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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

Deserted Island: Skills, Vision, and Beliefs

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Number 3 representing AVID Excel Planning Guide: Course 1, Lesson 3

Standards and Skills

Student Agency
6.SA.BR.3 - Building Relationships
Develop a foundational familiarity and comfort with classmates
6.SA.BR.4 - Building Relationships
Identify respectful and disrespectful actions of self and others
6.SA.BR.6 - Building Relationships
Evaluate the impact of decisions on others
Interacting in Meaningful Ways
ELD.PI.6a - Interpretive
Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, problem/solution) based on close reading of a variety of grade-level texts and viewing of multimedia, with moderate support.
ELD.PI.7 - Interpretive
Explain how well writers and speakers use specific language to present ideas or support arguments and provide detailed evidence (e.g., showing the clarity of the phrasing used to present an argument) with moderate support.
ELD.PI.8 - Interpretive
Explain how phrasing, different words with similar meaning (e.g., describing a character as stingy versus economical), or figurative language (e.g., The room was like a dank cave, littered with food wrappers, soda cans, and piles of laundry) produce shades of meaning and different effects on the audience.
Language for Social Studies
ELD-SS.6-8.Explain.Expressive.a - Explain
Construct social studies explanations that introduce and contextualize phenomena or events
Social and Instructional Language
ELD-SI.4-12.Inform.d - Inform
Sort, clarify, and summarize relationships

Essential Question

What strategies can I use to be a powerful scholar?

Learning Objective

Scholars will classify a list of items to help them survive and thrive on a deserted island using three-column notes.

Teacher Preparation

  • Add any necessary information to the Welcome slide.
  • Provide students with access to academic language scripts.
  • Arrange classroom desks to be conducive to collaboration.
  • 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
If I Were Stranded on a Deserted Island
Microsoft Google PDF
Number 3 representing AVID Excel Planning Guide: Course 1, Lesson 3

Instructional Steps

Opening Routine
Student Grouping:
Pairs
Whole Class
Welcome, AVID Excel Scholars!
  • Greet each student 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: Coaching
  • 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 and the academic language scripts for “Building on What Others Say.”
  • Remind scholars that we use academic language scripts to support the use of complete sentences and academic language.
  • Ask scholars to do a Turn and Talk to paraphrase the directions. Address any questions. Pair up students.
  • 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.
  • 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: Language Coaching
  • Introduce the concept of “Language Coaching: Physical Cues.”
  • Explain the purpose of each cue and ask students to practice doing the physical cue together. 
  • Model a phase (e.g., “Hope you had fun”).
  • Ask students which cue they would use (Complete Sentence). Repeat the phrase and have them do the cue. Repeat the phrase, now, in a complete sentence (“I hope you had fun”).
  • Ask students which cue they would use now (Elaborate). Repeat the sentence and have them do the cue. Repeat the sentence and elaborate (e.g., “I hope you had fun with your family last weekend.”).
  • Ask students which cue they would use now and elaborate again. Repeat the sentence and have them do the cue. Repeat the sentence and elaborate (e.g., “I hope you had fun with your family last weekend at the barbecue at the park.”).
  • Ask students which cue they would use now (Academic Language). Repeat the sentence and have them do the cue. Repeat the sentence and add academic language (e.g., “I hope you enjoyed yourself with your family during the barbecue at the park the previous weekend.”).
  • Explain that they will be using these cues in Excel to support rigorous academic conversation and writing.
Scholar Starter: Rehearsal and Revision
  • Review the directions. Direct scholars to highlight the academic language script they will use.
  • Do a thumbs-up, thumbs-down to check for understanding and clarify the directions as necessary.
  • Direct scholars to highlight the academic language script they will use.
  • Engage.
  • 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 and engage in a celebration.
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:
Small Groups
Deserted island: Scenario
  • Display and distribute If I Were Stranded on a Deserted Island…
  • Define the word “scenario” (an imaginary situation or a sequence of events).
  • Review the directions and sentence frames. Point out that the sentence frame will guide them in responding to the prompt (Paraphrase = In this scenario…; Clarify = What I heard you saying…; Expand = so we will have to…).
  • Do a thumbs-up, thumbs-down to check for understanding and clarify the directions as necessary.
  • Engage.
  • 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 and engage in a celebration.
Deserted Island: Clarifying Vocabulary
  • Review the directions.
  • Ask partners to paraphrase the directions to each other and clarify the directions as necessary.
  • Engage.
  • Use an attention-getter to quiet the class.
  • Ask if any items still need clarification. Address as necessary.
Deserted Island: Choose Items
  • Review the directions and sentence frames.
  • Define survive and thrive. Have scholars add the words to their notes. Surviving means to continue to live or exist, especially when there is danger or hardship, and thriving means to grow, develop, or be successful.
  • Ask partners to paraphrase the directions to each other and clarify the directions as necessary.
  • Engage.
  • Use an attention-getter to quiet the class.
Deserted Island Items: Numbered Heads Together
  • Direct scholars to form groups of four. Check to ensure that students are grouped properly and have assigned themselves a number.
  • Chorally read the task. Ask one courageous contributor to paraphrase the task. Clarify the directions as necessary.
  • Engage.
  • Use an attention-getter to quiet the class.

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 one or two courageous contributors to share their answers.
  • Celebrate after each response.  
  • Repeat several times.
Deserted Island: Three-Column Notes
  • Model setting up three-column notes titled 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
  • Define classify (to arrange into groups based on similarities).
  • Review the directions and sentence frame.
  • Ask groups to paraphrase the directions to each other and clarify as necessary.
  • Engage.
  • Use an attention-getter to quiet the class.
Numbered Heads Together: Share-Out 2
  • Review the directions, sentence frame, and new word bank. Remind them that they can change the form or the words (e.g., survive, survived, surviving, survives).
  • 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.
Closing Routine
Student Grouping:
Individual
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. 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, 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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