Retrieve your lesson from NT 700.4PBP Transfer/Copy the following sections from your previous project to the 700.5 Template For this project, you will pla
- Retrieve your lesson from NT 700.4PBP
- Transfer/Copy the following sections from your previous project to the 700.5 Template
For this project, you will plan for differentiation, accommodations, and modifications with these three students in mind. These three students must be addressed in both of your lesson plans:
- Angelo – Special Education. He has a learning disability and processes information slowly. He's usually happy and helpful.
- Nancy – English Learner. She’s new from Korea and doesn’t yet speak English fluently. She’s a beginner in speaking and writing, and intermediate in listening and reading.
- Corinne – Gifted and Talented. She’s bright but has a history of behavioral challenges. She was suspended three times last year for fighting. In class, she is friendly but may escalate if she feels disrespected.
❓ Include 6 Formative Questions in Your Lesson Plan
Your lesson should clearly show that students are actively engaging with the material and that you are checking for understanding throughout.
Here’s what to do:
- ✅ Include at least 6 specific questions in your lesson plan.
- ???? These questions should match the require students to go beyond "recall of facts" and engage in higher-order thinking (Bloom's Taxonomy)
- ???? Highlight each question in green so your instructor can find them easily
Where should you put them?
- You don’t need to put all the questions in one place. Spread them out naturally across your lesson, such as:
- At the beginning, to check prior knowledge
- During instruction to guide learning
- During activities or discussions
- As part of your assessment
- Next, you will plan for differentiation. Take time to review differentiation here Download herebefore completing.
- Notice how the template directs you to differentiate in content or process for each of the different groups of students.
The plan should include a brief description of how this assessment either is or can be differentiated for academically challenged and EL learners.
Provide accommodations that are clearly matched to the specific needs of each student population—Nancy (English Learner), Angelo (Special Education), and Corinne (Gifted and Talented). These should focus on supports that help students access grade-level content without changing the learning goals. Examples may include but are not limited to learning aids, visual supports, oral directions, flexible grouping, or extended time.
For modifications, focus only on Angelo, who receives special education services. Describe any changes to the content, expectations, or materials that would be necessary to meet his individual learning needs—only if grade-level goals are not appropriate, even with accommodations.
Clearly label accommodations and modifications separately so it is easy to see that you understand the difference. These supports reflect legal and instructional responsibilities for meeting the needs of diverse learners in your classroom.
Answer the reflection questions that follow the lesson plan template in 1-3 paragraphs each:
- Explain the prerequisite skills students need to be successful in this lesson.
- Explain how your answer to the above question influenced your decisions regarding the differentiation strategies used.
- Explain how your instructional strategies, accommodations, modifications, and assessments(s) address the needs of English Learners, including Nancy.
TEXAS TEACHERS LESSON PLAN TEMPLATE
TNT 700.5PBP – PLANNING INSTRUCTION, PART 3
NAME: ____________________________________ SUBJECT/GRADE:_______________________________________
CERTIFICATION AREA: ___________________________________________________________________________________
INSTRUCTIONS: Complete all portions of the lesson plan. Within the focus activity, instructional steps, and/or lesson closure include the following required elements, and identify them in the lesson plan as indicated below:
Create at least 6 formative questions you will ask throughout the lesson and highlight them in green.
You will notice 13 components are repeated from the previous project. You may copy these from TNT 700.4PBP. You may add or change instructional steps, activities, or assessments to better accommodate the diverse needs of learners, if necessary.
|
TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (OR PRE-K GUIDELINES): Using the TEKS for your grade level and content area, copy the TEKS word for word. This must include the grade level, number and letter of competency. For example, (Grade 6) 5.B. |
|
|
PERFORMANCE MEASURE/ASSESSMENT After the lesson, how will you know if they have learned the content to the level of rigor required? How will you measure their performance? |
|
|
LEARNING OBJECTIVE(S): Copy the TEKS word for word beginning with “the student is expected to. . .” and the text of the student expectation. Then end your learning objective by stating the performance measure. |
|
|
STUDENT FRIENDLY OBJECTIVE STATEMENT (must include performance measure) This is what the teacher says to students about what students will learn today, and how they will show they have learned the content (that is the performance measure) |
|
|
PURPOSE OF LEARNING Why do students need to learn this today? This should be written in what you will say to students and should address both why it is important to the content area (knowledge and skills statement) and why it is relevant in their lives. |
|
|
EXPLICIT CONNECTION TO PRIOR LEARNING This is what you say to students about what they have already learned and how it prepares them for what they are about to learn; review what they have learned to prepare them for the upcoming lesson. |
|
|
MATERIALS and SETTING What materials do you need for this lesson? What is the setting? Are students in pairs, groups, stations, floor, library, science lab? |
|
|
KEY VOCABULARY and ACADEMIC LANGUAGE What vocabulary terms must students know to understand the concept being taught? **Include specific method for working with vocabulary ex: Marzano, Frayer model, Greek/Latin roots |
|
|
FOCUS ACTIVITY/ANTICIPATORY SET What activity will students engage in that will pique their interest about the upcoming lesson? Think of this like a preview for an upcoming movie – something that ignites curiosity |
|
|
INSTRUCTIONAL STEPS Include: · Step by step instructions · Key points · Directions to give · Small group instructional plans · Differentiated station activities. · Add your 6 formative questions to the focus activity, instructional steps, and/or lesson closure, and highlight them in green. |
|
|
LITERACY STRATEGIES USED **Specifically identify ways you are implementing literacy instruction! |
|
|
STUDENT USE OF TECHNOLOGY While every lesson may not use technology, you must create lessons here that do use technology in order to meet the technology standards. Use of technology is defined as STUDENT use of technology. Watching a video is not student use of technology. |
|
|
CLOSURE Review: How will you cement the learning that has taken place in this lesson?
Connect to future learning: How will what students learned today help them in upcoming lessons? |
You will add to the lesson plan that you developed in TNT 700.4PBP to include the following new components.
|
DIFFERENTIATION Include differentiation in content, process, or environment for the following groups of students: · English Learners · Regular Education students who are struggling and possibly some Special Education students · Gifted and Talented students |
|
|
DIFFERENTIATED ASSESSMENT If your assessment is already differentiated, please explain how. If it is not, please explain how you will differentiate it for the learning needs in your class. |
|
|
ACCOMMODATIONS/MODIFICATIONS Create at least 2 accommodations AND 2 modifications that address the diverse needs of the students Angelo, Nancy, and Corinne. |
Accommodations- List below and indicate if it is for Angelo, Nancy, or Corrine: |
|
Modifications- List below for Angelo |
The Reflection
Answer each of the following three questions in the text space provided. Your answer should be written in complete sentences and be at least one and no more than three paragraphs per question.
1. Explain the prerequisite skills students need to be successful in this lesson.
2. Explain how your answer to the above question influenced your decisions regarding the differentiation strategies used.
3. Explain how your instructional strategies, accommodations, modifications, and assessments(s) address the needs of English Learners, including Nancy.
,
TEXAS TEACHERS LESSON PLAN TEMPLATE
TNT 700.5PBP – PLANNING INSTRUCTION, PART 3
NAME: ____________________________________ SUBJECT/GRADE:_______________________________________
CERTIFICATION AREA: ___________________________________________________________________________________
INSTRUCTIONS: Complete all portions of the lesson plan. Within the focus activity, instructional steps, and/or lesson closure include the following required elements, and identify them in the lesson plan as indicated below:
Create at least 6 formative questions you will ask throughout the lesson and highlight them in green.
You will notice 13 components are repeated from the previous project. You may copy these from TNT 700.4PBP. You may add or change instructional steps, activities, or assessments to better accommodate the diverse needs of learners, if necessary.
|
TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (OR PRE-K GUIDELINES): Using the TEKS for your grade level and content area, copy the TEKS word for word. This must include the grade level, number and letter of competency. For example, (Grade 6) 5.B. |
|
|
PERFORMANCE MEASURE/ASSESSMENT After the lesson, how will you know if they have learned the content to the level of rigor required? How will you measure their performance? |
|
|
LEARNING OBJECTIVE(S): Copy the TEKS word for word beginning with “the student is expected to. . .” and the text of the student expectation. Then end your learning objective by stating the performance measure. |
|
|
STUDENT FRIENDLY OBJECTIVE STATEMENT (must include performance measure) This is what the teacher says to students about what students will learn today, and how they will show they have learned the content (that is the performance measure) |
|
|
PURPOSE OF LEARNING Why do students need to learn this today? This should be written in what you will say to students and should address both why it is important to the content area (knowledge and skills statement) and why it is relevant in their lives. |
|
|
EXPLICIT CONNECTION TO PRIOR LEARNING This is what you say to students about what they have already learned and how it prepares them for what they are about to learn; review what they have learned to prepare them for the upcoming lesson. |
|
|
MATERIALS and SETTING What materials do you need for this lesson? What is the setting? Are students in pairs, groups, stations, floor, library, science lab? |
|
|
KEY VOCABULARY and ACADEMIC LANGUAGE What vocabulary terms must students know to understand the concept being taught? **Include specific method for working with vocabulary ex: Marzano, Frayer model, Greek/Latin roots |
|
|
FOCUS ACTIVITY/ANTICIPATORY SET What activity will students engage in that will pique their interest about the upcoming lesson? Think of this like a preview for an upcoming movie – something that ignites curiosity |
|
|
INSTRUCTIONAL STEPS Include: · Step by step instructions · Key points · Directions to give · Small group instructional plans · Differentiated station activities. · Add your 6 formative questions to the focus activity, instructional steps, and/or lesson closure, and highlight them in green. |
|
|
LITERACY STRATEGIES USED **Specifically identify ways you are implementing literacy instruction! |
|
|
STUDENT USE OF TECHNOLOGY While every lesson may not use technology, you must create lessons here that do use technology in order to meet the technology standards. Use of technology is defined as STUDENT use of technology. Watching a video is not student use of technology. |
|
|
CLOSURE Review: How will you cement the learning that has taken place in this lesson?
Connect to future learning: How will what students learned today help them in upcoming lessons? |
You will add to the lesson plan that you developed in TNT 700.4PBP to include the following new components.
|
DIFFERENTIATION Include differentiation in content, process, or environment for the following groups of students: · English Learners · Regular Education students who are struggling and possibly some Special Education students · Gifted and Talented students |
|
|
DIFFERENTIATED ASSESSMENT If your assessment is already differentiated, please explain how. If it is not, please explain how you will differentiate it for the learning needs in your class. |
|
|
ACCOMMODATIONS/MODIFICATIONS Create at least 2 accommodations AND 2 modifications that address the diverse needs of the students Angelo, Nancy, and Corinne. |
Accommodations- List below and indicate if it is for Angelo, Nancy, or Corrine: |
|
Modifications- List below for Angelo |
The Reflection
Answer each of the following three questions in the text space provided. Your answer should be written in complete sentences and be at least one and no more than three paragraphs per question.
1. Explain the prerequisite skills students need to be successful in this lesson.
2. Explain how your answer to the above question influenced your decisions regarding the differentiation strategies used.
3. Explain how your instructional strategies, accommodations, modifications, and assessments(s) address the needs of English Learners, including Nancy.
,
TEXAS TEACHERS LESSON PLAN FORMAT
LITERACY SPECIFIC PLAN
1. Why do you think fluent reading makes it easier to understand a story or an article?
2. What does the prefix "sub-" mean in the word "subway"? Can you give an example of another word that starts with "sub-"?
3. How can understanding the root "meter" help you figure out the meaning of "thermometer"?
4. When I read the passage, how did my tone and pauses help you understand the text better?
5. What is one piece of advice you gave your partner to help them read more fluently?
6. After listening to your recording, what is one thing you feel proud of in your reading, and what is one thing you'd like to work on?
NAME: Davielle Vinson SUBJECT/GRADE: 4TH Grade English Language Arts and Reading____
CERTIFICATION AREA: EC-6
PHONOLOGICAL/PHONEMIC AWARENESS PHONICS FLUENCY COMPREHENSION
***NOTE: VOCABULARY MUST BE INCLUDED IN ALL AREAS OF FOCUS
TEKS GUIDELINES:
§110.6. English Language Arts and Reading, Grade 4
“Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking—fluency”. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–vocabulary. The student uses newly acquired vocabulary expressively
LEARNI
Collepals.com Plagiarism Free Papers
Are you looking for custom essay writing service or even dissertation writing services? Just request for our write my paper service, and we'll match you with the best essay writer in your subject! With an exceptional team of professional academic experts in a wide range of subjects, we can guarantee you an unrivaled quality of custom-written papers.
Get ZERO PLAGIARISM, HUMAN WRITTEN ESSAYS
Why Hire Collepals.com writers to do your paper?
Quality- We are experienced and have access to ample research materials.
We write plagiarism Free Content
Confidential- We never share or sell your personal information to third parties.
Support-Chat with us today! We are always waiting to answer all your questions.
