1. When the bartender asked, "How's it going, Norm
When the bartender asked, "How's it going, Norm?" Norm responded, "It's a dog-eat-dog world, and I'm wearing Milkbone underwear."
What kind of “norms” do we need to keep our shorts intact?

2. Content and Language Objectives
TLW: construct content and language objectives from standards and identify the 4 modalities.
I will discuss data to connect objectives to generalizations.
I will read information and write content and language objectives while considering guiding questions and prompts
I will read and evaluate possible effectiveness of generalizations to create an assessment of student learning

4. What does the verb in the standard want the kids to do?
What would be the best way to approach the desired outcome?
What does the verb in the standard want the kids to do?
How will I know that my kids have progressed with the concepts to be practiced or mastered?
How can I incorporate as many opportunities to read write listen and speak as possible?
Do my kids understand all of the words in the objectives? What are my tier 2 and tier 3 words?

5. College and Career Readiness Anchor Standards for Reading:
Key Ideas and details 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.

6. Narrative
My students need to be able to read text, identify important information and form inferences from the text. I will know this if they can link a passage to a logical inference. I will need to support the language of “important information” and “inference.” I will need to build background with some activity and work through an example with them. Actually, from experience, I know that this is a difficult skill for kids to grasp, so I will provide several examples that they can read and respond to. I will need a graphic organizer to help them organize their thinking. I will know they can identify key info and make inferences by reading an writing independently. Today, though, I just want to know that they understand the concept and can apply this to a generalized situation.

7. TLW: Construct (write) an inference by drawing conclusions (decisions) from information in text and what I know.
After listening to examples, I will think-write-pair-share in response to scenarios (stories)
I will read short passages and complete a graphic organizer with my partner.
I will write an analogy and share it with the class.

8. Complete one or two of the following analogies.
Mysteries are/are not like inferences because_________________.
Paintings are/are not like inferences because_________________.
School is/is not like an inference because__________________.
Sports are/are not like inferences because__________________.
Challenge! Make up your OWN!
_______ are/are not like inferences because__________________.

9. Process What happens from beginning to end? Identify content vocab
1. Script out the lesson of your choice
What happens from beginning to end?
Identify content vocab
Identify functional vocab (Do they know the words? Do they need to be taught?) describe, explain, compare, define, elaborate
2. Highlight those activities that include reading, writing, listening, speaking
Is it balanced?
If not, will the other domains be addressed equally?
3. Write a content objective-use resources
Create 1-4 language objectives
5. If Time… Go to the last section of your binder and search for an assessment activity that best fits your objectives

11. Verbs for Content Objectives
Analyze
Apply
Arrange
Build a model
Demonstrate
Design
Determine
Divide
Combine
Compute
Conclude
Construct
Convert
Create
Decide
Locate
Make
Match
Order
Draw
Draw conclusion
Find
Give examples
Hypothesize
Identify
Select
Separate
Show
Show relationship
Illustrate
Paint
Produce
Put in order
Rearrange
Reconstruct
Reorganize
Calculate
Categorize
Choose best response
Classify
Solve
Support
Use

12. Language Skills Associated with Content Lessons
Listening
Draw a picture
Role play
Answer questions
Listen and retell
Follow directions
Demonstrate
Distinguish between
Record
Speaking
Name
Discuss
Explain
Ask and Answer Questions
Summarize
Evaluate
Clarify
Justify
Reading
Preview and predict
Find specific information
Read fluently
Identify main idea
Determine fact vs. opinion
Scan
Infer
Identify vocabulary
Writing
Create complete sentences
List
Compare
Write questions and answers
Create a poem
Diagram

13. Feedback-Purpose to increase our capacity
Examine your partner’s/group’s objectives
Discuss the objectives in relation to the Checklist for Creating Objectives.
Provide positive feedback and constructive conversation.

14. Next week, be ready to share informally, through discussion, one of the following:
Please refine your objectives as you teach this standard over the next few days. Bring back your objectives from today and your refined objectives. OR
If you have refined with your objectives, please explore the back of the binder to choose an appropriate generalizing activity and implement it.