Lesson Planning with Universal Design for Learning Among the most important aspects of English language proficiency development are the integration of ELL cultural values and beliefs into instruction

Lesson Planning with Universal Design for Learning Among the most important aspects of English language proficiency development are the integration of ELL cultural values and beliefs into instruction
Subm is sio n I d e: f 1 8 a05 8 1- 3 01a- 4 6b6-b 2 6 3 -f 8 06b 88 002 20 3 8 % SIM IL A R IT Y S C O RE 9   CIT A TIO N IT E M S 1 3   GRAM MAR IS S U E S 0   FE ED BAC K C O M ME N T In te rn et S ourc e   0 % In stit u tio n   3 8 % K en j i C u rry C OE- le sso n -p la n – te mp la te (4 ) .d o cx S um m ary   11 98 W ord s   GCU C olle g e o f E d uca tio n LE SSO N P LA N T EM PLA TE Sectio n 1 : L esso n P re p ara tio n Teach er C an did ate Nam e: Gra d e L evel: 6 Date : Ju ly 6 , 2021 Unit /S ubje ct: Englis h L anguage A rts ( E LA ) In str u ctio nal P la n T it le : Main I d eas a nd D eta ils Lesso n S um mary a n d Focu s: The le sso n w ill in vo lv e r e adin g a nd a naly z in g “G ood P et, B ad P et” b y E liz a beth Sch le ic h er a s a c la ss. T he s tu dents w ill r e ce iv e m ult ip le c h arts a nd d ia gra m s t o re co rd t h eir in fo rm atio n a nd c o m e u p w it h t h e c e ntr a l id eas in t h e s to ry t h ro ugh modelin g. T he E LL s tu dents w ill d is cu ss t h e c o m mon t y p es o f p ets k e pt b y people in t h eir h om e c o untr ie s a nd t h eir p ro s a nd c o ns. Cla ssro om a n d S tu den t Facto rs /G ro upin g: Out o f t h e t o ta l o f t w enty -e ig ht s tu dents in t h e c la ss, e ig hte en o f t h em a re Englis h L anguage L earn ers ( E LL) w it h v a rie d r e adin g, w rit in g, a nd s p eakin g abilit ie s. T hre e s tu dents a re r e ce iv in g s o m e f o rm o f S pecia l E duca tio nal se rv ic e s, a nd t w o o f t h em a re E LL. O ut o f t h e t h re e s tu dents in t h e G if te d pro gra m , o nly o ne o f t h em is a n E LL. Natio nal/S ta te L earn in g Sta n dard s: ELA S ta n dard s 5. R I.2 : D ete rm in e t w o o r m ore m ain id eas o f a t e xt a nd e xp la in h ow t h ey a re su pporte d b y k e y d eta ils ; s u m mariz e t h e t e xt. 5. R I.7 : D ra w o n in fo rm atio n f r o m m ult ip le p rin t o r d ig it a l s o urc e s, d em onstr a tin g th e a bilit y t o lo ca te a n a nsw er t o a q u estio n q u ic k ly o r t o s o lv e a p ro ble m effic ie ntly . ELP S ta n dard s 4. R F.3 : K now a nd a pply p honic s a nd v o ca bula ry s k ills in d eco din g mult is ylla bic word s in c o nte xt a nd o ut o f c o nte xt. 4. R F.4 : R ead w it h su ffic ie nt a ccu ra cy a nd f lu ency t o s u pport c o m pre hensio n. GCU C olle g e o f E d uca tio n LE SSO N P LA N T EM PLA TE  Stu dent: Subm it te d t o G ra nd C anyo n U niv e rs it y  Pote ntia lly m is sin g c o m ma: 202 1  202 1,  Stu dent: Subm it te d t o G ra nd C anyo n U niv e rs it y  Stu dent: Subm it te d t o G ra nd C anyo n U niv e rs it y  Spellin g m is t…: mult is y lla bic  mult i s y lla bi…  su ffic ie nt ( e nough): su ffic ie nt  enough © 2 01 9. G ra n d C an yon U niv ers it y . A ll R ig h ts R ese rv ed . Specif ic L earn in g Targ et(s )/O bje ctiv es: Stu dents w ill p ro vid e r e lia ble d eta ils o n t h e s e le cte d t e xt u sin g m ult ip le g ra phic org aniz e rs g iv e n t h e m ain id ea ( s ) o f t h e r e la te d t e xt. GCU C olle g e o f E d uca tio n LE SSO N P LA N T EM PLA TE Sectio n 2 : In str u ctio nal P la n nin g Antic ip ato ry S et • I w ill lis t t h e im ag es one s id e a n d t h e v oca b ula ry w ord s o n t h e o th er s id e w it h out fo llo w in g a s p ecif ic o rd er a n d t h en a sk s tu den ts t o m atc h t h em r e sp ectiv e ly . • Stu den ts c a n u se p ro vid ed iP ad s o r g ra p hic o rg an iz e rs t o c o m ple te t h e w ord t o im ag e matc h in g e xe rc is e . • I w ill a sk s tu den ts t o r a is e t h eir h an ds w hen t h ey e n co unte r a w ord t h ey n eve r u se d a word b efo re o r h eard it b ein g u se d . Tim e Need ed 15 M in Mult ip le M ean s o f R ep re se n ta tio n • I w ill d esig n t h e g ra p hic o rg an iz e rs s u ch t h at c o m ple tin g t h e e xe rc is e d w ill p oin t t h e stu den ts t o t h e t e xt’s m ain id ea. • I w ill h elp t h e s tu den ts le arn t o lis t d eta ils o n t h e m ain id ea u sin g v ario us gra p hic org an iz e rs . • I w ill m odel a T -C hart t o h elp p re se n t t h e p ro s a n d c o ns o f o w nin g p ets • I w ill u se a T -C h art t o h elp s tu den ts le arn h ow t h ey c a n lis t t h e p ro s a n d c o ns o f o w nin g pets • I w ill s h ow s tu den ts t h e a n im als t h at a re m ostly k e p t a s p ets a ro und t h e w orld , t h en giv e t h em a c h an ce t o s h are a b out t h eir p ets . Exp la in h ow y o u w ill d if fe re ntia te m ate ria ls fo r e ach o f th e fo llo w in g g ro ups: • Englis h la n guag e le arn ers ( E LL ): T o a vo id o ve rw helm in g t h is g ro up I w ill b e d eliv e rin g sm all c o nte nt a t a t im e a nd e va lu ate t h e s tu dents a fte r e ve ry b it . F or in sta nce , I c o uld lis t half o f t h e v o ca bula ry w ord s f ir s t in ste ad o f lis tin g a ll o f t h em , w hic h c o uld b e t o o m uch t o ta ke in a t a t im e. • Stu den ts w it h s p ecia l n eed s: I w ill g iv e t h em a cce ss t o a ll a va ila ble a ssis tiv e te ch nolo gie s a nd e nsu re t h ey a re t r e ate d w it h r e sp ect b y t h eir p eers . S om e u se fu l assis tiv e t e ch nolo gie s in clu de v o ic e r e co gnit io n, w ord p ro ce ssin g s yste m s, p honetic sp ellin g s o ftw are , a nd v o ic e r e co rd ers . • Stu den ts w it h g if te d a b ilit ie s: I w ill d eve lo p a s p ecia l t e ach in g a ppro ach f o r g if te d stu dents f o cu se d o n n urtu rin g h ig her t h in kin g a nd le arn in g. F or in sta nce , I w ill p ro vid e th ese s tu dents w it h b oth t h e c e ntr a l id ea a nd t h e t e xt’s t h em e. • Early f in is h ers ( t h ose s tu den ts w ho f in is h e arly a n d m ay n eed a d dit io nal Tim e Need ed 20 M in  Stu dent: Subm it te d t o G ra nd C anyo n U niv e rs it y  Gra m matic a l p ro ble m : stu dents  Spellin g m is ta ke : iP ads  pads  Spellin g m is ta ke : iP ads  pads  Stu dent: Subm it te d t o G ra nd C anyo n U niv e rs it y  Stu dent: Subm it te d t o G ra nd C anyo n U niv e rs it y © 2 01 9. G ra n d C an yon U niv ers it y . A ll R ig h ts R ese rv ed . Aca d em ic L an guag e • Anim al • Pets • Cat • Dog • Vete rin aria n • Owners h ip • Resp onsib ilit y • Pro s • Cons Learn ers w ill u se V oca bula ry V is u aliz a tio n t o ols t o le arn a nd p ra ctic e r e adin g and w rit in g t h e s e le cte d w ord s. I w ill a sk t h e s tu dents t o m atc h t h e v o ca bula ry word s w it h t h eir r e sp ectiv e im ages. T his a ppro ach w ill m ost im porta ntly h elp Englis h la nguage le arn ers le arn t h e d efin it io ns o f t h ese w ord s. Reso urc e s, M ate ria ls , Equip m en t, a n d Tech nolo gy: • A s o ft c o py o f t h e t e xtb ook • Prin te d c o pie s o f t h e t e xt f o r e ach stu dents • Gra phic o rg aniz e rs • iP ads o r C hro m ebooks • Im ages m atc h in g t h e v o ca bula ry w ord s • T-c h arts • Hig hlig hte rs re so urc e s/s u pport): I w ill a ssig n s p ecif ic le arn in g t a sk s t o e ach s tu dent f o r t h is le arn in g activ it y . T hose w ho c o m ple te t h eir t a sk s e arlie r a re t o c h eck o n t h e w ork o f t h eir cla ssm ate s. GCU C olle g e o f E d uca tio n LE SSO N P LA N T EM PLA TE GCU C olle g e o f E d uca tio n LE SSO N P LA N T EM PLA TE  Gra m matic a l p ro ble m : u se t h e b ase …: lis te d  Spellin g m is ta ke : audio book  audio b ook  Thre e s u cce ssiv e s e nte nce s b egin w it …: The  Stu dent: Subm it te d t o G ra nd C anyo n U niv e rs it y  Stu dent: Subm it te d t o G ra nd C anyo n U niv e rs it y  Possib le a gre em ent e rro r: portra y  Duplic a te d p hr…: Tim e N eeded T …  Tim e N eeded  Stu dent: Subm it te d t o G ra nd C anyo n U niv e rs it y  Spellin g m is ta ke : su m mativ e  su m matio n  Possib le a gre em ent e rro r: ta ke © 2 01 9. G ra n d C an yon U niv ers it y . A ll R ig h ts R ese rv ed . © 2 01 9. G ra n d C an yon U niv ers it y . A ll R ig h ts R ese rv ed . Mult ip le M ean s o f E ngag em en t • Stu dents w ill lis te d t o a n audio book o f “ G ood P et, B ad P et” t o h elp t h ey g ain a q u ic k ove rv ie w o f t h e t e xt. • I w ill e n gag e t h e s tu den ts w it h t h e t e xt’s c o nte n t in v ario us le arn in g sta tio n s/ ce n te rs . The s ta tio ns w ill r a n ge f r o m c e n te rs f o r v o ca b ula ry v is u aliz a tio n, e n gag in g w it h d eta ils an d a c e n te r t o e valu ate t h e p ro s a n d c o ns o f p ets . T he c e n te rs /s ta tio ns w ill b en efit E LL an d d is a b le d s tu den ts , b ein g a s u it a b le s p ace w here t h ey c a n a cce ss p eer a n d t e ach er modelin g. The s e ttin g a llo w s t h em t o s o cia liz e , le arn d if fe re n t c u lt u re s, a n d k e ep s t h em well e n gag ed , w hic h a re p rim e c o m ponen ts o f U DL . • I w ill m odel t h e p ro s a nd c o ns o f c a rs u sin g a f lip c h art g uid in g s tu dents o n h ow t h ey ca n r e pre se nt t h e p ro s a nd c o ns o f o w nin g p ets w it h t h e s a m e t o ol. Exp la in h ow y o u w ill d if fe re ntia te a ctiv it ie s fo r e ach o f th e fo llo w in g g ro ups: • Englis h la n guag e le arn ers ( E LL): I w ill p ro vid e t h em w it h b ette r o pportu nit ie s t o pra ctic e t h eir la nguage s k ills b y in te gra tin g s u it a ble d ig it a l t e ch nolo gie s in t h eir le arn in g. For in sta nce , t h e s tu dents w ill u se t e ch nolo gy t o h elp t h em v is u aliz e t h e v o ca bula ry word s. • Stu den ts w it h s p ecia l n eed s : p ro vid e le ve le d r e aders t o t h em b ase d o n t h eir s p ecif ic re adin g p erfo rm ance le ve ls . • Stu den ts w it h g if te d a b ilit ie s : A ssig n t h em t o o th er E LL s tu dents w ho n eed a ddit io nal su pport in t h e le arn in g p ro ce ss o r p eer m odelin g • Early f in is h ers : T hose w ho c o m ple te t h eir a ssig ned t a sk s e arlie r w ill b e portr a y t h eir fa vo rit e d eta ils o r p arts o f t h e t e xt w it h s u it a ble illu str a tio ns. Tim e Need ed Tim e Need ed Mult ip le M ean s o f E xp re ssio n • Stu dents w ill t a ke a m ult ip le c h oic e t e st c o ve rin g t h e t e xt’s m ain id ea, r e la te d vo ca bula ry , a nd t h e p ro s a nd c o ns o f o w nin g a p et. • They w ill f ill a n e xit s lip a s t h ey le ave t h e c la ss t o in dic a te t h eir n ew ly le arn ed s tr e ngth s and w eakn esse s in t h e c o nte xt. • Stu dents w ill r e vie w t h e u nit t o g iv e a t h um ps u p o r a t h um ps d ow n a t t h e e nd. Exp la in h ow y o u w ill d if fe re ntia te a sse ssm ents fo r e ach o f th e fo llo w in g g ro ups: • Englis h la n guag e le arn ers ( E LL): T heir su m mativ e a sse ssm ent w ill in vo lv e p re se ntin g a P ow erP oin t o r P oste r. • Stu den ts w it h s p ecia l n eed s : t h ey w ill b e g iv e n s h orte ned t e sts w it h m odif ie d dir e ctiv e s. • Stu den ts w it h g if te d a b ilit ie s : t h ey w ill b e ta ke a s e para te s e t o f q u estio ns t h at r e qu ir e hig her t h in kin g s k ills . • Early f in is h ers : T hey s h ould b egin w ork in g o n t h eir h om ew ork ’s t o a vo id d is tr a ctin g oth er s tu dents . T hey c a n a ls o r e se arc h o n t h e t e xt u sin g a va ila ble r e so urc e s a nd re fle ctin g o n h ow it r e la te s t o t h e r e al w orld , w hic h is a ls o id eal f o r g if te d s tu dents . Exte n sio n A ctiv it y a n d/o r H om ew ork Any u nfin is h ed c la ssw ork a t t h e e nd o f t h e le sso n w ill b e t e rm ed as h om ew ork . S uch m ay in clu de m atc h in g t h e v o ca bula ry w ord s w it h im ages a nd/o r lis tin g t h e p ro s a nd c o ns o f o w nin g Tim e Need ed © 2 01 9. G ra n d C an yon U niv ers it y . A ll R ig h ts R ese rv ed . pets in t h e T -c h arts .