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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

The AVID College and Career Readiness Framework

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Number 4 representing AVID Excel Planning Guide: Course 1, Lesson 4

Standards and Skills

Student Agency
6.SA.BR.5 - Building Relationships
Check group members' level of understanding
Rigorous Academic Preparedness
6.RAP.C.3 - Collaboration
Monitor word choice when speaking
Opportunity Knowledge
6.OK.ACP.4 - Advancing College Preparedness
Articulate the importance of long-term academic plans as a part of goal setting and achievement
6.OK.BCP.3a - Building Career Preparedness
Establish initial knowledge around the characteristics that contribute to academic, social, and financial fit
Interacting in Meaningful Ways
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.6b - Interpretive
Express inferences and conclusions drawn based on close reading of grade-level texts and viewing of multimedia using a variety of verbs (e.g., suggests that, leads to).
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.
Social and Instructional Language
ELD-SI.4-12.Explain.d - Explain
Offer alternatives to extend or deepen awareness of factors that contribute to particular outcomes
ELD-SI.4-12.Narrate.d - Narrate
Recount and restate ideas to sustain and move dialogue forward
ELD-SI.4-12.Narrate.a - Narrate
Share ideas about one's own and others' lived experiences and previous learning
Language for Language Arts
ELD-LA.6-8.Inform.Interpretive.b - Inform
Interpret language arts arguments by analyzing observations and descriptions in textual evidence for key attributes, qualities, characteristics, activities, and behaviors

Essential Question

What strategies can I use to be a powerful scholar?

Learning Objective

Scholars will define the components of the AVID College and Career Readiness Framework using three-column notes.

Teacher Preparation

  • Add any necessary information to the Welcome slide.
  • Prepare resources so they can be displayed and/or distributed.
  • Arrange classroom desks to be conducive to collaboration.
  • Prepare music for Mingle, Mingle.
  • Preview People Like Me. Vimeo, YouTube
  • Provide sticky notes for each scholar.
  • If the lesson lasts more than one day, prepare a Scholar Starter and Exit Ticket for each additional day.

Number 4 representing AVID Excel Planning Guide: Course 1, Lesson 4

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 that GROW is a learning tool to help them focus on the behaviors and mindsets that will accelerate success in school and beyond. Use call and response to review GROW aloud together (“I say G. You say 'Get ready to learn.'”).
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: Mingle, Mingle
  • 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. (Partners were created in Lesson 3 and can be found on the back of name tents.)
  • Ask scholars to do a Turn and Talk to paraphrase the directions. Address any questions.
  • Start music. Stop music. Pair up. Direct scholars to choose who will be A (Awesome) and B (Brilliant).
  • Ask the Awesome (A) partners to raise their hands. Repeat for the Brilliant (B) partner.
  • Partners share. Encourage the use of language coaching using the physical cues from Lesson 3.
  • Set a timer for each partner to share or prompt scholars when it is time for Partner B to share.
  • Use an attention-getter to quiet the class. Ask one or two courageous contributors to share their answers. Celebrate after each response.
Scholar Starter: Mingle, Mingle 2
  • Review the prompt. Ask for a courageous contributor to define survive and thrive from their Lesson 3 notes. (Survive: to continue to live or exist, especially when there is danger or hardship. Thrive: to grow, develop, or be successful.)
  • Start the music. Stop the music. Pair up. Direct students to choose who will be A (Awesome) and B (Brilliant).
  • Ask the Awesome (A) partners to raise their hands. Repeat for the Brilliant (B) partners.
  • Partners share. Encourage the use of language coaching using the physical cues for Lesson 3.
  • Set a timer for each partner to share or prompt scholars when it is time for Partner B to share.
  • Use an attention-getter to quiet the class. Ask one or two courageous contributors to share their answers. Celebrate after each response.
Scholar Starter: Mingle, Mingle 3
  • Start the music. Stop the music. Pair up. Direct students to choose who will be A (Awesome) and B (Brilliant).
  • Ask the Awesome (A) partners to raise their hands. Repeat for the Brilliant (B) partners.
  • Partners share. Encourage the use of language coaching using the physical cues for Lesson 3.
  • Set a timer for each partner to share or prompt scholars when it is time for Partner B to share.
  • Use an attention-getter to quiet the class. Ask one or two courageous contributors to share their answers. Celebrate after each response.  
Scholar Starter: Mingle, Mingle 4
  • Start the music. Stop the music. Pair up. Direct students to choose who will be A (Awesome) and B (Brilliant).
  • Ask the Awesome (A) partners to raise their hands. Repeat for the Brilliant (B) partners.
  • Partners share. Encourage the use of language coaching using the physical cues for Lesson 3.
  • Set a timer for each partner to share or prompt scholars when it is time for Partner B to share.
  • Use an attention-getter to quiet the class. Ask one or two courageous contributors to share their answers. Celebrate after each response.
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
People Like Me
  • Review the task.
  • Watch the video multiple times if necessary.
  • Form groups and discuss.
  • After the discussion, do a fist-to-five on the quality of the conversation.
  • Ask scholars if they took out their Academic Language Scripts and if they used them. Connect the video to agency and taking ownership of their own learning.
Collage and Career Readiness: Activate Prior Knowledge
  • 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.
  • Remind scholars that we use academic language scripts to support the use of complete sentences and academic language.
  • Instruct scholars to highlight an “Expressing an Opinion” and “Building on What Others Say” language script that they are willing to commit to using in their conversation.
  • Pair up. Direct students to choose who will be A (Awesome) and B (Brilliant).
  • Ask the Awesome (A) partners to raise their hands. Repeat for the Brilliant (B) partners.
  • Partners share.
  • Set a timer for each partner to share or prompt scholars when it is time for Partner B to share.
  • Use an attention-getter to quiet the class. Ask one or two courageous contributors to share their answers. Celebrate after each response. 
  • Conduct a Fist-to-Five to assess how well scholars used their language scripts (1 = Oops, I forgot; 5 = Smooth and seamless). Point out that using academic language scripts might still feel awkward, but with practice, it will get easier, and soon it will be natural.
College and Career Readiness: Three-Column Notes
  • Model setting up three-column notes with the titles Skills, Vision, and Beliefs.
  • Direct scholars to set up their notes.
  • Chorally read the descriptors for each column. Direct scholars to add to their notes.
Classify: Three-Column Notes

  • Ask for a courageous contributor to define classify (from their Lesson 3 notes). Arrange scholars into groups based on based on similarities.
  • Review the directions and sentence frame. Clarify as necessary.
  • Engage.

  • Use an attention-getter to quiet the class.

Numbered Heads Together: Share-Out
  • Review the directions and sentence frame.
  • Ask the class to snap their fingers if they hear one of the speakers use a word from the word bank.
  • Call out a number between 1–4 and have all scholars with that number stand.
  • Ask one or two courageous contributors to share their answers.
  • Celebrate after each response.  
  • Repeat several times.
AVID: What Scholars Need
  • Review the icons and terms AVID uses for skills, vision, and beliefs. Direct scholars to add this to their notes.
The AVID College and Career Readiness Framework: What Scholars Need
  • Review the AVID College and Career Readiness Framework. Have scholars add to their notes.
  • Each side of the triangle represents what students need to be college- and career-ready.
College and Career Readiness: Mingle, Mingle
  • Review the directions. (Partners were created in Lesson 3 and can be found on the back of Name Tents.)
  • Ask scholars to do a Turn and Talk to paraphrase the directions. Address any questions.
  • Start the music. Stop the music. Pair up. Direct students to choose who will be A (Awesome) and B (Brilliant).
  • Ask the Awesome (A) partners to raise their hands. Repeat for the Brilliant (B) partners.
  • Partners share. Encourage the use of language coaching using the physical cues for Lesson 3.
  • Set a timer for each partner to share or prompt scholars when it is time for Partner B to share.
  • Use an attention-getter to quiet the class. Ask one or two courageous contributors to share their answers. Celebrate after each response.
College and Career Readiness: Mingle, Mingle 2

  • Review prompt.
  • Start the music. Stop the music. Pair up. Direct students to choose who will be A (Awesome) and B (Brilliant).
  • Ask the Awesome (A) partners to raise their hands. Repeat for the Brilliant (B) partners.
  • Partners share. Encourage the use of language coaching using the physical cues for Lesson 3.
  • Set a timer for each partner to share or prompt scholars when it is time for Partner B to share.

  • Use an attention-getter to quiet the class. Ask one or two courageous contributors to share their answers. Celebrate after each response. 

College and Career Readiness: Mingle, Mingle 3
  • Start the music. Stop the music. Pair up. Direct students to choose who will be A (Awesome) and B (Brilliant).
  • Ask the Awesome (A) partners to raise their hands. Repeat for the Brilliant (B) partners.
  • Partners share. Encourage the use of language coaching using the physical cues for Lesson 3.
  • Set a timer for each partner to share or prompt scholars when it is time for Partner B to share.
  • Use an attention-getter to quiet the class. Ask one or two courageous contributors to share their answers. Celebrate after each response.
College and Career Readiness: Mingle, Mingle 4

  • Start the music. Stop the music. Pair up. Direct students to choose who will be A (Awesome) and B (Brilliant).
  • Ask the Awesome (A) partners to raise their hands. Repeat for the Brilliant (B) partners.
  • Partners share. Encourage the use of language coaching using the physical cues for Lesson 3.
  • Set a timer for each partner to share or prompt scholars when it is time for Partner B to share.

  • Use an attention-getter to quiet the class. Ask one or two courageous contributors to share their answers. Celebrate after each response.

Closing Routine
Student Grouping:
Individual
Whole Class
Exit Ticket: Sticky Note Reflection
  • Remind scholars that 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.
  • 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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