N.B. THIS LESSON IS OPTIONAL (See below for details.)
Re-learn or strengthen content knowledge and skills from Unit 6.
Re-submit test answers with updated corrections for partial or full credit
Credit depends on instructor preference
Read BJP 13.1 up to “Sorting.”
Correct any incorrect test answers by re-answering on a separate sheet of paper
To get back credit, they must justify their new answers
Staple new answer sheet to old test and turn in tomorrow
Projector and computer
Whiteboard and markers
Corrected student tests
Student grades (posted online, emailed to students, or handed back on paper in class)
Digital copy of test questions for projector
To accommodate for late-year scheduling drift, Unit 7 is planned with 4 periods of “wiggle room.” Unit 7 includes a long-format lab that takes a minimum of 11 55-minute class periods to complete. If you feel that you need to plan additional time for students to complete the Elevens lab, skip this review lesson, and assign test review and correction as a homework assignment. Allow students to work together on the assignment so they can help each other with correcting answers. It is a good idea to check with each group before they leave class to ensure that they have A) exchanged contact information, B) have set up a location and time to do the assignment together.
The rest of the homework assignments can be shifted accordingly, since there are fewer homework assignments than there are days of the Elevens lab (see LP 7.3 for homework schedule).
Bell-work and attendance
Class discussion (if needed)
Test review and reteach
Check student notes and return tests
Return student grades before class begins or while students are completing the bellwork.
Do not return students’ tests before the review session, since you want to motivate students to pay attention to the entire review, taking supplemental notes the entire time.
If grades are low, invite the class to a discussion of what can be improved. Begin with student complaints and suggestions to build student buy-in. Ask students:
how they felt they were going to do before the test
what surprised them once they were taking the test
what they felt worked in the first unit (lessons, review strategies, assignments)
what do they think they want to change for the second unit
Once you feel that a dialogue has been established, validate students’ feelings, then challenge them (e.g. AP courses are stressful, but this is good practice for college, where the pace is faster and professors don’t give personalized instruction).
Walk the students through each question on the test, glossing over questions that everyone answered correctly.
You can ask for students to volunteer answers, or call on students randomly. Make sure that students explain their logic when they answer. If a student gives an incorrect answer, the explanation will tell you what you need to re-teach or clarify.
Do not skip questions that everyone answered correctly, but do not spend more than the time it takes to read the question, and congratulate students’ correct answers.
Project a copy of each question as you review—this will help students recall the question/process the information.
Make sure that students are taking notes during the re-teach, reminding students that for homework, they will have an opportunity to win back some of the points on their exam.
For Section II questions, select a sample of student work (with any identifying information obscured), and work through the answer together as a class.
At the end of class, check student notes, and return the tests in hard copy form if applicable.
Encourage advanced students to take on additional programming challenges. One easy way to do this is to assign Programming Projects from the blue pages at the end of each Chapter.
If you have a few students that are struggling with the class, choose these students to create your classroom posters after school or for extra credit.