u/panasonicfm14

It seems to be a "meme" at the school where I'm student teaching for students to add the flag of Israel to their art (usually floating randomly in the corner) despite having no contextual reason to do so. I'm sure they think it's funny or edgy or whatever, and are probably trying to provoke some sort of confrontation, so I'm really never sure what to say or do about it.

Obviously I'll ask them why they've chosen to include it, and they never have an actual answer. I'll then politely clarify what the artwork is supposed to include (e.g. "Oh but this project is about the neighborhood around the school, so right now you're supposed to be drawing a city block that represents this neighborhood.") but they'll sort of hem and haw and leave it in anyway.

(Also liiiike I'm not the Humanities teacher, I don't exactly feel equipped to be having this conversation with a bunch of 14-year-olds tbh...)

Is this happening in other schools, too? If so, how do you address it?

I’m a student teacher and my graduate program has a particular format they want our lesson plans to be in; namely that the Instructional Activities are organized into the following sequence:
- Introduction/Hook (how to engage student interest in the lesson content)
- Procedures & Tasks (lesson content & delivery)
- Higher-Order Questions & Activities (questions and/or activities for higher-order thinking that cannot be answered by yes or no)
- Closure (verbalize or demonstrate learning or skill one more time; may state future learning)

However, I don’t like this system as it puts the information out of chronological order, since each section includes things that will be happening on different days. Most of my lessons take place over at least a couple days, with even working days usually having some sort of instruction/demonstration/activity (at least until the project is fully underway and they really are just working independently). I would really prefer if I could just break things down by day, so I can keep it straight in my mind what exactly needs to happen in what order.

Is that a sensible way to lay out a lesson plan, or is there a particular reason I shouldn’t (e.g. is it likely admin would be pedantic and ding me if my lesson plan included higher-order thinking activities but I didn’t explicitly label them as such)? Do you have a different way of doing things?

EDIT: Sorry to be clear I wasn’t asking about the structure or implementation of the literal physical lesson itself; I was asking about the logistics of how different people like to write them down in a consistent and systematic way.