Knowledge)
http://www.cpalm.org/CPALMS/dok.aspx
Level 4
Level 3
Level 2
Clear selection
Scale aligned to standard (Level 4- Extension)
Ex: Analyze the consequences of political compromises in America to develop a persuasive
understanding of the past. Hypothesize a substantive and credible claim about whether the Civil War
could have been avoided and support with sufficient historical evidence.
I can analyze similarities and differences between two or more characters, settings or
events. I can analyze how characters are
introduced and developed.
Scale aligned to standard (Level 3- Proficiency): Ex: Analyze the consequences of political
compromises in America to develop a persuasive understanding of the past. Hypothesize a
substantive and credible claim about whether the Civil War could have been avoided and
support with sufficient historical evidence.
https://docs.google.com/forms/d/e/1FAIpQLSf-qRO0GuK-VQOxprEKLxeAz5j82nw_FI8X41Vl9oByoarhGA/viewform
3/7
3/1/2021
Intentional Thinking Map: Spring 2021
I can identify the main idea. I can use specific details from the text to describe characters,
settings, or events.
Scale aligned to standard (Level 2- Skill building) Ex: Vocabulary identification. List
historical events. Identify regional economic differences. Identify key political theories active
in US leading up to Civil War.
What details in this story support the main idea? What is the difference between the topic of
the passage and the main idea of the passage? I can identify the characters, setting, or
events.
Daily Learning Target (What will students learn in this class, today?)
I can identify the main idea. I can use specific details from the text to describe characters,
settings, or events.
Assessment and Monitoring Techniques (What student evidence will reveal student
comprehension of daily learning target?)
Post- Google docs, Readworks
Lesson Procedures (What are the steps that you will use to reach the daily target?)
Pre-reading: Vocabulary frontloading- each reading group will start with vocabulary
frontloading on google docs. What do we know about this topic. Words that we already
know. During reading: choral reading and content inventory strategies.
https://docs.google.com/forms/d/e/1FAIpQLSf-qRO0GuK-VQOxprEKLxeAz5j82nw_FI8X41Vl9oByoarhGA/viewform
4/7
3/1/2021
Intentional Thinking Map: Spring 2021
Dominant Elements (select more than six- Identifying Critical Content is ALWAYS scored )
Identifying Critical Content from the Standards
Previewing New Content
Helping Students Process New Content
Using Questions to Help Students Elaborate on Content
Reviewing Content
Helping students practice skills, strategies & processes
Helping Students Examine Similarities and Differences
Helping Students Examine Their Reasoning
Helping Students Revise Knowledge
Helping Students Engage in Cognitively Complex Tasks
Using Formative Assessment to Track Progress
Providing Feedback and Celebrating Progress
Organizing Students to Interact with Content
Establishing and Acknowledging Adherence to Rules and Procedures
Using Engagement Strategies
Establishing and Maintaining Effective Relationships in a Student Centered Classroom
Communicating High Expectations for Each Student to Close the Achievement Gap
What is your Deliberate Practice? How will this lesson highlight your deliberate practice?
https://docs.google.com/forms/d/e/1FAIpQLSf-qRO0GuK-VQOxprEKLxeAz5j82nw_FI8X41Vl9oByoarhGA/viewform
5/7
3/1/2021
Intentional Thinking Map: Spring 2021
Using Formative Assessment to Track Progress. Students are tracking their reading
progress. This lesson highlights my deliberate practice because it is a glimpse of our guided
reading instruction.
Adaptations for unique student needs (ESE, 504, ELL)
Frontloading vocabulary. explicit instruction and small group instruction. Native Language
support. Collaborate in small group. We will be using and creating: Charts, graphic
organizers, labeling, check off list.
Technology:
Text to Speech for passages. Google docs.Read Works. Quizlet: diagrams, academic
vocab/games
Adaptations for students in bottom quartile, subgroups and or high achieving (What data are
you looking at and how are you adjusting instruction)
Students will be purposefully grouped based on their pre-test, language, or skill level. I am
pulling data from their ACESS 2.0 assessment to group students. The goal is to focus on
what the students can do descriptors and support them to move to the next level in the four
language domains.
Resources & materials
ReadWorks, google docs,
A copy of your responses will be emailed to the address you provided.
Submit
Never submit passwords through Google Forms.
https://docs.google.com/forms/d/e/1FAIpQLSf-qRO0GuK-VQOxprEKLxeAz5j82nw_FI8X41Vl9oByoarhGA/viewform
6/7
3/1/2021
Intentional Thinking Map: Spring 2021
reCAPTCHA
Privacy Terms
This form was created inside of Martin County School District. Report Abuse
Forms
https://docs.google.com/forms/d/e/1FAIpQLSf-qRO0GuK-VQOxprEKLxeAz5j82nw_FI8X41Vl9oByoarhGA/viewform
7/7