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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 Excel Contracts

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Number 5 representing AVID Excel Planning Guide: Course 1, Lesson 5

Standards and Skills

Student Agency
6.SA.BR.1 - Building Relationships
Establish norms and expectations around shared responsibility among group members
6.SA.BR.2 - Building Relationships

Establish norms and expectations around appreciating uniqueness among group members

6.SA.BR.4 - Building Relationships
Identify respectful and disrespectful actions of self and others
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.2 - Collaborative
Engage in longer written exchanges with peers and collaborate on more detailed written texts on a variety of topics, using technology when appropriate.
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.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.
Language for Language Arts
ELD-LA.6-8.Inform.Expressive.a - Inform
Construct informational texts in language arts that introduce and define topic and/or entity for audience
ELD-LA.6-8.Inform.Interpretive.a - Inform
Interpret language arts arguments by identifying and/or summarizing main ideas and their relationship to supporting ideas
ELD-LA.6-8.Inform.Interpretive.c - Inform
Interpret language arts arguments by evaluating the impact of author�s key word choices over the course of a text
Social and Instructional Language
ELD-SI.4-12.Explain.b - Explain
Follow and describe cycles and sequences of steps or procedures and their causes and effects

Essential Question

What strategies can I use to be a powerful scholar?

Learning Objective

Scholars will understand the expectations of AVID Excel using AnswerGarden and critical reading.

Teacher Preparation

  • Add any necessary information to the Welcome slide.
  • Arrange classroom desks to be conducive to collaboration.
  • Set up the Social Contract in AnswerGarden. (If scholars do not have digital devices, this can be done on chart paper.)
  • 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
AVID Excel Student Contract
Microsoft Google PDF
Number 5 representing AVID Excel Planning Guide: Course 1, Lesson 5

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
  • Chorally read the title of Unit 1 and review the theme.
  • Read the lesson title aloud to the class.
Scholar Starter: Image Analysis
  • 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.
  • Ask scholars to do a turn and talk to paraphrase the directions. Address any questions.
  • Provide a few moments to study the image.
  • Pair up. 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.
  • 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: Authentic Definition
  • Review the prompt and the sentence frame.
  • Remind scholars of the concept of an authentic definition (a definition that makes the word understandable so it can be used confidently and appropriately).
  • Engage.
  • Use an attention-getter to quiet the class.
Scholar Starter: Fashion Friend
  • Review the directions. Answer any questions.
  • Engage.
  • Prompt scholars to repeat the process with a new partner.
  • Use an attention-getter to quiet the class. Ask one or two courageous contributors to share their answers. Celebrate after each response. Have scholars return to their seats.
Learning Objective: Introduction
  • 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.
  • Finish with a celebration.  
Essential Question
  • Use choral reading or call and response to review the Essential Question with the class.
Engage
Student Grouping:
Pairs
Trios
Whole Class
Contract: 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.
  • Pair up. Direct students to choose who will be A (Awesome) and who will be B (Brilliant).
  • Remind scholars that we use academic language scripts to support the use of complete sentences and academic language. Review the “Expressing an Opinion” language scripts.
  • 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. Engage in a celebration 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.
Social Contract Definition
  • Use drop-in reading to read the definition of a social contract.
  • Explain the definition and direct scholars to add to their notes.
Excel Social Contract
  • Review the directions and sentence frame. Clarify as necessary.
  • Review the words in the Word Bank by chorally reading them. Point out that these come from the AVID College and Career Readiness Framework and are the three areas scholars need to develop to be college- and career-ready.
  • Direct scholars to use one or more words in their responses.
  • Review the considerations to think about as they develop their lists
  • Model how to open and use AnswerGarden.
  • Engage. 
  • Use an attention-getter to quiet the class, and engage in a celebration.
Social Contract: Commit
  • Explain what it means to commit to the social contract.
  • Direct scholars to sign their names to the social contract by adding it to the AnswerGarden.
Excel Contract
  • Explain that part of participating in the Excel program is signing the AVID Student Contract.
  • Like the social contract, signing the AVID Student Contract makes their commitment to their language acceleration and college and career readiness more real and meaningful.
  • Explain that in a “skim and scan,” readers do a review of the text they are about to read. They can look for text features like titles, headings, bullets, bold text, length of paragraphs, keywords or ideas, etc.
  • Review the task and prompt. Direct scholars to take 1 minute to skim and scan the AVID Student Contract.
  • Ask one or two courageous contributors to share what they noticed. End with a celebration after each response.  
Excel Contract: Introduction
  • Chorally read the introduction together.
  • Read the introduction aloud to the class.
  • Using an “Expressing an Opinion” language script, model paraphrasing the introduction for the class.
  • Review the directions.
  • Direct students to choose who will be A (Awesome), B (Brilliant), and C (Committed).
Excel Contract: Student Agency
  • Review the directions and instruct scholars to use an “Expressing an Opinion” language script. Clarify as necessary.
  • Engage.
  • Use an attention-getter to quiet the class and celebrate after each response.
Excel Contract: Rigorous Academic Preparedness
  • Review the directions and instruct scholars to use an “Expressing an Opinion” language script. Clarify as necessary.
  • Engage.
  • Use an attention-getter to quiet the class and engage in a celebration.
Excel Contract: Opportunity Knowledge
  • Review the directions and instruct scholars to use an “Expressing an Opinion” language script. Clarify as necessary.
  • Engage. Use an attention-getter to quiet the class and engage.
Excel Contract: Commit

  • Explain that not just the scholars commit to Excel. Parents/guardians sign the contract as well because it takes a network to succeed in becoming college- and career-ready.
  • Read the directions and engage.
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 names 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, and 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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