Fayette-Ware Comprehensive High School
Lesson Design Format
(Assessment/DATA Informs Instruction)
R – Resource
A - Assessment
Plans for Day -1
Teacher:
Davis, Brian
Subject/Block:
Biology
Date: September 2, 2014
3210.1.6 Determine the relationship between
cell growth and cell reproduction.3210.4.6
Describe how meiosis is involved in the
production of egg and sperm cells.3210.4.7
Describe how meiosis and sexual reproduction
contribute to genetic variation in a population.
Focus:
Standard(s):
Phases of M phase/benchmark review
TLW compare and contrast the phases of Mphase and cytokinesis and review for their benchmark #4
Curr. and/or SPI/OBJ.
exam
Time
Plan
R&A Textbook/Teacher
Resource
Materials/Workbook
Review previous learned material
(i.e. “do now” or sponge, oral/written quiz, presentation – individual/group) – DI/RTI2
5’
TSW answer the following item for bellwork, what is the significance of DNA
replication and crossing over? Teacher and TSW discuss student responses.
Re-statement of Focus and today’s objective(s), learner expectation and plans for DI/RTI2; Introduce new
material or proceed with sequential lesson
25’
TSW and teacher will discuss the class content taught last review. The whole class
will review are the differences between haploid, diploid cells, mitosis, meiosis, and
autosomes, sex chromosomes, and homolouges chromosomes.
Supervised Practice (w/corrective feedback) – Address DI/RTI2
20’
Referring to pages 276-277 and 246-247, TSW and teacher will discuss the
differences between PMAT: prophase, metaphase, anaphase, and telophase. The
scholar will be able to distinguish between the events of each phase through textbook
illustrations and discussing textbook definitions. TSW and teacher will also describe
how cell separate during cytokinesis and how the process can differ between plant
and animal cells.
To close out cell division, teacher will illustrate to the scholars how prokaryotic cells
reproduce through binary fission.
Individual Practice (w/corrective feedback) – Engaged, Student-centered learning (DI/RTI2)
30’
TSW and teacher will play their review benchmark exam game. During the game, PC
will ask various students to answer specific questions that will come from this weeks
benchmark exam. The scholar who answers correctly will remain in the game and the
scholar who does not will be eliminated. The team with the most members will be
earn extra credit on their exam.
Effective closure-cement the learning (restatement of focus & objective(s), brief review of critical points,
reflection/class summary, assessment) – (DI/RTI2)
5’
TSW list in their notebook, three things he or she has learned from today’s class and
what he or she can do to improve their grade in class.
Revised August 2010
Fayette-Ware Comprehensive High School
Lesson Design Format
(Assessment/DATA Informs Instruction)
R – Resource
A - Assessment
Plans for Day -2
Teacher:
Davis, Brian
Subject/Block:
Biology
Date: September 3, 2014
SPI 3210.2.1 Predict how population changes
of organisms at different trophic levels affect an
ecosystem.SPI 3210.2.2 Interpret the
relationship between environmental factors and
fluctuations in population size.
Focus:
Standard(s):
Benchmark #4/What is ecology
TLW take their weekly benchmark exam, begin discussing what is ecology, and identify the source of
Curr. and/or SPI/OBJ.
energy for life process.
Time
Plan
R&A Textbook/Teacher
Resource
Materials/Workbook
Review previous learned material
(i.e. “do now” or sponge, oral/written quiz, presentation – individual/group) – DI/RTI2
5’
TSW review individually or collectively for their weekly benchmark exam. TSW and
teacher will discuss questions and answers from the benchmark exam.
Re-statement of Focus and today’s objective(s), learner expectation and plans for DI/RTI2; Introduce new
material or proceed with sequential lesson
25’
TSW take their weekly benchmark exam. The exam will consist of 30 multiple choice
items that cover SPI”s taught from the beginning of school until past week. The
scholars will have the entire block to take the exam if needed. Inclusion scholars will
be able to use their class notes and books if needed.
Supervised Practice (w/corrective feedback) – Address DI/RTI2
20’
After the exam, if time permits, scholars and teacher will go over the exam questions
and answers. The scholars will grade their exams in class. This will the scholars and
teacher to discuss the exam items and answers for remediation and clarification.
Individual Practice (w/corrective feedback) – Engaged, Student-centered learning (DI/RTI2)
30’
If time permits, TSW and teacher will begin class discussion what is ecology? During
the discussion, teacher will ask scholars to identify ways human activity have
influence the environment and describe how energy is obtain.
Effective closure-cement the learning (restatement of focus & objective(s), brief review of critical points,
reflection/class summary, assessment) – (DI/RTI2)
5’
For closure, if time permits, scholars will answer section review items on page 249
and 278. PC and TSW discuss scholars responses to check for understanding.
Revised August 2010
Fayette-Ware Comprehensive High School
Lesson Design Format
(Assessment/DATA Informs Instruction)
R – Resource
A - Assessment
Plans for Day -3
Teacher:
Davis, Brian
Subject/Block:
Biology
Date: September 4, 2014
SPI 3210.2.1 Predict how population changes
of organisms at different trophic levels affect an
ecosystem.SPI 3210.2.2 Interpret the
relationship between environmental factors and
fluctuations in population size.
Focus:
Standard(s):
Ecology introduction/vocabulary exam reivew
TLW describe ways to study ecology, trace the flow of energy through living systems, and review for
Curr. and/or SPI/OBJ.
Friday vocabulary exam
Time
Plan
R&A Textbook/Teacher
Resource
Materials/Workbook
Review previous learned material
(i.e. “do now” or sponge, oral/written quiz, presentation – individual/group) – DI/RTI2
5’
TSW answer the following: why do scientist study the environment and TSW copy
the benchmark data results from yesterday’s exam.
Re-statement of Focus and today’s objective(s), learner expectation and plans for DI/RTI2; Introduce new
material or proceed with sequential lesson
25’
TSW and teacher will begin the class discussion describing what is ecology and how
ecologist study the environment and what reasons. TSW and teacher will also
describe the various methods ecologist study the environment.
Supervised Practice (w/corrective feedback) – Address DI/RTI2
20’
TSW and teacher will discuss how energy flows through the environment. The
teacher will have scholars to describe the differences between producers, consumers,
and the four types of consumers. The class will also discuss what is a food chain and
how a food chain is affected by the removal of an organism.
Individual Practice (w/corrective feedback) – Engaged, Student-centered learning (DI/RTI2)
30’
TSW and teacher will play their weekly review game in preparation for Friday’s
vocabulary exam. Scholars who do answer their question correctly will be eliminated
from the review game. The remaining scholars will earn extra credit points for their
exam.
Effective closure-cement the learning (restatement of focus & objective(s), brief review of critical points,
reflection/class summary, assessment) – (DI/RTI2)
5’
For closure, TSW write in their notebook how he or she will prepare for tomorrow’s
exam and 3 things he or she has learned from today’s class.
Revised August 2010
Fayette-Ware Comprehensive High School
Lesson Design Format
(Assessment/DATA Informs Instruction)
R – Resource
A - Assessment
Plans for Day -4
Teacher:
Davis, Brian
Subject/Block:
Biology
Date: September 5, 2014
SPI 3210.2.1 Predict how population changes
of organisms at different trophic levels affect an
ecosystem.SPI 3210.2.2 Interpret the
relationship between environmental factors and
fluctuations in population size.
Focus:
Standard(s):
Energy transfer, vocabulary exam, benchmark study guide
TLW take their weekly vocabulary exam, discuss how energy transfers through ecosystems, and
Curr. and/or SPI/OBJ.
complete their benchmark study guide.
Time
Plan
R&A Textbook/Teacher
Resource
Materials/Workbook
Review previous learned material
(i.e. “do now” or sponge, oral/written quiz, presentation – individual/group) – DI/RTI2
5’
TSW review for their weekly vocabulary exam. TSW and teacher will review over
terms in preparation for their exam.
Re-statement of Focus and today’s objective(s), learner expectation and plans for DI/RTI2; Introduce new
material or proceed with sequential lesson
25’
TSW take their weekly vocabulary exam. The exam will consist of 9 vocabulary
items. The scholars will write the tem that best corresponds to the definitions.
Inclusion scholars will be allow to use their textbooks on the exam. Due to time
constraints, the scholars will have 20 minutes to complete the exam.
Supervised Practice (w/corrective feedback) – Address DI/RTI2
20’
TSW and teacher will continue class discuss on how energy is transferred across the
ecosystem. TSW and teacher will discuss the energy pyramid, how energy is lost, and
how the lost of an organism will affect the transfer of energy.
Individual Practice (w/corrective feedback) – Engaged, Student-centered learning (DI/RTI2)
30’
In preparation for Tuesday’s benchmark exam, scholars will be their study guide. The
study guide will consist of 40 short answer items. Each question will have a reference
page to assist the scholars find their answers.
Effective closure-cement the learning (restatement of focus & objective(s), brief review of critical points,
reflection/class summary, assessment) – (DI/RTI2)
5’
TSW will continue to complete their benchmark study guides.
Revised August 2010
Fayette-Ware Comprehensive High School
Lesson Design Format
R – Resource
A - Assessment
(Assessment/DATA Informs Instruction)
Plans for Day -5
Teacher:
Subject/Block:
Focus:
Standard(s):
Curr. and/or SPI/OBJ.
Time
Date:
TLW
Plan
R&A Textbook/Teacher
Resource
Materials/Workbook
Review previous learned material
(i.e. “do now” or sponge, oral/written quiz, presentation – individual/group) – DI/RTI2
5’
Re-statement of Focus and today’s objective(s), learner expectation and plans for DI/RTI2; Introduce new
material or proceed with sequential lesson
25’
Supervised Practice (w/corrective feedback) – Address DI/RTI2
20’
Individual Practice (w/corrective feedback) – Engaged, Student-centered learning (DI/RTI2)
30’
Effective closure-cement the learning (restatement of focus & objective(s), brief review of critical points,
reflection/class summary, assessment) – (DI/RTI2)
5’
Revised August 2010
Fayette-Ware Comprehensive High School
Lesson Design Format
(Assessment/DATA Informs Instruction)
R – Resource
A - Assessment
Plans for Day -6
Comments
Revised August 2010