Building the Frame Routine was pretty easy once we decided on a topic. Comparing integers really lent itself well to the "So What?" question. I was appreciative of Suzanne Graham adding the number line (which I took credit for in the video, haha) and hi-lite. It made sense to have that visual. Here is the link: https://drive.google.com/open?id=1zFdHit6rn_sZILQ4RrI6W1AK-P882d4Y ; The students seemed to like the Frame Routine and it's organization. It allowed them to tell me all the things they knew about integers then narrow it down to the most important detail. The class had lots of suggestions and most were useable while some were repeating the same thing. I feel like this was okay because at least someone else was repeating it and not me. Maybe a student heard it for the first time from a friend instead of from me. I think they really liked it when I said, "So what?" It was as if they all said, "AHHHHHH.... this is all we really need to know."We have several students who require the notes ahead of time. By giving them the draft copy of what I hoped to finish with, gave them confidence to participate. This is evident in the student who sat up front constantly waving his hand throughout the lesson. He was so excited and wanted to tell me everything but, surprisingly, was uncharacteristically patient by not blurting out. We were very proud of him and told him so.The worksheet afterward solidified that the lesson was successful. We have continued to test/quiz comparing integers since then and the students seem to have retained the instruction. Our class has gone back and discussed adjusting our Frame so that it can also pertain to fractions, decimals, and percent if we broaden the title to comparing rational numbers.
