1. Contents: 1.A blank group work routine 2.A group work routine with suggestions & reminders 3.A version with an option for peer or self assessment 4.-5. Completed examples of group work routines

2. The Group Work Routine Topic: Task: Warm Up - What do we already know about this topic? Why This? 2: Warm Up & Why This? 1: Topic & Task Student 1: ________________ Job: Expectations and Grading: 3: Group Structure Number of points: Behaviors that count toward group work time points: Timing: 4: Timing 5A: Work Time Points Student 2: ________________ Job : Expectations and Grading: Student 3: ________________ Job : Expectations and Grading: Student 4: ________________ Job : Expectations and Grading: 3A3B3C3D 5B: Points Log Wrap Up - What did we learn or what main ideas came up? 6: Wrap Up

3. Topic: Task: Warm Up - What do we already know about this topic? Why This? 2: Warm Up & Why This? 1: Topic & Task Student 1: ________________ Job: Expectations and Grading: 3: Group Structure Number of points Behaviors that count toward group work time points: Timing: 4: Timing 5A: Work Time Points Student 2: ________________ Job: Expectations and Grading: Student 3: ________________ Job: Expectations and Grading: 3A3B3C 5B: Points Log Wrap Up - What did we learn or what main ideas came up? 6: Wrap Up Suggestions & Reminders Consider filling in 1,3,4,5 ahead of time to save time Before getting into groups (CUE): 1.State the topic they are working on and the task they will complete. 2.Activate prior learning in the warm up. For “why this,” give the reason for the assignment, say why it is important, or how it will help them. 3.When possible, each student should get a unique job and be graded individually. Example: jobs might include leader, recorder, reporter, and /or timekeeper & materials monitor. Assign students to groups to ensure heterogeneity & consider effective group sizes consisting of 2 - 4 students. Communicate the expectations for quality work and explain how they will be graded. A more informal option is to use 0=no real effort, 1=needs improvement, 2=satisfactory effort, 3=excellent. 4.Establish how much time total will be given. Consider giving “mini deadlines“ within the total time. Plan for easy access to materials. While in groups (DO): 5.Monitor groups to reward desired group work behaviors. Log points earned in 5B. Give verbal feedback while assigning points, such as: “you are earning 3 points right now for having your materials, reading selections, and keeping your discussion on topic.” Note: points can be for required or extra credit. After (REVIEW): 6. Summarize what you’ve learned and/or have groups share part of their work. The Group Work Routine

4. Topic: Task: Warm Up - What do we already know about this topic? Why This? 2: Warm Up & Why This? 1: Topic & Task Student 1: ________________ Job: Expectations and Grading: 3: Group Structure Number of points: Behaviors that count toward group work time points: Timing: 4: Timing 5A: Work Time Points Student 2: ________________ Job : Expectations and Grading: Student 3: ________________ Job : Expectations and Grading: Student 4: ________________ Job : Expectations and Grading: 3A3B3C3D 5B: Points Log Wrap Up - What did we learn or what main ideas came up? 6: Wrap Up 7: OPTION: Peer/Self Evaluation 7: OPTION: Peer/Self Evaluation. A rubric might include: 1.I shared my ideas and offered suggestions 2.I answered others’ questions 3.I remained on topic and helped the group stay focused 4.I disagreed without hurting others’ feelings 5.We checked to make sure everyone understood what we did 6.We answered any questions that were asked 7.We gave explanations wherever we could 8.We asked specific questions about what we didn’t understand 9.Anyone who had difficulty got help

5. The Group Work Routine Topic: Hamlet Act II Task: Complete Study Guide for Act II Warm Up - What do we already know about this topic? Hamlet has been rejected by Ophelia & is acting insane. King Claudius and Polonius both use “spies” to monitor people close to them. Claudius wants to find out why Hamlet is acting this way. Why This? We need to get good at figuring out why people behave the way they do in literature and in life. 2: Warm Up & Why This? 1: Topic & Task Student 1: Perry Job : Think Tank Offer answers to 5 questions. Expectations and Grading : 90 if 5 correct answers on finished study guide are initialed by you – indicating that you offered answers that are also clear and complete. See box 5 for your last 10 points. 3: Group Structure Number of points: 10 Behaviors that count toward group work time points: Quickly arranging desks and getting started on the assignment +1, have all materials without being reminded +1 (books, notebooks, study guide, group work procedure paper, pen or pencil), students stay on topic +2, students discuss in an appropriate way +2. Timing: 40 minutes (Question 6 by about 9:05) 4: Timing5A: Work Time Points Student 2: Anderson Job : Quote Finder Find quotes related to 5 questions and state how they tie in. Expectations and Grading: 90 if 5 quotes on finished study guide are initialed by you – indicating that you found the quote and explained convincingly how it relates to the question. See box 5 for your last 10 points. Student 3: Keating Job : Contributing Scribe - Write all answers & quotes on finished copy and contribute 2 quotes or answers. Expectations and Grading: 90 if the completed copy is in your (legible) handwriting and two quotes or answers have your initials indicating that you contributed them. See box 5 for the last 10 points. Student 4: Nuwanda Job : Public Relations - Share 2 complete answers & related quotes during the wrap up. Also contribute at least 2 answers or quotes during group work. Expectations and Grading: 90 if 2 quotes or answers are initialed by you indicating that you contributed them & you share 2 complete answers during wrap up. See box 5. 3A3B3C3D Wrap Up - What did we learn or what main ideas came up? We learned that people can appear to be unpredictable, but there may be a reason for it. Hamlet plans to “test” Claudius to make sure that Claudius is really guilty of murder. 6: Wrap Up SAMPLE

6. The Group Work Routine Topic: Review for Unit Test for Chapter ___ Task: Fill in Page 2 of UO using Word Bank Warm Up - What do we already know about this topic? So far in Chapter ___ we… Why This? It helps me prepare for test and shows me a way of studying. 2: Warm Up & Why This? 1: Topic & Task Student 1: Laurie Job / Expectations: Recorder- write down the answers for the group Grading: 0=no real effort, 1=need improvement, 2=satisfactory, 3=excellent 3: Group Structure Number of points earned during group work time: ____/4 (up to 3 points for effort + 1point for completing task) Behaviors that count toward group work time points: ____/4 1 point - checked to make sure everyone understood 1 point- gave explanations wherever possible 1 point - asked specific questions about misunderstandings 1 point - disagreed without hurting others’ feelings Timing: -35 minutes -the first group to finish gets 3 points added to test; 2 nd 2 points; 3 rd 1 point 4: Timing5A: Work Time Points Student 2: Keith Job / Expectations: Researcher – find answers in notes/book Grading: 0=no real effort, 1=need improvement, 2=satisfactory, 3=excellent Student 3: Danny Job / Expectations: Researcher – find answers in notes/book Grading: 0=no real effort, 1=need improvement, 2=satisfactory, 3=excellent Student 4: Tracy Job / Expectations: Organizer - keep track of and organize answers Grading: 0=no real effort, 1=need improvement, 2=satisfactory, 3=excellent 3A3B3C3D 5B: Points Tracking Wrap Up: What did we learn or what main ideas came up, and how will this assignment be used? 6: Wrap Up I checked to make sure everyone understood what we did. yes I gave explanations wherever we could. sometimes I asked specific questions about what we didn’t understand. no I disagreed without hurting others’ feelings. yes 7: OPTION: Peer/Self Evaluation: (Write Yes, No or Sometimes after statement) SAMPLE