This document discusses effective techniques for opening (setting) and closing lessons. It provides examples of opening scenarios and asks teachers to evaluate them using red/green cards. Effective openings activate prior knowledge, connect new content to real-world examples, and review prerequisite skills. Closings should re-emphasize learning targets and check for understanding through methods like question-and-answer, exit cards, or T-charts. The document encourages teachers to develop openings and closings for upcoming lessons that engage students and reinforce the day's objectives.

1. https://www.youtube.com/watch?v=uNdapXry
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3. CLEAR TARGET:
Teachers will –
analyze what makes an effective SET and an
effective CLOSURE

4. Every lesson…
Every day…
SET to open the class
CLOSURE to end the class

5. OVERVIEW / REVIEW in SET
CLEAR TARGET STATED AND
EXPLAINED
Simply writing the standard and target
on the board or on a ppt does not
suffice.
Requires explanation of what the
standard means, including any special
terms or concepts.

6. OVERVIEW / REVIEW - SET
PRIOR KNOWLEDGE ACTIVATED
Connect the new information with
information the students already know.
Offer examples or contexts that are
similar.

7. OVERVIEW / REVIEW - SET
REAL WORLD APPLICATION FOR
LEARNING
When possible, give students a reason
why the new information will benefit
them.
Connect the new information to
situations or examples from everyday
life and obligations.

8. OVERVIEW / REVIEW - SET
TEACHER REVIEWS ANY PRE-REQUISITE
SKILLS
If students must know a certain skill set
in order to learn the new information or
to perform a task, then review them on
those skills.

9. The opening part of Explicit Instruction used
to be called the “set.”
It is critical that teachers engage the students
in the learning.
This requires willingness to recognize that
students don’t just learn because they’re
told to.
It may require some imagination and it
certainly requires some forethought and
planning.

10. Time for Red and Green Cards!
If you think the scenario described on the
slide is a good example of engaging students
in a lesson, raise the GREEN card.
If you think the scenario described on the
slide is a poor way to engage students in a
lesson, raise the RED card.

11. Scenario # 1
The teacher is presenting a lesson on
compound and complex sentences. To open
the lesson, the teacher
says, “This will be on the state test, so you
better listen and get this information right.”

12. Scenario # 2
The teacher introduces the unit on the
Vietnam War. She shows a short clip from
the movie, “We Were Soldiers.” Based on
the clip and any prior knowledge they have
about the subject, she asks the students to
make 3 predictions about the war in Vietnam.
She says she will hold these until the unit is
finished and they can check to see how
accurate their predictions were.

13. Scenario # 3
The teacher has bellringer questions in which
students have to identify similes and metaphors. The
students complete the questions and the teacher
discusses their answers and ties the information to
the lesson they will have today on analogies. He
points out and explains the clear target written on the
board: TSWBAT identify and use analogies as a
controlling feature in a piece of writing.

14. Scenario # 4
The teacher introduces a lesson on osmosis.
She asks the students to turn to page 338 in
their textbooks and read section 1 of the
chapter. When they finish reading, they
should complete the questions at the end of
the section.

15. Scenario # 5
Before the students enter the room, the teacher places a beaker
containing a mixture of sand, salt, and iron filings on each desk.
The bell ringer lists the contents of the beaker and asks the
students to write down characteristic properties of each
substance from the class discussion the day before. As soon as
the bell rings the teacher asks several students to share the
properties with the class as she writes their responses on the
whiteboard.
At this point the teacher explains the clear target that is written
on the board: “I can use the differences in characteristic
properties to separate the parts of a mixture.” She asks the
student if any of the properties listed on the whiteboard could be
used to separate at least one substance from the mixture. Next,
she tells the students that they will be determining how to
separate the mixture by using the differences among their
properties.

16. Scenario #6
The teacher begins the lesson on the
muscular structure of the human body as
soon as the bell rings. She gives notes in the
Cornell format and she uses a powerpoint
with lots of visuals.

17. Scenario # 7
The teacher begins the class by explaining
the standard “classify types of citizen
participation,” with the target focused on
voting. She shows the following cartoon to
the class…

19. And a short discussion ensues about the
meaning of the cartoon.
She re-focuses on the clear target and
begins notes on the voting process.

20. Scenario # 8
The teacher has the standard for the day
written on the board. When the students
enter the room, they know they are to write
it down in their planners. The teacher walks
around the room to check that they have
written the standard in the right place. Then
he begins the lesson with “Theatre of the
Absurd. Does anyone know what that term
means?”

21. Scenario # 9
The teacher greets the students at the door and gives them
red/green cards. When the bell rings, he opens a ppt with
slides that the students must react to by raising either their
red or green card.
The slides offer scenarios about economic choices made by
consumers. The students raise the green card if they agree it
was a smart economic choice, and they raise the red card if
they believe the choice was not smart.
The teacher then references and explains the clear targets for
the lesson: “explain the factors affecting consumer choices”
and “explain consumer rights and responsibilities.” He
makes sure the students understand the focus of the two
standards. He tells them that after they have covered the
lesson information, they will revisit the red/green card
scenarios.

22. 2 minute discussion time about “Set”
with a partner at your table.
General sharing out of ideas and
asking questions.

23. CLOSURE
Every class should include a recap of the
important content or concepts learned.
Re-emphasize the clear target(s).
Can come after guided practice or after
assignment of independent practice.
Can include clues to next day’s work to
increase anticipation.

24. How to Close?
Verbal review by the teacher
Question and answer exchange
Bullet list of main points via whiteboard or document
reader
Red/Green cards to indicate understanding or
agreement
Five finger or thumbs up/down responses
Written exit card
T-Chart

25. What problems often keep teachers from
closing their lessons?

26. TASK
In your groups, choose a clear target for
an upcoming lesson.
Develop an idea for the SET for the
lesson.
Develop an idea for the CLOSURE for
the lesson.
Be prepared to present to the class.

27. T-CHART
SET and CLOSURE