2. Today’s Learning Target I can explain how Webb’s Depth of Knowledge compliments Bloom’s Taxonomy to build rigor in the classroom.

3. “The Cold Equations”

4. LEARNING TARGET Today, I will analyze an excerpt from a short story, so that I can evaluate how word choice and characters influence the central conflict. I will know it when I can reflect on the text and use my understanding of it to support connections to current events. TEKS: 2B, 6B, Fig 19C-D

5. “The Montillation and uses of Traxoline” It is very important to learn about traxoline. Traxoline is a new form of zointer. It is montilled in Ceristanna. The Ceristannians found that they could gristerlate large amounts of fervon and then bracter it to quasel traxoline. This new, more effective bracterillation process has the potential to make traxoline one of the most useful products within the molecular family of lukizes snezlaus. Questions: 1.What is traxoline? 2.Where is it montilled? 3.How is traxoline quaseled? 4.Why is traxoline important?

6. “The Montillation and uses of Traxoline” It is very important to learn about traxoline. Traxoline is a new form of zointer. It is montilled in Ceristanna. The Ceristannians found that they could gristerlate large amounts of fervon and then bracter it to quasel traxoline. This new, more effective bracterillation process has the potential to make traxoline one of the most useful products within the molecular family of lukizes snezlaus. Questions: 1.What is traxoline? 2.Where is it montilled? 3.How is traxoline quaseled? 4.Why is traxoline important?

7. “The Cold Equations” by Tom Godwin -Read the excerpt -Circle key words or phrases that repeat -Underline descriptive words or phrases -Write any questions you think of, while reading, in the left margin Today, I will analyze an excerpt from a short story, so that I can evaluate how word choice and characters' actions influence the central conflict.

8. Recall and Reproduction 1.What is the main conflict or problem in the story? 2.How does the pilot become aware of the situation? 3.How does the pilot react to his discovery? 4.What is the law the pilot must follow? 5.What is an EDS? Today, I will analyze an excerpt from a short story, so that I can evaluate how word choice and characters' actions influence the central conflict.

9. Skills & Concepts 1.What does sentence 8 reveal about the pilot? 2.What does the use of the word “deliberately” in sentence 9 reveal about the law? 3.Which sentence from the story best provides evidence that the pilot is hesitant to act on the law? 4.What is the effect on the reader of repeating “it is the law,” in paragraphs 5 and 6? 5.What is the purpose of the first and last paragraphs? Today, I will analyze an excerpt from a short story, so that I can evaluate how word choice and characters' actions influence the central conflict.

10. Strategic Thinking/Reasoning 1.What information is held back from the reader in reference to the law? 2.What is the shift in tone between paragraph 1 and paragraph 6? 3.How does the author feel about following “the law”? 4.What might this passage reveal about the authors opinion toward some laws in general? Today, I will analyze an excerpt from a short story, so that I can evaluate how word choice and characters' actions influence the central conflict. I will know it when I can reflect on the text and use my understanding of it to support connections to current events.

11. Extended Thinking 1.Can you make connections between current events in the news or historical events and the author’s perspective from the excerpt? 2.In what instances would it be appropriate to violate the laws or policies established by governing bodies? Today, I will analyze an excerpt from a short story, so that I can evaluate how word choice and characters' actions influence the central conflict. I will know it when I can reflect on the text and use my understanding of it to support connections to current events.

12. Lesson Reflection 1.Which questions can you directly link to the learning target? 2.How does the scaffolding of question help students in their understanding of the text? 3.Where does the learning shift from teacher to student? 4.Was the learning target met? Today, I will analyze an excerpt from a short story, so that I can evaluate how word choice and characters' actions influence the central conflict. I will know it when I can reflect on the text and use my understanding of it to support connections to current events.

13. Webb’s Depth Of Knowledge

15. Defining DOK Definitions: Taxonomy – a classification into ordered categories Scale – a succession or progression of steps or degrees DOK is a thinking scale (scale of cognitive demand) not a taxonomy, like Bloom’s DOK is not the same as difficulty and is not about a focus on verbs DOK is focused on process and outcome (product).

16. Cognitive Demand Defined The kind and level of thinking required of students to successfully engage with and solve a task. Ways in which students interact with content.

17. More on Verbs The Depth of Knowledge is NOT determined by the verb, as in Bloom’s Taxonomy, but by the context in which the verb is used and the depth of thinking required. Verbs are not always used appropriately... Think about create or explain

18. More on verbs DOK is about what follows the verb. Analyze this sentence to decide if the commas have been used correctly.

19. Is IT DIFFICULT? IS IT COMPLEX? Difficulty is about who gets it right. Complexity is about how much thinking it requires to get it right— how many steps, how much analysis, etc. DOK is about COMPLEXITY, not DIFFICULTY Example Adding is a process. The outcome is knowing a rule. 4+4 and 4,992,322 + 9,543,234 are equally complex, but one is more difficult.

20. Level 1 Recall of a fact, information, or procedure. Level 2 Skill/Concept: Use information or conceptual knowledge, tow or more steps, etc. Level 3 Strategic Thinking: Requires reasoning, developing a plan or a sequence of steps, some complexity, more than one possible answer Level 4 Extended Thinking: Requires an investigation, time to think and process multiple conditions of the problem.

25. DISTINGUISHING LEVELS Generally, Level 1 and Level 2 questions are appropriate for Evaluating student comprehension Determining strengths and weaknesses Review and summarization Generally, Level 3 and Level 4 questions are appropriate for Deep and critical thinking Problem-solving Sparking discussion Encouraging investigation and research

26. Why DOK? DOK helps to ensure that the intent of the standards and the level of student demonstration of learning are aligned. To determine the DOK level, use the intended learning outcome.