WEEK 1

4th Grade

Ethics Unit

​

My Goals for Students

• Be creative problem solvers
• Develop resilience
• Embrace challenge outside their comfort zones
• Contribute to a learning community
• Consider the impact of their actions on others
• Be reflective/self-assess

Good Morning!

8/21/2024

• Find your seat
• Check your weirdly specific job for the day
• Hit up the bathroom, if needed
• Be ready for breakfast

Agenda

• Get settled and eat breakfast
• Mindfulness
• Agenda
• Questions, Announcements, and What’s Goods
• Notice and Wonder around the Room
• Name Tags and Human Bingo
• Question of the Day
• Recess 11:20-11:35
• One Word + Craft
• Choice Time
• Contracts
• Clean-up
• Lunch 1:00-1:45
• Grab backpacks
• Bus Pick-up 1:50

Question of the Day

What will make this school year successful for you?

​

1. Write, draw, map, word cloud your reaction or answers to the question
1. If you finish before the time is up, think of non-examples, draw a connection to yourself or a story you know, etc
2. Share your answers with your table team, find a way to synthesize your responses, and write them on your team’s board
3. Roll the die to see what group starts our discourse
4. Engage in 10 minutes of academic discourse

Academic Discourse…

• Talking helps learning and learning helps talking
• Helps with vocabulary
• Gives students freedom of what to say
• It can be fun!
• Helps with social skills
• Teachers usually control discussions 🙄…
• They worry they will go off topic
• When it’s the teacher fully leading the discussion, students often tune out
• A successful discussion must have
• Safety, challenge, authentic participation, and ownership
• How to set up a valuable discussion
• Students ask most of the questions
• Everyone’s opinions are valued
• Students face each other
• Discuss with a small pair before the whole
• Allow time for reflection

• How to set up a valuable discussion
• Students ask most of the questions
• Everyone’s opinions are valued
• Students face each other
• Discuss with a small pair before the whole
• Allow time for reflection
• Discussion Protocols
• Have some structure to the discussion so students know what to expect
• Helps students ask questions, build on topics, and share opinions
• Agree, assumptions, argue, aspire
• Texts (videos, art, cartoons, math problems, etc) help focus the conversation
• Set goals for the discussion
• Everyone has valid things to share
• Silence isn’t a bad thing

6th grade students’ summary of the article:

Finding your One Word

• Values List
• Pick top 10, top 5, and then One Word

Bracelet or Keychain

Write your One Word on a strip of bandana. Then twist it into a bracelet. Ms Gabrielli can help you tie a double fisherman’s knot if you want it to be removable. Or hitch the strip onto a keychain.

Clean Up

• Get hallway belongings when your table is called
• Put folder away
• Put supplies away
• Art supplies in bins or caddy
• Computer away
• Trash recycled or in trash can
• Clean table and push in chairs
• Complete your weirdly specific job
• Double check that you have your water bottle, lunch box, and jacket
• Use the restroom, if needed
• Put backpack on your line-up dot
• Help other students
• Push in chairs
• Pick up itty bitties
• Line up at door to catch the bus

WEEK 2

4th Grade

Ethics Unit

​

My Goals for Students

• Be creative problem solvers
• Develop resilience
• Embrace challenge outside their comfort zones
• Contribute to a learning community
• Consider the impact of their actions on others
• Be reflective/self-assess

Good Morning!

8/28/2024

• Find your seat
• Check your weirdly specific job for the day
• Hit up the bathroom, if needed
• Be ready for breakfast

Agenda

• Get Settled and Eat Breakfast
• Mindfulness
• Agenda
• Questions, Announcements, and What’s Goods
• Question of the Day
• Zolorb Letter
• Recess 11:20-11:35
• Scenario Sort
• 4 Corners
• Choice Time
• Clean-up
• Lunch 1:00-1:45
• Grab backpacks
• Bus Pick-up 1:50

Question of the Day

How would you describe to a friend what it means to be gifted or attend GATE?

​

• Write, draw, map, word cloud your reaction or answers to the question
• If you finish before the time is up, think of non-examples, draw a connection to yourself or a story you know, etc
• Share your answers with your table team, find a way to synthesize your responses, and write them on your team’s board
• Roll the die to see what group starts our discourse
• Engage in 10 minutes of academic discourse

Academic Discourse

Academic discourse can…

• be fun!
• help with social skills!
• give students more freedom!

During discourse, participants should…

• face each other
• feel safe to share unpopular ideas
• Feel challenged
• Really talk to each other!

Ways to participate:

• ask a question
• build on someone else’s idea
• answer a question
• respectfully disagree
• give an example

Silence isn’t a bad thing!

Hello, my name is Zolorb.

What is “fair”?

4 Corners

There is always a right and wrong choice in every situation.

4 Corners

If I believe something is wrong, then it is wrong.

4 Corners

If you break a rule/law, you should always be punished.

Clean Up

• Get hallway belongings when your table is called
• Put folder away
• Put supplies away
• Art supplies in bins or caddy
• Computer away
• Trash recycled or in trash can
• Clean table and push in chairs
• Complete your weirdly specific job
• Double check that you have your water bottle, lunch box, and jacket
• Use the restroom, if needed
• Put backpack on your line-up dot
• Help other students
• Push in chairs
• Pick up itty bitties
• Line up at door to catch the bus

WEEK 3

4th Grade

Ethics Unit

My Goals for Students

• Be creative problem solvers
• Develop resilience
• Embrace challenge outside their comfort zones
• Contribute to a learning community
• Consider the impact of their actions on others
• Be reflective/self-assess

Good Morning!

9/4/2024

• Find your seat
• Check your weirdly specific job for the day
• Hit up the bathroom, if needed
• Be ready for breakfast

Agenda

• Get Settled and Eat Breakfast
• Mindfulness
• Agenda
• Questions, Announcements, and What’s Goods
• Question of the Day
• Fair/Not Fair Sort
• Recess 11:20-11:35
• Read That’s Not Fair!
• Ethics Vocabulary
• Choice Time
• Clean-up
• Lunch 1:00-1:45
• Grab backpacks
• Bus Pick-up 1:50

Question of the Day

Is _____ ____ good or bad?

​

• Write, draw, map, word cloud your reaction or answers to the question
• If you finish before the time is up, think of non-examples, draw a connection to yourself or a story you know, etc
• Share your answers with your table team, find a way to synthesize your responses, and write them on your team’s board
• Roll the die to see what group starts our discourse
• Engage in 10 minutes of academic discourse

Academic Discourse

Academic discourse can…

• be fun!
• help with social skills!
• give students more freedom!

During discourse, participants should…

• face each other
• feel safe to share unpopular ideas
• Feel challenged
• Really talk to each other!

Ways to participate:

• ask a question
• build on someone else’s idea
• answer a question
• respectfully disagree
• give an example

Silence isn’t a bad thing!

Fair or Not Fair?

Work with your team to discuss and sort the scenarios in the “fair” or the “not fair” piles. Be prepared to explain your reasoning.

Fair or Not Fair?

• Were the scenarios challenging? Why?

• How has your thinking changed from when you wrote your alien paragraph?

• Explain to a partner why it can be difficult to define what fair is.

That’s Not Fair!/¡No Es Justo!

Emma Tenayuca’s Struggle for Justice

Ethics Vocab

Ethics: A group’s guidelines of what is fair and good

​

Morality: Sense of right and wrong

​

Values: What is important to you

​

Dilemma: Situation without an easy solution

BrainPop Ethics Video

Clean Up

• Get hallway belongings when your table is called
• Put folder away
• Put supplies away
• Art supplies in bins or caddy
• Computer away
• Trash recycled or in trash can
• Clean table and push in chairs
• Complete your weirdly specific job
• Double check that you have your water bottle, lunch box, and jacket
• Use the restroom, if needed
• Put backpack on your line-up dot
• Help other students
• Push in chairs
• Pick up itty bitties
• Line up at door to catch the bus

WEEK 4

4th Grade

Ethics Unit

My Goals for Students

• Be creative problem solvers
• Develop resilience
• Embrace challenge outside their comfort zones
• Contribute to a learning community
• Consider the impact of their actions on others
• Be reflective/self-assess

Good Morning!

9/11/2024

• Find your seat
• Check your weirdly specific job for the day
• Hit up the bathroom, if needed
• Be ready for breakfast

Agenda

• Get Settled and Eat Breakfast
• Mindfulness
• Agenda
• Questions, Announcements, and What’s Goods
• Question of the Day
• Vocabulary practice
• Recess 11:20-11:35
• Multi-flow maps
• Ethical Dilemma skits
• Choice Time
• Clean-up
• Lunch 1:00-1:45
• Grab backpacks
• Bus Pick-up 1:50

Question of the Day

How do you decide what to do in an _______ _______?

• Play hangman-less hangman to discover the question.
• 3 minutes: Quietly write, draw, map, word cloud your reaction or answers to the question on your personal tablet
• If you finish before the time is up, think of non-examples, draw a connection to yourself or a story you know, etc. Use the FULL 3 minutes.
• 5 minutes: Share your answers with your table team, find a way to synthesize your responses, and write them on your team’s board
• 1 minute: gallery walk to the other groups and add small check marks, question marks, and exclamation points to others’ thoughts.
• 10 minutes: One random group presents their board and facilitates a discussion about the topic.

Academic Discourse

Academic discourse can…

• be fun!
• help with social skills!
• give students more freedom!

During discourse, participants should…

• face each other
• feel safe to share unpopular ideas
• Feel challenged
• Really talk to each other!

Ways to participate:

• ask a question
• build on someone else’s idea
• answer a question
• respectfully disagree
• give an example

Silence isn’t a bad thing!

Ethics of Lying Brain Warm-Up

Ethics Vocab

Ethics: A group’s guidelines of what is fair and good

​

Morality: Personal sense of right and wrong

​

Values: Things that are most important to you

​

Dilemma: A situation without an easy solution

Multi-flow Ethical Dilemma Maps

Mr A paid in advance

The lawn usually takes 2 hours to mow but it on took 1.5 hours

$6 an hour

You return the money/talk to Mr A

CAUSE

EFFECT

YOUR CHOICE

Ethical Dilemma Skits

• <2 minutes
• Shows the outcome of two different choices and their outcome
• Everyone participates (this does not mean everyone has to talk)
• Not allowed to have a negative effect be that you get in trouble by your parents

Clean Up

• Get hallway belongings when your table is called
• Put folder away
• Put supplies away
• Art supplies in bins or caddy
• Computer away
• Trash recycled or in trash can
• Clean table and push in chairs
• Complete your weirdly specific job
• Double check that you have your water bottle, lunch box, and jacket
• Use the restroom, if needed
• Put backpack on your line-up dot
• Help other students
• Push in chairs
• Pick up itty bitties
• Line up at door to catch the bus

WEEK 5

4th Grade

Ethics Unit

My Goals for Students

• Be creative problem solvers
• Develop resilience
• Embrace challenge outside their comfort zones
• Contribute to a learning community
• Consider the impact of their actions on others
• Be reflective/self-assess

Good Morning!

9/18/2024

• Find your seat
• Check your weirdly specific job for the day
• Hit up the bathroom, if needed
• Get breakfast when the line goes down

Agenda

• Get Settled and Eat Breakfast
• Mindfulness
• Agenda
• Questions, Announcements, and What’s Goods
• Question of the Day
• What is empathy?
• Recess 11:20-11:35
• Empathy article roundup
• [Picture book discussions if extra time]
• Regular Choice Time (20-30 minutes depending on efficiency and behavior of class)
• Clean-up
• Lunch 1:00-1:45
• Grab backpacks
• Bus Pick-up 1:50

Question of the Day

How can you tell if someone is having a _____ ___?

How can you ____?

• Play hangman-less hangman to discover the question.
• 3 minutes: Quietly write, draw, map, word cloud your reaction or answers to the question on your personal tablet
• If you finish before the time is up, think of non-examples, draw a connection to yourself or a story you know, etc. Use the FULL 3 minutes.
• 5 minutes: Share your answers with your table team, find a way to synthesize your responses, and write them on your team’s board
• 1 minute: gallery walk to the other groups and add small check marks, question marks, and exclamation points to others’ thoughts.
• 10 minutes: One random group presents their board and facilitates a discussion about the topic. The whole class stands/sits in a giant circle.

Academic Discourse

Academic discourse can…

• be fun!
• help with social skills!
• give students more freedom!

During discourse, participants should…

• face each other
• feel safe to share unpopular ideas
• Feel challenged
• Really talk to each other!

Ways to participate:

• ask a question
• build on someone else’s idea
• answer a question
• respectfully disagree
• give an example

Silence isn’t a bad thing!

What is Empathy?

Define it!

1. On your tablet, write a definition of empathy in your own words. (2 mins)
2. Share with a tablemate and decide on a definition together. (2 mins)
3. Share as a whole group and determine an accurate definition.
4. Write it on the board.

Get Crafty!

1. Cut and fold another vocabulary manipulative like the one we did last week.
2. Add “empathy”, the class definition, and a simple drawing to one of the sections. (5-10 mins)
3. The other 3 will be filled in another day.
4. When you finish, quiz yourself or a classmate on the 5 vocabulary words we have added so far until the class is ready to move on.

Empathy Article Roundup

1. Number off 1-4 at your tables.
1. #1: Bring Babies to the Classroom…
2. #2: Empathy is Key… Friendships
3. #3: What is Empathy?
4. #4: The Difference Between… Sympathy
2. Find the other people with your article number and read the article together or in pairs. Take notes on your note catcher. Discuss/summarize with your group. (10-20 mins)
3. Return to your original table and take turns sharing the main points of your article with your tablemates. (5-10 mins)
4. Complete the reflection questions.
5. There is no 5th article.

If Time…

1. Log onto Book Creator and answer the reflection questions about your article. (10-15 minutes)
1. Choose an appropriate level of challenge for the amount of time you have to work. If you have a lot of time, be detailed in your writing and think deeply. If you are rushed on time, just get it done quickly.
2. If you finish early, watch the videos of Hey, Little Ant and/or Little Blue Truck and answer the reflection questions on the Book Creator page I added for you.
• This could also be watched and discussed as a whole class if there is not enough time for the Book Creator assignment, but there is enough time for a story and discussion.

Just In Case

• How does empathy connect to the story?
• Were there any ethical dilemmas in the story? Describe them.
• Can you relate to any part of the story? How?

There are also more empathy-themed books on the window ledge my Ms Gabrielli’s desk.

Choice Time Expectations

• One activity out at a time
• Put materials away before getting out new materials
• You do not have to share a material if you don’t want to, but it should be fair for you to be using that material
• For example, if you used it last week, maybe this week, someone else should have a turn if the item is in high demand
• Clean up your own mess!
• Keep volume down
• Keep your goals in mind when choosing an activity
• Do you want to get to know someone new?
• Challenge your brain
• Practice something you might fail at

Clean Up

• Get hallway belongings when your table is called
• Put folder away
• Put supplies away
• Art supplies in bins or caddy
• Computer away
• Trash recycled or in trash can
• Clean table and push in chairs
• Complete your weirdly specific job
• Double check that you have your water bottle, lunch box, and jacket
• Use the restroom, if needed
• Put backpack on your line-up dot
• Help other students
• Push in chairs
• Pick up itty bitties
• Line up at door to catch the bus

WEEK 6

4th Grade

Ethics Unit

My Goals for Students

• Be creative problem solvers
• Develop resilience
• Embrace challenge outside their comfort zones
• Contribute to a learning community
• Consider the impact of their actions on others
• Be reflective/self-assess

Good Morning!

9/24/2024

• Find your seat
• Check your weirdly specific job for the day
• Hit up the bathroom, if needed
• Get breakfast when the line goes down

Agenda

• Get Settled and Eat Breakfast
• Mindfulness
• Agenda
• Questions, Announcements, and What’s Goods
• Question of the Day
• Read I Love You the Purplest
• Equality vs Equity
• Recess 11:20-11:35
• Fly Swatter Game
• ​
• Computer Choice Time
• Clean-up
• Lunch 1:00-1:45
• Grab backpacks
• Bus Pick-up 1:50

Question of the Day

Why might something seem ____ to ___ ______ and not to _______?

• Play hangman-less hangman to discover the question.
• 3 minutes: Quietly write, draw, map, word cloud your reaction or answers to the question on your personal tablet
• If you finish before the time is up, think of non-examples, draw a connection to yourself or a story you know, etc. Use the FULL 3 minutes.
• 5 minutes: Share your answers with your table team, find a way to synthesize your responses, and write them on your team’s board
• 1 minute: gallery walk to the other groups and add small check marks, question marks, and exclamation points to others’ thoughts.
• 10 minutes: One random group presents their board and facilitates a discussion about the topic. The whole class stands/sits in a giant circle.

Academic Discourse

Academic discourse can…

• be fun!
• help with social skills!
• give students more freedom!

During discourse, participants should…

• face each other
• feel safe to share unpopular ideas
• Feel challenged
• Really talk to each other!

Ways to participate:

• ask a question
• build on someone else’s idea
• answer a question
• respectfully disagree
• give an example

Silence isn’t a bad thing!

I Love You the Purplest

What do you think?

Equality vs Equity

Class definitions:

Equality: Everyone gets the same thing

​

Equity: Everyone gets what they need

(“It evens out their advantages.” -Dylan R)

​

Oxford Dictionary definitions:

Equality: The state of being equal, especially in status, rights, and opportunities

​

Equity: The quality of being fair and impartial

What do you think?

???

Flyswatter Game

Ethics

Morals

Values

Dilemma

Empathy

Equity

Equality

Choice Time Expectations

• One activity out at a time
• Put materials away before getting out new materials
• You do not have to share a material if you don’t want to, but it should be fair for you to be using that material
• For example, if you used it last week, maybe this week, someone else should have a turn if the item is in high demand
• Clean up your own mess!
• Keep volume down
• Keep your goals in mind when choosing an activity
• Do you want to get to know someone new?
• Challenge your brain
• Practice something you might fail at

Clean Up

• Get hallway belongings when your table is called
• Put folder away
• Put supplies away
• Art supplies in bins or caddy
• Computer away
• Trash recycled or in trash can
• Clean table and push in chairs
• Complete your weirdly specific job
• Double check that you have your water bottle, lunch box, and jacket
• Use the restroom, if needed
• Put backpack on your line-up dot
• Help other students
• Push in chairs
• Pick up itty bitties
• Line up at door to catch the bus

WEEK 7

4th Grade

Ethics Unit

My Goals for Students

• Be creative problem solvers
• Develop resilience
• Embrace challenge outside their comfort zones
• Contribute to a learning community
• Consider the impact of their actions on others
• Be reflective/self-assess

Good Morning!

10/2/2024

• Find your seat
• Check your weirdly specific job for the day
• Hit up the bathroom, if needed
• Get breakfast when the line goes down

Agenda

• Get Settled and Eat Breakfast
• Mindfulness
• Agenda
• Questions, Announcements, and What’s Goods
• Question of the Day
• Vocab Review
• Intro Advocacy/Activist Project
• Recess 11:20-11:35
• Activist/Advocacy Project
• Choice Time
• Clean-up
• Lunch 1:00-1:45
• Grab backpacks
• Bus Pick-up 1:50

Question of the Day

What should you do if you think someone in your class is _______ ___ ____?

• Play hangman-less hangman to discover the question.
• 3 minutes: Quietly write, draw, map, word cloud your reaction or answers to the question on your personal tablet
• If you finish before the time is up, think of non-examples, draw a connection to yourself or a story you know, etc. Use the FULL 3 minutes.
• 5 minutes: Share your answers with your table team, find a way to synthesize your responses, and write them on your team’s board
• 1 minute: gallery walk to the other groups and add small check marks, question marks, and exclamation points to others’ thoughts.
• 10 minutes: One random group presents their board and facilitates a discussion about the topic. The whole class stands/sits in a giant circle.

Academic Discourse

Academic discourse can…

• be fun!
• help with social skills!
• give students more freedom!

During discourse, participants should…

• face each other
• feel safe to share unpopular ideas
• Feel challenged
• Really talk to each other!

Ways to participate:

• ask a question
• build on someone else’s idea
• answer a question
• respectfully disagree
• give an example

Silence isn’t a bad thing!

Ethics Vocab

Ethics: A group’s guidelines of what is fair and good

Morality: Personal sense of right and wrong

Values: Things that are most important to you

Dilemma: A situation without an easy solution

Equality: Everyone gets the same thing

Equity: Everyone gets what they need

Activist/Advocate: Someone who takes action or uses their voice about something important to them or to fight injustice

Flyswatter Game

Ethics

Morals

Values

Dilemma

Empathy

Equity

Equality

Advocate

Choice Time Expectations

• One activity out at a time
• Put materials away before getting out new materials
• You do not have to share a material if you don’t want to, but it should be fair for you to be using that material
• For example, if you used it last week, maybe this week, someone else should have a turn if the item is in high demand
• Clean up your own mess!
• Keep volume down
• Keep your goals in mind when choosing an activity
• Do you want to get to know someone new?
• Challenge your brain
• Practice something you might fail at

Clean Up

• Get hallway belongings when your table is called
• Put folder away
• Put supplies away
• Art supplies in bins or caddy
• Computer away
• Trash recycled or in trash can
• Clean table and push in chairs
• Complete your weirdly specific job
• Double check that you have your water bottle, lunch box, and jacket
• Use the restroom, if needed
• Put backpack on your line-up dot
• Help other students
• Push in chairs
• Pick up itty bitties
• Line up at door to catch the bus

WEEK 8

4th Grade

Ethics Unit

My Goals for Students

• Be creative problem solvers
• Develop resilience
• Embrace challenge outside their comfort zones
• Contribute to a learning community
• Consider the impact of their actions on others
• Be reflective/self-assess

Good Morning!

10/9/2024

• Find your seat
• Check your weirdly specific job for the day
• Hit up the bathroom, if needed
• Get breakfast when the line goes down

Agenda

• Get Settled and Eat Breakfast
• Mindfulness
• Agenda
• Questions, Announcements, and What’s Goods
• Question of the Day
• Work on Advocacy/Activist Project
• Recess 11:20-11:35
• Activist/Advocacy Project
• Share Projects
• Choice Time
• Clean-up
• Lunch 1:00-1:45
• Grab backpacks
• Bus Pick-up 1:50

Question of the Day

How do you know if you have chosen the ____ _____ of _________ for you?

• Play hangman-less hangman to discover the question.
• 3 minutes: Quietly write, draw, map, word cloud your reaction or answers to the question on your personal tablet
• If you finish before the time is up, think of non-examples, draw a connection to yourself or a story you know, etc. Use the FULL 3 minutes.
• 5 minutes: Share your answers with your table team, find a way to synthesize your responses, and write them on your team’s board
• 1 minute: gallery walk to the other groups and add small check marks, question marks, and exclamation points to others’ thoughts.
• 10 minutes: One random group presents their board and facilitates a discussion about the topic. The whole class stands/sits in a giant circle.

Academic Discourse

Academic discourse can…

• be fun!
• help with social skills!
• give students more freedom!

During discourse, participants should…

• face each other
• feel safe to share unpopular ideas
• Feel challenged
• Really talk to each other!

Ways to participate:

• ask a question
• build on someone else’s idea
• answer a question
• respectfully disagree
• give an example

Silence isn’t a bad thing!

Choice Time Expectations

• One activity out at a time
• Put materials away before getting out new materials
• You do not have to share a material if you don’t want to, but it should be fair for you to be using that material
• For example, if you used it last week, maybe this week, someone else should have a turn if the item is in high demand
• Clean up your own mess!
• Keep volume down
• Keep your goals in mind when choosing an activity
• Do you want to get to know someone new?
• Challenge your brain
• Practice something you might fail at

Clean Up

• Get hallway belongings when your table is called
• Put folder away
• Put supplies away
• Art supplies in bins or caddy
• Computer away
• Trash recycled or in trash can
• Clean table and push in chairs
• Complete your weirdly specific job
• Double check that you have your water bottle, lunch box, and jacket
• Use the restroom, if needed
• Put backpack on your line-up dot
• Help other students
• Push in chairs
• Pick up itty bitties
• Line up at door to catch the bus

WEEK 9/10

4th Grade

Ethics Unit

My Goals for Students

• Be creative problem solvers
• Develop resilience
• Embrace challenge outside their comfort zones
• Contribute to a learning community
• Consider the impact of their actions on others
• Be reflective/self-assess

Good Morning!

10/23/2024

• Find your seat
• Check your weirdly specific job for the day
• Hit up the bathroom, if needed
• Get breakfast when the line goes down

Agenda

• Get Settled and Eat Breakfast
• Mindfulness
• Agenda
• Questions, Announcements, and What’s Goods
• Question of the Day
• Add projects to Book Creator
• Share and get feedback
• Recess 11:20-11:35
• Neuron Buddies!
• Choice Time
• Clean-up
• Lunch 1:00-1:45
• Grab backpacks
• Bus Pick-up 1:50

Question of the Day

How might ________ about ______ be ________?

• Play hangman-less hangman to discover the question.
• 3 minutes: Quietly write, draw, map, word cloud your reaction or answers to the question on your personal tablet
• If you finish before the time is up, think of non-examples, draw a connection to yourself or a story you know, etc. Use the FULL 3 minutes.
• 5 minutes: Share your answers with your table team, find a way to synthesize your responses, and write them on your team’s board
• 1 minute: gallery walk to the other groups and add small check marks, question marks, and exclamation points to others’ thoughts.
• 10 minutes: One random group presents their board and facilitates a discussion about the topic. The whole class stands/sits in a giant circle.

Question of the Day

What is good and bad about _______ with _________ ______?

• Play hangman-less hangman to discover the question.
• 3 minutes: Quietly write, draw, map, word cloud your reaction or answers to the question on your personal tablet
• If you finish before the time is up, think of non-examples, draw a connection to yourself or a story you know, etc. Use the FULL 3 minutes.
• 5 minutes: Share your answers with your table team, find a way to synthesize your responses, and write them on your team’s board
• 1 minute: gallery walk to the other groups and add small check marks, question marks, and exclamation points to others’ thoughts.
• 10 minutes: One random group presents their board and facilitates a discussion about the topic. The whole class stands/sits in a giant circle.

Academic Discourse

Academic discourse can…

• be fun!
• help with social skills!
• give students more freedom!

During discourse, participants should…

• face each other
• feel safe to share unpopular ideas
• Feel challenged
• Really talk to each other!

Ways to participate:

• ask a question
• build on someone else’s idea
• answer a question
• respectfully disagree
• give an example

Silence isn’t a bad thing!

Do You Want to Build a Neuron?

Presentation

E

How Many Brain Cells Do People Have?

16 Weeks Gestation

525 billion brain cells

Birth

200 billion brain cells

10-12 yo

100 billion

Source: Brain.org Presentation 8/10/24

Brain Videos

Question of the Day

How do you know if you have chosen the ____ _____ of _________ for you?

• Play hangman-less hangman to discover the question.
• 3 minutes: Quietly write, draw, map, word cloud your reaction or answers to the question on your personal tablet
• If you finish before the time is up, think of non-examples, draw a connection to yourself or a story you know, etc. Use the FULL 3 minutes.
• 5 minutes: Share your answers with your table team, find a way to synthesize your responses, and write them on your team’s board
• 1 minute: gallery walk to the other groups and add small check marks, question marks, and exclamation points to others’ thoughts.
• 10 minutes: One random group presents their board and facilitates a discussion about the topic. The whole class stands/sits in a giant circle.

Academic Discourse

Academic discourse can…

• be fun!
• help with social skills!
• give students more freedom!

During discourse, participants should…

• face each other
• feel safe to share unpopular ideas
• Feel challenged
• Really talk to each other!

Ways to participate:

• ask a question
• build on someone else’s idea
• answer a question
• respectfully disagree
• give an example

Silence isn’t a bad thing!

Choice Time Expectations

• One activity out at a time
• Put materials away before getting out new materials
• You do not have to share a material if you don’t want to, but it should be fair for you to be using that material
• For example, if you used it last week, maybe this week, someone else should have a turn if the item is in high demand
• Clean up your own mess!
• Keep volume down
• Keep your goals in mind when choosing an activity
• Do you want to get to know someone new?
• Challenge your brain
• Practice something you might fail at

Clean Up

• Get hallway belongings when your table is called
• Put folder away
• Put supplies away
• Art supplies in bins or caddy
• Computer away
• Trash recycled or in trash can
• Clean table and push in chairs
• Complete your weirdly specific job
• Double check that you have your water bottle, lunch box, and jacket
• Use the restroom, if needed
• Put backpack on your line-up dot
• Help other students
• Push in chairs
• Pick up itty bitties
• Line up at door to catch the bus

WEEK 9/10

4th Grade

Ethics Unit

My Goals for Students

• Be creative problem solvers
• Develop resilience
• Embrace challenge outside their comfort zones
• Contribute to a learning community
• Consider the impact of their actions on others
• Be reflective/self-assess

Good Morning!

11/6/2024

• Find your seat
• Check your weirdly specific job for the day
• Hit up the bathroom, if needed
• Get breakfast when the line goes down

Agenda

• Get Settled and Eat Breakfast
• Mindfulness
• Agenda
• Questions, Announcements, and What’s Goods
• Choice Time
• Question of the Day
• Brain Morphemes
• Recess 11:20-11:35
• Playdough Brain Build
• Review Brace Maps
• Start Brace Map Project
• Clean-up
• Lunch 1:00-1:45
• Grab backpacks
• Bus Pick-up 1:50

Question of the Day

What is the point of _______ __ _____?

• Play hangman-less hangman to discover the question.
• 3 minutes: Quietly write, draw, map, word cloud your reaction or answers to the question on your personal tablet
• If you finish before the time is up, think of non-examples, draw a connection to yourself or a story you know, etc. Use the FULL 3 minutes.
• 5 minutes: Share your answers with your table team, find a way to synthesize your responses, and write them on your team’s board
• 1 minute: gallery walk to the other groups and add small check marks, question marks, and exclamation points to others’ thoughts.
• 10 minutes: One random group presents their board and facilitates a discussion about the topic. The whole class stands/sits in a giant circle.

Academic Discourse

Academic discourse can…

• be fun!
• help with social skills!
• give students more freedom!

During discourse, participants should…

• face each other
• feel safe to share unpopular ideas
• Feel challenged
• Really talk to each other!

Ways to participate:

• ask a question
• build on someone else’s idea
• answer a question
• respectfully disagree
• give an example

Silence isn’t a bad thing!

Basic 3-Part Drill

VISUAL (3 mins)

Teacher: Show morpheme card(s) (Hand motions help)

Student: A/S:Read (bases) or spell (affixes) and state the meaning (eg, Scope means to watch or see)

Latin/Greek: Read and define …

AUDITORY/KINESTHETIC (3 mins)

Teacher: States the meaning of the morpheme (eg, This prefix means before)

Student: Spell the morpheme on the dry-erase board and state the meaning (eg, P-r-e means before)

MORPHEMIC ANALYSIS (4 mins)

Teacher: Presents word(s) containing known morphemes (eg incredible)

Students: Create a word sum for each word. Then verbalize the answer. (eg, i-n plus c-r-e-d plus i-b-l-e is rewritten as [STOP!!! Check for spelling rules] i-n-c-r-e-d-i-b-l-e, spells incredible. Incredible means “not able to believe” or “unbelievable.”)

Teaching a New Concept (Monday Lesson)

1. Three Part Drill (Review)
2. Teaching the New Concept
1. Latin (base + prefix and/or suffix)
2. Multi-sensory Experience
1. Show objects/pictures
2. Show new morpheme cards; teach only base meaning, base origin, and pronunciation
3. Brainstorm words with the target morpheme
4. Make morpheme cards
5. State the morphemes and/or meanings
1. Students practice writing morphemes on whiteboards
6. Connect to literature
7. Mark morpheme chart
8. Add card to review deck

• Application of Words and Sentences Using New Concept
• Word Sum Practice
• Rapid Word Chart
• Morpheme Graffiti
• More to come…
• Sentences
• Dictate sentences
• Write sentences
• Etc

Choice Time Expectations

• One activity out at a time
• Put materials away before getting out new materials
• You do not have to share a material if you don’t want to, but it should be fair for you to be using that material
• For example, if you used it last week, maybe this week, someone else should have a turn if the item is in high demand
• Clean up your own mess!
• Keep volume down
• Keep your goals in mind when choosing an activity
• Do you want to get to know someone new?
• Challenge your brain
• Practice something you might fail at

Clean Up

• Get hallway belongings when your table is called
• Put folder away
• Put supplies away
• Art supplies in bins or caddy
• Computer away
• Trash recycled or in trash can
• Clean table and push in chairs
• Complete your weirdly specific job
• Double check that you have your water bottle, lunch box, and jacket
• Use the restroom, if needed
• Put backpack on your line-up dot
• Help other students
• Push in chairs
• Pick up itty bitties
• Line up at door to catch the bus

WEEK 11

4th Grade

Ethics Unit

My Goals for Students

• Be creative problem solvers
• Develop resilience
• Embrace challenge outside their comfort zones
• Contribute to a learning community
• Consider the impact of their actions on others
• Be reflective/self-assess

Good Morning!

11/13/2024

• Find your seat
• Check your weirdly specific job for the day
• Hit up the bathroom, if needed
• Get breakfast when the line goes down

Agenda

• Get Settled and Eat Breakfast
• Mindfulness
• Agenda
• Questions, Announcements, and What’s Goods
• Question of the Day
• Diencephalon Review
• Brace Map Review
• Recess 11:20-11:35
• Giant Brace Maps
• Clean-up
• Lunch 1:00-1:45
• Grab backpacks
• Bus Pick-up 1:50

Question of the Day

How do you ____ yourself have a ____ ___?

• Play hangman-less hangman to discover the question.
• 3 minutes: Quietly write, draw, map, word cloud your reaction or answers to the question on your personal tablet
• If you finish before the time is up, think of non-examples, draw a connection to yourself or a story you know, etc. Use the FULL 3 minutes.
• 5 minutes: Share your answers with your table team, find a way to synthesize your responses, and write them on your team’s board
• 1 minute: gallery walk to the other groups and add small check marks, question marks, and exclamation points to others’ thoughts.
• 10 minutes: One random group presents their board and facilitates a discussion about the topic. The whole class stands/sits in a giant circle.

Academic Discourse

Academic discourse can…

• be fun!
• help with social skills!
• give students more freedom!

During discourse, participants should…

• face each other
• feel safe to share unpopular ideas
• Feel challenged
• Really talk to each other!

Ways to participate:

• ask a question
• build on someone else’s idea
• answer a question
• respectfully disagree
• give an example

Silence isn’t a bad thing!

Basic 3-Part Drill

VISUAL (3 mins)

Teacher: Show morpheme card(s) (Hand motions help)

Student: A/S:Read (bases) or spell (affixes) and state the meaning (eg, Scope means to watch or see)

Latin/Greek: Read and define …

AUDITORY/KINESTHETIC (3 mins)

Teacher: States the meaning of the morpheme (eg, This prefix means before)

Student: Spell the morpheme on the dry-erase board and state the meaning (eg, P-r-e means before)

MORPHEMIC ANALYSIS (4 mins)

Teacher: Presents word(s) containing known morphemes (eg incredible)

Students: Create a word sum for each word. Then verbalize the answer. (eg, i-n plus c-r-e-d plus i-b-l-e is rewritten as [STOP!!! Check for spelling rules] i-n-c-r-e-d-i-b-l-e, spells incredible. Incredible means “not able to believe” or “unbelievable.”)

Teaching a New Concept (Monday Lesson)

• Three Part Drill (Review)
• Teaching the New Concept
• Latin (base + prefix and/or suffix)
• Multi-sensory Experience
• Show objects/pictures
• Show new morpheme cards; teach only base meaning, base origin, and pronunciation
• Brainstorm words with the target morpheme
• Make morpheme cards
• State the morphemes and/or meanings
• Students practice writing morphemes on whiteboards
• Connect to literature
• Mark morpheme chart
• Add card to review deck

• Application of Words and Sentences Using New Concept
• Word Sum Practice
• Rapid Word Chart
• Morpheme Graffiti
• More to come…
• Sentences
• Dictate sentences
• Write sentences
• Etc

Brain Brace Map Poster Project

Success Criteria

1. An accurate brace map
2. At least 1 diagram
1. A drawing with labels
3. Explain in simple words what each part controls
4. Legible and tidy

Bonus

1. Pizzazzzzzz
2. Color
3. Trivia
4. Fun Facts
5. Jokes
6. Morphemes
7. Interactive component
8. 3D
9. Border
10. More pictures

Choice Time Expectations

• One activity out at a time
• Put materials away before getting out new materials
• You do not have to share a material if you don’t want to, but it should be fair for you to be using that material
• For example, if you used it last week, maybe this week, someone else should have a turn if the item is in high demand
• Clean up your own mess!
• Keep volume down
• Keep your goals in mind when choosing an activity
• Do you want to get to know someone new?
• Challenge your brain
• Practice something you might fail at

Clean Up

• Get hallway belongings when your table is called
• Put folder away
• Put supplies away
• Art supplies in bins or caddy
• Computer away
• Trash recycled or in trash can
• Clean table and push in chairs
• Complete your weirdly specific job
• Double check that you have your water bottle, lunch box, and jacket
• Use the restroom, if needed
• Put backpack on your line-up dot
• Help other students
• Push in chairs
• Pick up itty bitties
• Line up at door to catch the bus

Question of the Day

What are the ________ of __________ a _____ _____?

• Play hangman-less hangman to discover the question.
• 3 minutes: Quietly write, draw, map, word cloud your reaction or answers to the question on your personal tablet
• If you finish before the time is up, think of non-examples, draw a connection to yourself or a story you know, etc. Use the FULL 3 minutes.
• 5 minutes: Share your answers with your table team, find a way to synthesize your responses, and write them on your team’s board
• 1 minute: gallery walk to the other groups and add small check marks, question marks, and exclamation points to others’ thoughts.
• 10 minutes: One random group presents their board and facilitates a discussion about the topic. The whole class stands/sits in a giant circle.

Question of the Day

What _____ of ____ is most _______ for the Hero’s Journey project?

• Play hangman-less hangman to discover the question.
• 3 minutes: Quietly write, draw, map, word cloud your reaction or answers to the question on your personal tablet
• If you finish before the time is up, think of non-examples, draw a connection to yourself or a story you know, etc. Use the FULL 3 minutes.
• 5 minutes: Share your answers with your table team, find a way to synthesize your responses, and write them on your team’s board
• 1 minute: gallery walk to the other groups and add small check marks, question marks, and exclamation points to others’ thoughts.
• 10 minutes: One random group presents their board and facilitates a discussion about the topic. The whole class stands/sits in a giant circle.

Academic Discourse

Academic discourse can…

• be fun!
• help with social skills!
• give students more freedom!

During discourse, participants should…

• face each other
• feel safe to share unpopular ideas
• Feel challenged
• Really talk to each other!

Ways to participate:

• ask a question
• build on someone else’s idea
• answer a question
• respectfully disagree
• give an example

Silence isn’t a bad thing!