Identify the correct level in Domain 3a: he teacher links the instructional purpose of the lesson, emotions in poetry, to lyrics in music. The teacher begins her explanation by having students recall what the music teacher taught them about high and low notes in music and how the different notes make people feel. Students work in pairs to develop a definition for emotion. The teacher uses a student-generated definition to begin her lesson on words in poetry. The teacher finds several opportunities to extend student vocabulary with the words nonchalant and excerpt

Identify the correct level in Domain 3b: The teacher’s prompts are a mix of low and high quality—most of the questions are of moderate cognitive challenge and only a few provide higher cognitive challenge. The students answer with choral responses, and, for some questions, the teacher chooses students who raise their hands to go to the board to share their responses. Only a few students raise their hands. The teacher encourages students to respond to one another but does not provide enough wait time, so students frequently do not respond.

Identify the correct level in Domain 3b: The teacher’s prompts are of high quality and support the lesson objectives. The teacher tells students to read the captions on the pictures then asks, "What do the captions tell you?" The teacher’s question creates a discussion among the groups of students. The teacher also guides students through another line of inquiry that requires higher-order thinking; "What do you know about segregation?" "What does the word apart mean?" "To what extent do we still have segregation in the United States?" "What else does that make you think of?"

Identify the correct level in Domain 3c: In a lesson on grammar, the teacher hands students a worksheet and asks them to fill it in by copying the sentences written on the overhead. Most students finish the task with time to spare and don't have another assignment to work on in the interim. One student asks his table partner why they are completing this assignment, and she replies, "I have no idea." When individual work time is up, the teacher points to sentence one and asks for a volunteer to describe whether or not the sentence is grammatically correct. Only one student raises her hand.