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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
Student Materials ..................................................................................................................................................................................................................................................................................................................... 32
Instructional Materials ........................................................................................................................................................................................................................................................................................................... 41
High School Lesson, Day 5 ........................................................................................................................................................................................................................................................................................................ 55
Lesson Plan ................................................................................................................................................................................................................................................................................................................................. 55
Student Materials ..................................................................................................................................................................................................................................................................................................................... 62
1 https://www.nwea.org/content/uploads/2020/05/Collaborative-Brief_Covid19-Slide-APR20.pdf.
SAMPLE TRANSITIONAL LESSON: HIGH SCHOOL
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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)
SAMPLE TRANSITIONAL LESSON: HIGH SCHOOL
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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).
SAMPLE TRANSITIONAL LESSON: HIGH SCHOOL
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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
SAMPLE TRANSITIONAL LESSON: HIGH SCHOOL
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Teacher Actions Student Actions Supports for Multilingual Learners
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.
SAMPLE TRANSITIONAL LESSON: HIGH SCHOOL
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Teacher Actions Student Actions Supports for Multilingual Learners
● 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.
SAMPLE TRANSITIONAL LESSON: HIGH SCHOOL
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Teacher Actions Student Actions Supports for Multilingual Learners
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
Preview Discussion Questions (2 minutes):
● 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.
SAMPLE TRANSITIONAL LESSON: HIGH SCHOOL
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Teacher Actions Student Actions Supports for Multilingual Learners
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.
Write to Think (5 minutes):
● 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
Discussion Round 1 (10 minutes):
● 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
SAMPLE TRANSITIONAL LESSON: HIGH SCHOOL
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Teacher Actions Student Actions Supports for Multilingual Learners
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.
Discussion Round 2 (10 minutes):
● 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.
Discussion Round 2 (10 minutes):
● 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...”
SAMPLE TRANSITIONAL LESSON: HIGH SCHOOL
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Teacher Actions Student Actions Supports for Multilingual Learners
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?
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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
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? 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
grocery stores, how would you respond?
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.
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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
SAMPLE TRANSITIONAL LESSON: HIGH SCHOOL
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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.
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.
SAMPLE TRANSITIONAL LESSON: HIGH SCHOOL
23
● 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
● 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 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.
● 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).
Scaffolds for the Range of Learners
● 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.
● 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.
SAMPLE TRANSITIONAL LESSON: HIGH SCHOOL
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.
Teacher Actions Student Actions Supports for Multilingual Learners
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.
SAMPLE TRANSITIONAL LESSON: HIGH SCHOOL
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.
SAMPLE TRANSITIONAL LESSON: HIGH SCHOOL
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
Preview Discussion Questions (2 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.
Preview Discussion Questions (2 minutes):
● 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?
Read Document 1 (10 minutes):
● Read the article independently. As they
read, annotate for information that may
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.
SAMPLE TRANSITIONAL LESSON: HIGH SCHOOL
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.
● Have students read independently and
then share their findings or have them
work in strategic pairs.
Chew
(Round 1)
Process New
Information
10 minutes
Write to Think (3 minutes):
● Prompt students to respond to the 2
questions that follow independently. This
is an opportunity for them to get some
initial thinking down prior to engaging in
the full class discussion.
● How can you use this information to inform
your grocery store design?
● What question does this bring up for you?
Write to Think (3 minutes):
● Respond to two discussion questions in
order to begin gathering thoughts for
discussion.
● How can you use this information to inform
your grocery store design?
● What question does this bring up for you?
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
SAMPLE TRANSITIONAL LESSON: HIGH SCHOOL
28
Discussion Round 1 (7 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.
● 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.
Discussion Round 1 (7 minutes):
● 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)
Read Document 2 (10 minutes):
● Have students read the excerpted Vox
article included in their handout. Prompt
Read Document 2 (10 minutes):
● Read the article independently. As they
read, annotate for information that may
help to inform their grocery store design.
Vocabulary:
● Contradictory
● Transmission
SAMPLE TRANSITIONAL LESSON: HIGH SCHOOL
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.
● Have students read independently and
then share their findings or have them
work in strategic pairs.
SAMPLE TRANSITIONAL LESSON: HIGH SCHOOL
30
Chew
(Round 2)
Process New
Information
13 minutes
Write to Think (3 minutes):
● Prompt students to respond to the 2
questions that follow independently.
● How can you use this information to inform
your grocery store design?
● What question does this bring up for you?
Discussion Round 2 (10 minutes):
● 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
SAMPLE TRANSITIONAL LESSON: HIGH SCHOOL
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.
SAMPLE TRANSITIONAL LESSON: HIGH SCHOOL
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?
● 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?
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?
● What question does this bring up for you?
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
Prompt/Question Response Starters
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
Prompt/Question Response Starters
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
Prompt/Question Response Starters
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
Prompt/Question Response Starters
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
SAMPLE TRANSITIONAL LESSON: HIGH SCHOOL
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.”
SAMPLE TRANSITIONAL LESSON: HIGH SCHOOL
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*
● 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
● 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.
● Social Awareness 3A: I can read social cues and respond appropriately.
● 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.
SAMPLE TRANSITIONAL LESSON: HIGH SCHOOL
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).
● 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).
● 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.
Scaffolds for the Range of Learners
● 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.
● 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.
SAMPLE TRANSITIONAL LESSON: HIGH SCHOOL
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.
Teacher Actions Student Actions Supports for Multilingual Learners
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.
SAMPLE TRANSITIONAL LESSON: HIGH SCHOOL
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
Consider embedding sentence starters into the
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.
SAMPLE TRANSITIONAL LESSON: HIGH SCHOOL
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
Consider embedding sentence starters into the
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...
SAMPLE TRANSITIONAL LESSON: HIGH SCHOOL
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.
SAMPLE TRANSITIONAL LESSON: HIGH SCHOOL
62
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?
● 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
In the following pages, you’ll find student materials for Day 5 of the high school lesson.
63
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
64
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.
65
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?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________