Superheroes in Action

2. INTRODUCTION OF STAFF BY OUR FEARLESS
LEADER “MR. BRUCE WAYNE ROMERO”
Joe “Hulk” Ramirez
Ioulia “Flash” Pentziki
Michael “Thing” Matthias
Linda “Wonder Woman” Balke
Cyndy “Superwoman” Ortega
Eduardo “Spiderman” Molina
John “Captain America” Manjarres
Kate “Super Librarian” Fry
Virginia “Bat Woman” Batista

3. DOUGLAS COMPLEX
HEAD QUARTERS/COMMAND CENTER
The Complex -Head Quarters/Command Center is comprised of two units:
Mohave 3 Yard with 970 inmates
Gila 2 Yard with 815 inmates
Many of the Gila Inmates are employed with the crews listed below:
• Fire Land Crew
• Douglas Crew
• Bisbee Crew
• Whetstone Crew
• Cochise County Crew
• ACI Work Force
• Fiesta Canning

4. SUPERHERO ICE BREAKER ACTIVITY
Audience participation:
• Tell us your name……
• What is your title…….
• Who is your favorite “Superhero” and Why?.......
Staff will demonstrate

5. “PAYING THE RENT” BY ABBOTT AND COSTELLO
How many times
does it take to
unlearn and then
relearn a concept
learned
incorrectly???
21 billion times

6. RESEARCH/EVIDENCE -BASED TEACHING
STRATEGIES
“A widely used adjective in education, evidence-based refers to any
concept or strategy that is derived from or informed by objective
evidence—most commonly, educational research or metrics of school,
teacher, and student performance. Among the most common
applications are evidence-based decisions, evidence-based school
improvement, and evidence-based instruction. The related modifiers
data-based, research-based, and scientifically based are also widely
used when the evidence in question consists largely or entirely of data,
academic research, or scientific findings.”
(The Glossary of Education Reform-edglossary.org/evidence-based/)

7. SETTING OBJECTIVES AND PROVIDING
FEEDBACK
A learning objective states what a student is going to learn and how the teacher knows they have
learned it (what measurable assessment is used).
Feedback should be given to inform the student of their positive progress and how deficiencies
can be improved.
Examples for Setting Learning Objectives to complete a Boggle/Sudoku Puzzle:
8.SL.5 –Integrate Multimedia and Visual Displays into Presentations to Clarify Information,
Strengthen Claims and Evidence, and Add Interest
The learner will apply their spelling ability to find words in scrambled word puzzles.
8.MP.1 -Make Sense of Problems and Persevere in Solving Them
8.MP.4 –Models with Mathematics
The student will explain the strategies used to complete the puzzle correctly.

8. BELL WORK
Bell Work is an introduction, review, or practice activity posted on the board or
distributed to students as they arrive to class. This activity should be started at or
before the time the bell rings.
• Pre-assessment
• Writing Prompt
• Math Problem
• Word Problem
• Graphic Organizer
• KWL Chart
• Introductory, Review or
Reflective, Question
*Activity=Sudoku/Boggle Puzzle
5 8
4 5 7 3
1 7 2
5 3 4
9 2 8 3
8 9 5
4 2 5
1 5 3 4
9 6

9. CUES, QUESTIONS, AND ADVANCED ORGANIZERS
“Cues, questions, and advance organizers help students use what they
already know about a topic to enhance further learning. Research shows that
these tools should be highly analytical, should focus on what is important,
and are most effective when presented before a learning experience.”
• Remember to use the Order of Operations (Cue)
• Managerial Questions
• Rhetorical Questions
• Open-ended Questions
• Closed-ended Questions
• Venn Diagram (Organizers)
• T-Chart (Organizers)
• Bubble Chart (Organizers)
• Letter Chart (Organizers)
*Activity=Beach Ball
http://www.middleweb.com/MWLresources/marzchat1.html

10. VOCABULARY
Lesson Vocabulary- The students must understand and
be able to use the lesson’s vocabulary for that specific
concept. If the student has no background or prior
knowledge of the meaning of the vocabulary, the
vocabulary will need to be taught prior to the lesson.
*Activity= Vocabulary Die

11. COOPERATIVE LEARNING
Cooperative learning is a form of active learning where students work
together to perform specific tasks in pairs, a small group, or in a large
group. (with defined duties)
• Partner work
• Group work (Assigned duties)
• Projects
• Think Pair Share
• Jigsaw
• Peer review
*Activity=Matching Partners

12. DIFFERENTIATED INSTRUCTION
Differentiated instruction and assessment is a way to teach the
students based on where they are academically through different
avenues of learning and develop teaching strategies, materials, and
assessments so that all students within a classroom can learn
effectively, regardless of differences in ability.
• Design lessons based on students’ learning styles.
• Group students by shared interest, topic or ability for assignments.
• Assess students’ learning using formative assessment.
• Manage the classroom to create a safe and supportive environment.
• Continually assess and adjust lesson content to meet students’ needs.
http://www.middleweb.com/MWLresources/marzchat1.html

13. CLOSURE/SUMMARY
Closure/Summary is the part of a lesson that assesses the students ability
to explain the day’s learning or for the instructor to summarize the lesson
learned.
• Student answer-boards
• Tell-a-Friend
• Exit Ticket
• Correcting completed work
• Thumbs up/down
• Student debriefing
• Q and A

14. BOGGLE BRIAN BUSTER PUZZLE
Instructions: Find as many
words as you can by linking
letters up, down, side-to-
side, and diagonally, writing
words on a blank sheet of
paper. You may only use
each letter box once within
a single word.
Cooperative Learning: Play
with a friend and compare
word finds, crossing out
common words.
By David L. Hoyt and Jeff Knurek
O U M A
B L I V
E G I R
E Z A B
Your Boggle Rating
151+ = Champ
101-150 = Expert
61-100 = Pro
31-60 = Gamer
21-30 = Rookie
11-20 = Amateur
0-10 =Try again
Boggle Point Scale
3Letters= 1point
4Letters= 2point
5Letters= 3point
6Letters= 4point
7Letters= 6point
8Letters= 10point
9Letters= 15point
Boggle Brain Busters Bonus
(Differentiated Instruction)
We put special brain-busting words into
the grid of letters. Can you find them?
Find Five Countries Starting with “B” in the
grid of letters.

15. SUDOKU PUZZLE
3 8 1
5 7 6 4
2
1 3 2
2 9 5 8
6 4 2
5
2 3 7 9
8 9 1
3
5 7
2
1.
3.
2.
3 8 1
5 7 6 4
2
Complete the grid so each row,
column, and 3-by-3 box contains every
digit, 1 to 9. (Teach in Chunks)
The Mepham Group

16. THE END
Take Survey
References/Resources:
(http://www.middleweb.com/MWLresources/marzchat1.html
The Glossary of Education Reform-edglossary.org/evidence-based/
Boggle Brain Busters! By David L. Hoyt and Jeff Knurek
Sudoku By The Mepham Group