Learning Map Assignment
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School
National University College *
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Course
520
Subject
Communications
Date
Feb 20, 2024
Type
docx
Pages
4
Uploaded by Katsity
GRADE LEVEL: 9th -10th
COMMON CORE STANDARD(S): CCSS.ELA-LITERACY.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
UDL Principles
Engagement
Representation
Action & Expression
Complete this section concerning
the three principles of UDL.
Explain in each section how you will provide multiple opportunities for all your students
●
In class, I will implement
the Frayer Model by giving students
a graphic organizer to follow along in the text. This will help them to develop context and learn
new words
●
Using the Think-Pair-
Share strategy, students will work with a peer to determine vocabulary meaning and tone
●
I will provide background on the subject for students. Giving them any relevant
information that may prove helpful to understanding the text. ●
I will find relevant audio or video clips to incorporate into the lesson to help learners process the material
●
Students will self-assess their
knowledge of keywords in the text by assign each unfamiliar word a rating ○
Heard of the word
○
Never heard of the word
○
Familiar with the meaning
●
In a Socratic seminar setting, students will share their thoughts on the assigned topic to better develop interpersonal skills. Select three diverse learners:
Planning
Learner: English Speaker
Learner: English Language Learner Bridging
Learner: Language Learner Emerging
Target: 9th - 10th Grade ELA Standard CCSS.ELA-
LITERACY.RL.9-10.4
Target: Target: 9th - 10th Grade ELA Standard CCSS.ELA-
LITERACY.RL.9-10.4
Target:
Target: 9th - 10th Grade ELA
Standard CCSS.ELA-
LITERACY.RL.9-10.4
ASSESSMENT:
Students will first complete an informal self-assessment wherein
they give a rating to any unfamiliar words they encounter in-text.
I will also walk-around class and check for understanding as students work on the material.
INSTRUCTION:
●
Start the lesson by introducing the standard and class objective. ●
Class will watch short videos pertaining to the text.
●
Students will work in pairs to preview sections of the text and identify difficult words. Students will follow along using a graphic organizer to hypothesize using context.
●
As a class we will address the noted vocabulary words and determine their true definition
●
These students should have the language skills to understand context and
literary elements. They ASSESSMENT:
Students will first complete an informal self-assessment wherein
they give a rating to any unfamiliar words they encounter in-text.
I will also walk-around class and check for understanding as students work on the material.
INSTRUCTION:
●
Start the lesson by introducing the standard and class objectives. ●
Class will watch short videos pertaining to the text.
●
Students will work in pairs to preview sections of the text and identify difficult words. Students will follow along using a
graphic organizer to hypothesize using context.
●
As a class we will address the noted vocabulary words and determine their true definition
●
Bridging students should
be able to understand the
material but can rely on a
partner for additional ASSESSMENT:
Students will first complete an informal self-assessment wherein they give a rating to any unfamiliar words they encounter in-text.
I will also walk-around class and check for understanding as students work on the material.
INSTRUCTION:
●
Start the lesson by introducing the standard and class objectives. ●
Class will watch short videos pertaining to the text.
●
Students will work in pairs to
preview sections of the text and identify difficult words. Students will follow along using a graphic organizer to hypothesize using context.
●
As a class we will address the
noted vocabulary words and determine their true definition
●
Students who are emerging will be paired with english speaker students. As I observe students working in pairs I will encourage partners to assist students who may need further explanation if necessary
●
Emerging students may struggle with context and
may struggle with the unfamiliar vocabulary, but should be able to compete. ●
Students should be able to assist their partner if unclear.
MANAGEMENT:
●
Students should be aware of the day's goal from the lesson objective stated at the beginning of
the class session. ●
I will be observing all class interactions to ensure students stay on task and to provide feedback.
●
If students are unable to understand the lesson, all
concerns can be addressed during the group session.
assistance if they are unsure.
MANAGEMENT:
●
Students should be aware of the day's goal from the lesson objective
stated at the beginning of
the class session. ●
I will be observing all class interactions to ensure students stay on task and to provide feedback.
●
If students are unable to understand the lesson, all
concerns can be addressed during the group session.
literary elements. I will be observing all group interaction and can clarify if needed. ●
Students should also rely on a
partner for additional assistance if they are unsure.
MANAGEMENT:
●
Students should be aware of the day's goal from the lesson
objective stated at the beginning of the class session. ●
I will be observing all class interactions to ensure students stay on task and to provide feedback.
●
If students are unable to understand the lesson, all concerns can be addressed during the group session.
Reflection:
Planning a good learning map is a necessary element for an organized and high functioning classroom. Learning maps give the framework needed to ensure that all students are able to receive the material in the most effective way possible. The more you know about your students and their needs, the more in-depth the planning and instruction can be. It is also necessary to keep an element of adaptability built in. Lessons can change on the fly,
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depending on how well students are able to grasp the concept given. Accounting for any scenario and being prepared to address the needs of a diverse group is the key to a well-run classroom.