I notice the tables are broken into 3 sections. Can we break it down into more (like breaking down the body of the lesson section) if it helps us plan better?

I notice the assessment is asking for varied types of evidence.

I have not seen too much family engagement in my classroom yet at my site school. I am wondering how I am going to include this while fitting it well into the classroom and community routines.

I notice you need to include student work samples and feedback examples. Are these different from each other?

It is important to plan for time to complete this task after teaching.

Students are reading the instructions in the table groups. I notice students helping each other decode words.

I wonder why the teacher allows this question, even though she has not taken any so far.

The students are making predictions for the experiment. They are defending their predictions and using connected vocabulary terms, such as weight and gravity.

The teacher is asking students questions that have them make predictions.

The teacher did a great job of using a demonstration to support a concept. She could have had all student pair up to do a quick, 1 minute demonstration on their own. This way, every student would get the chance to participate in the model.

This student is disagreeing with another student, while providing an explanation using "because" to support his reasoning.

The teacher is explicitly stating some of the strategies that the students have used (and can use). She then asks what new ideas students get from the reading later in the lesson.

The teacher asks the student "what they mean" and to explain.

Because I have had little work creating lesson plans from a curriculum, I wonder how to balance using the curriculum but making it accessible and adaptable for all your students. Are there "rules" about how closely one must follow a curriculum?

Main idea/goal of UDL.

Keeping open-ended essential questions also allows students to continue learning, even after the unit is over.

Specifically including exactly what you are looking for (and examples and non-examples) would help students to know that they are meeting those expectations.

Previous teachers have asked to only include one learning objective. How do you feel about multiple learning objectives? Would it be one per lesson but multiple per unit?

I notice you are not supposed to use student names, as usual.

I notice that there can be differentiation of instruction or assessment. This reminds me of giving choice of content, process, or product.

Do all schools use a pacing plan? I have never heard of this.

What is a themed magnet? I assume it is not the magnet with charges...

I notice we will need to include a reflection.

Where can we find these prompts?

I notice the Context for Learning will be an important document, as it will be used for all tasks.