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DPG Sampler
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Becoming A Powerful Scholar
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DPG Topic — C01 U01 Intro To AVID Excel Sampler

GROW

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Number 2 representing AVID Excel Planning Guide: Course 1, Lesson 1

Standards and Skills

Student Agency
6.SA.BR.3 - Building Relationships
Develop a foundational familiarity and comfort with classmates
Rigorous Academic Preparedness
6.RAP.C.3 - Collaboration
Monitor word choice when speaking
7.RAP.C.1a - Collaboration
Distinguish between effective and ineffective language during interactions
7.RAP.W.6a - Writing
Take notes, with an emphasis on recording main ideas and important information
Interacting in Meaningful Ways
ELD.PI.4 - Collaborative
Adjust language choices according to purpose (e.g., explaining, persuading, entertaining), task, and audience.
ELD.PI.5 - Interpretive
Demonstrate active listening in oral presentation activities by asking and answering detailed questions, with occasional prompting and moderate support.
ELD.PI.11a - Productive
Justify opinions or persuade others by providing relevant textual evidence (e.g., quoting from the text or referring to what the text says) or relevant background knowledge, with moderate support.
ELD.PI.12a - Productive
Use a growing set of academic words (e.g., author, chart, global, affect), domain-specific words (e.g., scene, setting, plot, point of view, fraction, cell membrane, democracy), synonyms, and antonyms to create precision and shades of meaning while speaking and writing.
Social and Instructional Language
ELD-SI.4-12.Inform.b - Inform
Report on explicit and inferred characteristics, patterns, or behavior
ELD-SI.4-12.Inform.e - Inform
Summarize most important aspects of information
ELD-SI.4-12.Narrate.b - Narrate
Connect stories with images and representations to add meaning

Essential Question

What strategies can I use to be a powerful scholar?

Learning Objective

Scholars will analyze the acronym GROW using Numbered Heads Together.

Teacher Preparation

  • Add any necessary information to the Welcome slide.
  • Prepare music to use during GROW partners.
  • Designate one side of the room for “This” and the other side for “That."
  • Arrange classroom desks to be conducive to collaboration.
  • Provide chart paper (one per group) and markers.
  • Provide sticky notes for each scholar.
  • Identify opportunities for language coaching.
  • Prepare resources so they can be displayed and/or distributed.
  • If the lesson lasts more than one day, prepare a Scholar Starter and Exit Ticket for each additional day.

Resources

AVID Excel Academic Language Scripts
PDF
Number 2 representing AVID Excel Planning Guide: Course 1, Lesson 1

Instructional Steps

Opening Routine
Student Grouping:
Pairs
Whole Class
Welcome, AVID Excel Scholars!
  • Greet each scholar at the door.
  • Review resources and preparation with scholars.
  • Remind scholars of the GROW acronym by explaining that GROW is a learning tool to help scholars focus on the behaviors and mindsets that will accelerate success in school and beyond. Use choral reading to review GROW aloud together.
Unit 1: Ready to GROW as a Powerful Scholar
  • Remind scholars that AVID Excel has four units each year, and they will review the unit title at the beginning of each class to remind them of the focus of the learning.
  • Chorally read the title of Unit 1 and review the theme.
  • Read the lesson title aloud to the class.
Scholar Starter: This or That
  • Remind scholars of the purpose of Scholar Starters: to begin each class period, prepare for the day's lesson, and engage in reading, writing, speaking, and listening.
  • Use the physical cue for thinking while reading and reviewing the thinking prompt aloud. Provide scholars with some quiet time to think about the prompt.
  • Review the directions.
  • Point out which side of the room they move to for “This” and which side for “That.” Point to one side and ask which side it is. Scholars respond together.
Scholar Starter: This or That 1
  • Review the directions for what scholars will do when they move to one side. Point out that the sentence frame will guide them in responding to the prompt (Paraphrase = I heard you say…; Clarify = What I heard you say…; Expand = That means we both…).
  • Remind scholars that sentence frames support rigorous academic conversation, and that they can fill the spaces with their original phrases. This is not a fill-in-the-blank exercise with a specific, correct answer.
  • Do a thumbs-up, thumbs-down to check for understanding and clarify the directions as necessary.
  • Ask scholars to choose, move, and find a partner.
  • Direct students to choose who will be A (Awesome) and who will be B (Brilliant).
  • Ask the Awesome (A) partners to raise their hands. Repeat for the Brilliant (B) partners.
  • Engage.
  • Use an attention-getter to quiet the class and then engage in a celebration.
Scholar Starter: This or That 2
  • Remind scholars what they will do when they move to one side. Point out that the sentence frames are the same and will guide them in responding to the prompt (Paraphrase = I heard you say…; Clarify = What I heard you say…; Expand = That means we both…).
  • Ask scholars to choose, move, and find a new partner.
  • Direct scholars to choose who will be A (Awesome) and who will be B (Brilliant).
  • Ask the Awesome (A) partners to raise their hands. Repeat for the Brilliant (B) partners.
  • Engage.
  • Use an attention-getter to quiet the class and then engage in a celebration.
Scholar Starter: This or That 3
  • Ask scholars to choose, move, and find a new partner.
  • Direct scholars to choose who will be A (Awesome) and who will be B (Brilliant).
  • Ask the Awesome (A) partners to raise their hands. Repeat for the Brilliant (B) partners.
  • Engage.
  • Use an attention-getter to quiet the class, engage in a celebration, and direct them to return to their seats.
Learning Objective: Introduction
  • Remind scholars that each lesson in Excel will have a Learning Objective that sets the purpose for the lesson and identifies what they will be doing in class on that day.
  • Read the objective aloud to scholars. Then, reread the objective, prompting scholars to drop-in read the words in blue. 
  • Provide a moment for scholars to think about the importance of this learning objective.
  • Review the prompt and model a response using one of the claim and evidence sentence frames.
  • Have scholars turn to a partner and use a claim and evidence sentence frame to discuss the prompt.  
  • Ask one or two courageous contributors to share their answers.
  • Celebrate after each response.
Essential Question

  • Remind scholars that each unit in Excel has three Essential Questions. Essential Questions guide thinking and learning. By the end of each unit, they should be able to answer them.
  • Use choral reading or call and response to review the Essential Question with the class.
Engage
Student Grouping:
Pairs
Small Groups
Whole Class
GROW: Acronym
  • Explain that GROW is an acronym, meaning that all the letters in the word are capitalized because they stand for something specific (e.g., G = Get ready to learn). Direct them to add this word and definition to their notes.
  • Ask the class to share other acronyms they might know (e.g., NASA, RADAR, ASAP, AVID, WICOR®.)
  • Explain that scholars will be expanding on each of the letters of GROW to identify specific behaviors and mindsets that could go with each letter.
Numbered Heads Together
  • Check to ensure that students are grouped properly and have assigned themselves a number.
  • Chorally read the note.
GROW: Behaviors and Mindsets
  • Review the directions.
  • Do a thumbs-up, thumbs-down to check for understanding and clarify the directions as necessary.
Get Ready to Learn by _____
  • Review the task and the example response.
  • Review the words in the word bank by chorally reading them. Point out that these are the same words as yesterday because mastery takes time and practice.
  • Direct scholars to use one or more words in their responses. Remind them that they can change the form or the words (e.g., practice, practiced, practicing, practices).
  • Review the considerations to think about as they develop their lists.
  • Engage.  
  • Use an attention-getter to quiet the class and engage in a celebration.
Numbered Heads Together: Share Out
  • Review the directions and the sentence frame.
  • Call out a number between 1–4 and have all scholars with that number stand.
  • Ask the class to snap their fingers if they hear one of the speakers use a word from the word bank. Practice this once or twice by saying a sentence that includes the words and having scholars snap.
  • Ask one or two courageous contributors to share their answers.
  • Celebrate after each response.
Review What You Know By _____
  • Review the task and the example response.
  • Remind scholars to use the word bank and the considerations to think about as they develop their lists. Ask them to snap when someone uses a word from the word bank.
  • Engage.
  • Use an attention-getter to quiet the class and engage in a celebration.
Numbered Heads Together: Share Out 2
  • Review the directions and the sentence frame.
  • Call out a number between 1–4 and have all scholars with that number stand.
  • Remind the class to snap their fingers if they hear one of the speakers use a word from the word bank.
  • Ask one or two courageous contributors to share their answers.
  • Celebrate after each response.
Open Your Mind By ______
  • Review the task and the example response.
  • Remind scholars to use the word bank and the considerations to think about as they develop their lists and to snap when someone uses a word from the word bank.
  • Engage. 
  • Use an attention-getter to quiet the class and engage in a celebration.
Numbered Heads Together: Share Out 3
  • Call out a number between 1–4 and have all scholars with that number stand.
  • Remind the class to snap their fingers if they hear one of the speakers use a word from the word bank.
  • Ask one or two courageous contributors to share their answers.
  • Celebrate after each response.
Wonder and Ask By _____
  • Review the task and the example response.
  • Remind scholars to use the word bank and the considerations to think about as they develop their lists and to snap when someone uses a word from the word bank.
  • Engage. 
  • Use an attention-getter to quiet the class and engage in a celebration.
Numbered Heads Together: Share Out 4
  • Call out a number between 1–4 and have all scholars with that number stand.
  • Remind the class to snap their fingers if they hear one of the speakers use a word from the word bank.
  • Ask one or two courageous contributors to share their answers.
  • Celebrate after each response.
GROW Partners
  • Review the directions. Scholars need a different name for each letter. Address any questions.
  • Ask scholars to do a Turn and Talk to paraphrase the directions.
  • Start music and engage. Repeat for each letter in GROW. Remind scholars they need a different name for each letter.
  • After the fourth round, use an attention-getter to quiet the class. Return to seats.
  • Explain that scholars will be using these partners in future lessons.
Closing Routine
Student Grouping:
Individual
Whole Class
Exit Ticket: Sticky Note Reflection
  • Remind scholars each day in Excel will end with a closing routine made up of an exit ticket and check-in to see how well the class has achieved the learning objective for the day.
  • Use the physical cue for thinking while reading and reviewing the prompt aloud.
  • Review the sentence frame. Model a response.
  • Remind scholars to use one or more words in their responses. Remind them they can change the form or the words (e.g., practice, practiced, practicing, practices).
  • Provide sticky notes. Remind scholars to put their name on the sticky note. Engage.
  • If time allows, ask one or two courageous contributors to share their answers. Celebrate after each response.  
Learning Objective: Check-In
  • Remind scholars that each lesson in Excel has a Learning Objective that sets the purpose for the lesson and identifies what they will be doing in class on that day.
  • Conduct a Fist-to-Five to assess how the class achieved the learning objective (1 = Not even close; 5 = A++). Point out that sometimes there will be many 1s and sometimes there will be 5s. There is no right answer. Either way, the check-in allows them to assess their success and adjust for the next day.
  • Finish with a celebration.
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