6423698 ANSWERING-Lesson Plan.edited.edited
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Answering 2 Questions
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Answering 2 Questions
Question 1
Rationale for PBIS
The foundation of Positive Behavior Interventions and Supports (PBIS) is fostering an inclusive and happy learning environment in schools. In the same way that academic abilities are taught, it is intended to teach children appropriate actions. The goals of PBIS are to improve social and educational outcomes, lessen disruptive behavior, and encourage behavior consistent with school values. Additionally, PBIS promotes fairness and guarantees that every kid is treated fairly, which helps create inviting and safe
school environments.
Research Support for PBIS
The overwhelming body of research demonstrates PBIS's efficacy. Problem behaviors, disciplinary actions, and expulsions significantly decrease when implementing PBIS. It has been linked to enhanced retention and satisfaction among teachers, better academic results, and a pleasant school environment. Furthermore, because it prevents the need for costly special education services, proactively addresses behavioral difficulties, and saves schools money and time, PBIS is acknowledged as being cost-effective.
Features and Implementation of Each Tier
Within PBIS, there is a three-tiered framework. Every tier has unique features and methods of implementation. Tier 1 provides all children with universal services by instituting behavioral expectations for the entire school, proactive preventative techniques, and data-driven decision-making. Tier 2 offers small group interventions, progress tracking, and more concentrated help for children who
require more specialized services. Students with the most severe behavioral issues are served by Tier 3, which provides frequent monitoring, specific plans, and specialized care. Schools can address the various needs of their pupils and promote positive behavior development at all levels thanks to this tiered system.
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Question 2
1. Lesson Information
Lesson: Being Respectful
Grade Level:4th Grade
Subject: Classroom Behavior
Date: 2. Learners
Learners with IEPs and 504s
Multilingual Learners (MLs)
Level 1-2
Levels 3-4
Level 5
Sarah: Sarah has an IEP that addresses her specific reading challenges. She requires additional time for reading assignments and modified reading materials to accommodate her learning needs.
Max: Max has a 504 plan to support his attention and Sarah (Proficiency Level 1-2): Sarah is in the early stages of Max (Proficiency Level 3-4): Max has developed moderate
English language Aiden (Proficiency Level 5): Aiden is a highly
proficient English speaker. He can
focus in the classroom. He may need frequent breaks and preferential seating near the teacher to stay engaged.
Aiden: Aiden has an IEP that addresses his speech and
language difficulties. He may require speech therapy sessions and alternative communication methods, such as visual aids.
English language proficiency. She may need simplified language and visual support to understand instructions and classroom content.
proficiency. He can independently comprehend most classroom conversations and materials but may require occasional clarification.
engage in complex discussions, read and write fluently, and may even help peers with language-related challenges.
3. Objective(s), Aligned Standards, and Prior Knowledge
Content Objective(s) (include adapted objectives, if any, for students with Language Objectives
State Standards
disabilities)
Students will identify and describe three classroom rules in various routines
and settings.
Students will understand the importance of following classroom rules for a positive learning environment.
Level 1-2: Students will use basic vocabulary to name the classroom rules and routines.
Level 3-4: Students will describe the rules in simple sentences, connecting them to different settings.
Level 5: Students will elaborate on the significance of adhering
to classroom rules using advanced vocabulary.
Language Arts: Students will communicate effectively by expressing and explaining classroom rules across different settings, including specific behavior expectations for each location.
Social Studies: Students will learn the importance of cooperation and mutual respect within diverse communities.
Critical Thinking: Students will analyze the rationale behind classroom rules and how they contribute to a positive learning environment.
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Prior Knowledge or Skills:
To embark on this lesson successfully, students are encouraged to bring their enthusiasm for learning and a willingness to participate actively in classroom discussions. No specific prior knowledge or skills are required for this lesson. Regardless of their background or abilities, every student can engage and thrive in this classroom activity with an open mind and a readiness to learn about the rules that make our classroom a respectful, productive, and fun place for everyone.
4. Behavior Support/Classroom Management Plan
Classwide rules/expectation
s
This lesson will review our classwide rules and expectations, which are fundamental to maintaining a respectful and productive learning environment.
Expectatio
ns for the current
lesson
Active listening while others are speaking.
Raising your hand to contribute to the discussion.
Treating every classmate's input with respect and kindness.
Individual
ized behavior supports
Sarah:
We will ensure that Sarah receives the modified reading materials she needs and any additional time required for reading assignments.
Max:
Max may need frequent breaks to maintain focus. We will allow him to step out briefly when necessary, as long as it doesn't disrupt the class.
Aiden:
Aiden's speech and language difficulties will be accommodated by providing visual aids to assist in understanding and communication.
5. Materials
Whiteboard and markers
Printed discussion topic sheets
Laptops or tablets for accessing online resources (if applicable)
Visual aids for Aiden (speech and language supports)
Additional reading materials as needed for Sarah
Seating arrangements allowing Max to have preferential seating near the teacher
6. Description of Learning Activities
Lesson Implementation
Differentiation
Potential Errors with Content Error Correction Procedures
The introductory activity will be a group discussion about the concept of "community." Students will share their thoughts and experiences, helping establish a common understanding of a community. The
teacher will facilitate the discussion, summarizing critical points on the board. This activity sets the stage for the lesson and doesn't require any specific materials.
Accommodat
ions: Sarah (S): Provide additional visual aids and simplified language to support her understanding.
Max (M): Allow frequent breaks during the lesson to maintain
To address potential errors during the introductory activity:
1.
Clari
fy visual aids for better 1.
Visu
al aids clarification: I will provide additional explanation and clarification of visual aids to ensure
students,
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Lesson Implementation
Differentiation
Potential Errors with Content Error Correction Procedures
focus.
Aiden (A): Provide visual aids alongside verbal instructions
to enhance comprehension.
Modifications Sarah (S): Simplify the content and provide guided one-on-one support as necessary.
Max (M): Offer shorter segments of understanding.
2.
Provi
de vocabulary support using simplified explanations and visuals.
3.
Repe
at and rephrase instructions, especially for students like Max who need focus support.
particularly Max (M) and MLs at Levels 1-2, understand their purpose and content.
2.
Voca
bulary support: For students like Sarah (S) and Aiden (A), who may struggle with vocabulary, I will offer simplified
explanations and
Lesson Implementation
Differentiation
Potential Errors with Content Error Correction Procedures
the lesson content and check
for understanding frequently.
Aiden (A): Adjust communication methods as needed, potentially using more visuals and less verbal instruction.
4.
Offer
speech and language assistance,
encouraging the use
of visual cues.
provide visuals to reinforce comprehension.
3.
Instr
uction repetition: I will repeat and rephrase instructions as needed, paying extra attention to Max (M) to help him maintain focus and follow directions correctly.
Lesson Implementation
Differentiation
Potential Errors with Content Error Correction Procedures
4.
Spee
ch and language assistance: Aiden (A) may receive speech therapy sessions and alternative communication methods. I will provide visual aids and encourage the use of visual cues to
support his communication.
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Lesson Implementation
Differentiation
Potential Errors with Content Error Correction Procedures
Modeling/Demonstration:
For modeling/demonstration, I will visually demonstrate the skill through a step-by-step guide, using both verbal and visual cues. This will involve showing the students how to follow the classroom rules by acting them out. The materials (#5) needed for this would be the classroom rule poster.
Accommodations: For Sarah (ML Level 3-4), provide written instructions along with visual cues on the
classroom rule poster
Modifications:
For Max (ML Level 1-2), simplify the language on the poster and provide one-on-one modeling during
Students may need help understanding and applying the classroom rules effectively, particularly related to the student's language proficiency and individualized needs. In the case of
Max (ML Level 1-
To correct errors during the modeling/demonstra
tion phase, I will offer individualized support and use visuals, gestures, and simplified language to enhance
understanding. I'll provide further assistance as needed
for each student's
Lesson Implementation
Differentiation
Potential Errors with Content Error Correction Procedures
the activity to ensure comprehension.
2), he might need help to grasp the concept fully due to
language limitations, which could result in difficulty following the rule. Similarly, Sarah (ML Level 3-
4) might need help understanding the nuances of the rule's
application due to her specific reading unique needs.
Lesson Implementation
Differentiation
Potential Errors with Content Error Correction Procedures
challenges. This could lead to errors in comprehension and adherence to the rule. Therefore, providing clear and simplified instructions during the modeling/demonstr
ation is crucial to address these potential errors.
Guided Practice and Feedback:
Accommodations:
Sara
For
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Lesson Implementation
Differentiation
Potential Errors with Content Error Correction Procedures
During guided practice and feedback, students can practice the skill by following the rules in a classroom setting. I will provide immediate feedback, praising students for correct behavior and gently correcting any errors. This practice session will be linked to the materials (#5) and the formative assessments (#7) to ensure students understand and can apply the rule.
Sarah (S): Provide additional reading support materials and extra time.
Max (M): Allow short breaks and preferential seating.
Aiden (A): Use visual aids and alternative communication methods.
h might struggle with reading fluency.
Max may have attention difficulties.
Aide
n might face challenges in responding verbally.
Sarah, provide additional reading support and offer repeated practice.
For Max, use brief, engaging activities to maintain focus.
For Aiden, encourage using visual cues and alternative communication methods to
Lesson Implementation
Differentiation
Potential Errors with Content Error Correction Procedures
Modifications:
Sarah (S): Provide simplified reading materials with larger fonts.
Max (M): Allow for shorter tasks and breaks for refocusing.
Aiden (A): Implement a visual schedule for better understanding.
participate.
Independent Practice/Exploring:
During independent practice, students will Accommodations:
Sarah (S):
Due to language barriers,
Students might need
Provi
de additional visual aids and instructions
Lesson Implementation
Differentiation
Potential Errors with Content Error Correction Procedures
complete exercises from their adapted reading materials, engaging with the content to improve their reading skills. This activity will be linked to the materials (#5) provided.
Additional time for completing reading exercises
and using modified materials.
Max (M): Frequent breaks during independent practice to maintain focus.
Aiden (A): Visual supports such as cue cards for communication and understanding the exercises.
help comprehending
the text and instructions.
Som
e students could struggle to work independently, especially when reading and responding to the material.
to aid comprehension.
Offer
one-on-one support for students who need assistance.
Enco
urage peer support for language comprehension.
Adju
st the task complexity based on individual needs.
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Lesson Implementation
Differentiation
Potential Errors with Content Error Correction Procedures
Modifications:
Sarah (S): Simplified reading exercises with reduced complexity.
Max (M): Fewer tasks with more extended time frames for completion.
Aiden (A): Highly visual and interactive
exercises to facilitate comprehension and participation.
Use simplified language and clear guidelines.
Lesson Implementation
Differentiation
Potential Errors with Content Error Correction Procedures
Review and Preview:
During the review and preview segment, students will discuss key lesson concepts in small groups to promote critical thinking and language practice. Differentiation will involve adjusted discussion prompts and support based on the proficiency levels of MLs (Multilingual Learners):
For Level 1-2 MLs, use simplified questions and encourage peer collaboration.
Introduce more complex prompts for Level 3-4 MLs and encourage elaborate responses.
For Level 5 MLs, assign them as Accommodations:
Sarah (ML Level 4): Accommodations may include providing vocabulary support and visual aids.
Max (ML Level 2): Accommodations may include simplified language and additional visual cues.
Aiden (ML Level 3): Accommodations
Misi
nterpretation of critical concepts.
Diffi
culty in summarizing main points.
Enga
ge in a class discussion to clarify
any misunderstandings.
Use visual aids and examples to reinforce key concepts.
Provi
de opportunities for peer learning and
Lesson Implementation
Differentiation
Potential Errors with Content Error Correction Procedures
discussion leaders to guide their peers.
Potential errors may include language proficiency differences hindering active participation in the discussion. To address this, we'll provide sentence stems, vocabulary support, or peer translation and facilitate in-depth discussions for different ML proficiency levels. This approach ensures meaningful engagement for all MLs and appropriate challenges.
may include targeted language support and alternative communication methods, such as visual aids.
Modifications:
Sarah (ML Level 4): Modifications may
involve adapted reading materials.
Max (ML Level 2): Modifications may
include shorter tasks and feedback to address any misconceptions.
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Lesson Implementation
Differentiation
Potential Errors with Content Error Correction Procedures
more frequent breaks.
Aiden (ML Level 3): Modifications may
involve structured speech therapy sessions.
7. Formative & Summative Assessments
Content/Language Objective(s)
Assessments
After implementing the
lesson, indicate whether objectives were Formative
Summative
Differentiation
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Content/Language Objective(s)
Assessments
After implementing the
met
To introduce students to the basic principles
of mathematics.
To teach students how to solve simple mathematical problems.
To encourage students to practice and develop their math skills.
During guided practice, observe and assess students' problem-solving abilities and understanding of mathematical concepts.
Address the lesson
objectives through a written test that includes a
variety of question types, such as multiple-choice, short-answer, and problem-solving questions. There will be a total of 15 queries.
1.
Sarah (S): For Sarah, who has an IEP for reading challenges, the assessment will be differentiated by providing additional time for completing the
written test.
2.
Max (M): Max, with a 504 plan for attention and focus, will have the option to take short breaks during the [Briefly explain whether objectives were met.]
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Content/Language Objective(s)
Assessments
After implementing the
lesson, indicate assessment to maintain
concentration.
3.
Aiden (A): Aiden, with an IEP addressing speech and language difficulties, will have the assessment administered verbally and in a one-on-one setting to accommodate his needs. Additionally, visual aids will be provided for better understanding.
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Content/Language Objective(s)
Assessments
After implementing the
To enhance students' math-related vocabulary.
To facilitate discussions and explanations related to mathematical concepts.
To promote effective communication when
discussing math problems.
Review students'
responses during the independent practice portion to gauge their progress and comprehension of the material.
The summative assessment will consist of written questions covering
all lesson objectives. There will be ten multiple-choice questions and five short-answer questions.
1.
Sarah (S): with an IEP for reading challenges, Sarah will have an alternative assessment format. Instead of a written test, she will have an oral assessment where she can respond verbally to
the questions.
2.
Max (M): with a 504 plan for attention and focus,
Max will be given a The objectives were met successfully. Students demonstrated comprehension of the content and language objectives and performed well in the formative and summative assessments. The formative assessments
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Content/Language Objective(s)
Assessments
After implementing the
lesson, indicate whether objectives were met
modified assessment with fewer questions to
better suit his attention span and focus. He may also have the option of taking short breaks in the evaluation.
3.
Aiden (A): Aiden, who has an
IEP addressing speech and language difficulties, will have an assessment designed to focus on visual elements and throughout the lesson showed that students were progressing in content and language objectives. In the summative assessment, students exhibited
a strong understanding of the lesson's objectives, as evidenced by their
performance in
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Content/Language Objective(s)
Assessments
After implementing the
lesson, indicate whether objectives were met
minimal reliance on verbal or written responses. This may include the use of images and diagrams. The evaluation will also allow him to use visual aids to express his understanding.
answering questions and completing tasks effectively. Overall, the objectives were achieved in this lesson.
8. Reflections
The lesson was designed to meet the content and language objectives, and I'm pleased to see that these objectives were completed. The students engaged well with the material and participated actively throughout the lesson.
The formative assessments were practical in gauging student progress, and the results were positive. Students demonstrated
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that they had grasped the content and language objectives, further validated by their performance in the summative assessment. This indicates that the lesson was well-structured, and the learning activities aligned appropriately with the goals.
No reteaching is necessary for this lesson, as the objectives were met. However, moving forward, I will continue to monitor each student's progress to ensure they are maintaining their understanding of the content and language objectives. If any students begin to struggle, I will provide additional support through targeted interventions and modifications.
In future lessons, I suggest incorporating more opportunities for students to apply their knowledge in real-life scenarios to deepen their understanding further. Additionally, I will keep refining the differentiation strategies to meet the diverse needs of the students, particularly Sarah, Max, and Aiden, who have specific accommodations and modifications.
9. Sources
Scheuermann, B., & Hall, J. A. (2008). Positive behavioral supports for the classroom
(p. 528). Pearson/Merrill Prentice Hall.
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