Assignment 3A
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School
National University College *
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Course
606
Subject
Communications
Date
Apr 3, 2024
Type
docx
Pages
4
Uploaded by rgutierrez756276
Assignment 3A – Lesson Plan Rationale
Directions
Thinking about the class context information and students’ assets and learning needs for the whole class and focus students, briefly respond to the following prompts (no more than 7 pages). Type your responses underneath each prompt. Do not delete or alter the prompts. Consider how your lesson plan in Week 4 WILL address the following areas. You will complete a lesson plan in Week 4 – Assignment 4A. 1.Prior Academic Knowledge: Explain how the lesson plan will build on students’ prior academic knowledge related to the content-specific learning goal(s) selected for the lesson. For my students, my lesson plan will consist of a short story. My students must have prior academic knowledge of reading comprehension, writing skills, vocabulary, characterization, and cultural context. The lesson will deepen the student's understanding of character development by focusing on and analyzing character traits. Students will know the vocabulary in short stories from the introduction before the lesson. They will already have critical thinking skills from prior lesson plans. Depending on the short story's cultural background, some students will have cultural norms and values that relate to the story. By building on these
prior academic knowledge foundations, students can engage more deeply in understanding character analysis.
2.Student Assets and Learning Needs: Explain how the lesson plan will incorporate or build on students’ cultural and linguistic resources, socioeconomic backgrounds, funds of knowledge, prior experiences, and interests related to the content of the lesson. The lesson plan will incorporate cultural and linguistic aspects related to the student's prior knowledge of walking late at night or having late-night activities related to the theme of the short story. The
students will have the knowledge to understand their communities and discuss themes in the short story. Students will connect to a time of isolation in their personal lives. By incorporating these aspects, the lesson
can be meaningful to the students, enhancing their understanding and allowing them to collaborate with peers on their personal experiences.
3.Student Learning Activities: Explain why you selected the learning activities and how you will engage all students in higher-order thinking (analysis, synthesis, evaluation, interpretation, transfer) and applications of concepts or skills to purposefully advance their understanding of the specific content (e.g., use of manipulatives, think-pair-share, models, drawings or maps, graphic organizers, performances, demonstrations, labs). *Step 1 Template Taken from: CalTPA Performance Assessment Guide Instructional Cycle 1 Multiple Subject Learning About Students and Planning Instruction Copyright © 2019 by the California Commission on Teacher Credentialing 1900 Capitol Avenue, Sacramento, CA 95811. All rights reserved. 3
The lesson was designed to get students thinking in a higher order. It was also developed to get students to engage and collaborate to better understand context. Manipulatives are think-pair-share. It was
designed to get students to think deeply about the text, share their ideas in a group, and discuss as a class. Class discussion helps engage or allow all students to evaluate and interpret the text collaboratively. A writing assignment at the end of the lesson will enable students to explain their understanding of the short story in their own words and express their relationship to their own experiences.
4.Instructional Strategies: Explain why you will use specific instructional strategies and what adaptations you might make to improve student access to learning. Describe how you will support student engagement with the content you are teaching in this lesson (e.g., modeling, scaffolding, asking questions, providing instructions to guide an activity). The instructional strategies I have chosen for the short story will improve the student's access to learning and support student engagement. The think–pair–share was selected because it allows the students to discuss their ideas with their partners before sharing them in class discussion. It allows for more
thoughtful responses. The class discussion was also chosen because it allows me to ask open-ended questions to stimulate critical thinking and encourage students to analyze the text in a deeper connection. They were selected to provide multiple means of representation, expression, and student engagement
5.Student Grouping: Explain your rationale for grouping students in this lesson—whole group, small group, pairs, individual—and why you think this will support student learning. I used a combination of whole groping and pair share. The pair share helps get students to participate and provides a supportive environment where students feel comfortable expressing their ideas to expand comprehension and analysis of text. They are to then bring ideas to the class and discuss everyone's ideas as a whole class to provide a platform for all students to engage and hear others' points of view and build on each other's knowledge and understanding of the text.
6.Academic Language Development: How will you address the academic language development needs of the students you are teaching, including English learners and Standard English learners? What vocabulary or terminology is necessary to access the content? I chose strategies like pre-teaching vocabulary. I will go over key vocabulary for essential words related to the text, such as “conformity,” “individuality,” and “dystopia.” Another strategy would be to pair up my EL learners with proficient English speakers for additional support in understanding and using academic language. 7.Resources and Materials to Support Learning: Explain why you chose particular resources and materials to support student learning and language demands in this lesson. What is the difficulty level of text, materials, or resources needed for the lesson? *Step 1 Template Taken from: CalTPA Performance Assessment Guide Instructional Cycle 1 Multiple Subject Learning About Students and Planning Instruction Copyright © 2019 by the California Commission on Teacher Credentialing 1900 Capitol Avenue, Sacramento, CA 95811. All rights reserved. 3
I used assistive technology to help my EL learners with translation. This tool is designed to assist EL learners with vocabulary and language comprehension. The short story text “The Pedestrian” by Ray Bradbury was a great choice. It is a moderate read and grade-appropriate. It helped students engage, making it an ideal choice for stimulating discussion and analysis.
8.Assessments: Explain how the assessments will check on students’ understanding of the content taught during the lesson. The assessments from the lesson plan will check on students' understanding of the material through various methods, such as identifying character roles in the story and engaging with whole class discussion. This helps me understand the student's ideas and opinions and written responses will help me know if they can apply character analysis into writing, observation, watching the student’ participation, engagement, and
understanding of the story, and using formative assessment will help me understand students feedback by monitoring their pair-share and whole group discussion. The assessments will allow students to demonstrate their understanding of the lesson in various ways.
9.Developmental considerations (e.g., social-emotional, typical and atypical child/adolescent development):
Explain how the lesson plan addresses the developmental considerations of your students. The lesson plan helps with social-emotional development. It allows students to pair-share, express their thoughts and feelings, and listen to others. They develop empathy by considering the characters' emotions and roles in the story.
It helps with adolescent development with students' individuality, conformity, and technology. It aligns with typical teenage development. The lesson plan is also introduced as a differentiated instruction to meet the diverse needs of students. We are using assistive technology for EL learners and pairing for students who require extra support. We also offer frequent breaks, sensory items, headphones, and many more resources to fit my students' learning abilities.
10.Focus Students: Explain how the lesson plan addresses individual needs of the 3 focus students, including as appropriate, assistive technologies, and provides inclusive learning opportunities (if relevant, may include an explanation of
additional support that occurs outside the classroom) to engage fully with the content of the lesson. The 3 focus students can be from your own class, your ITL 604 class (previous course), or you may select from the avatars in SimSchool. You may also select from a list of focus students.
*Step 1 Template Taken from: CalTPA Performance Assessment Guide Instructional Cycle 1 Multiple Subject Learning About Students and Planning Instruction Copyright © 2019 by the California Commission on Teacher Credentialing 1900 Capitol Avenue, Sacramento, CA 95811. All rights reserved. 3
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Focus Student 1: : ER is one of my focus students. He was born in Mexico and is an EL Learner. The lesson plan will help him because he can use assistive technology for translation. He will also be paired with a student who can guide him. We will offer discussion and whole-class participation. I will also make myself available during lunch and breaks for tutoring sessions. I can send him home with a Chrome book to further his time on the computer.
Focus Student 2: JB is an EL student with autism. He is in the 9
th
grade. The lesson plan has a variety of instructional strategies to make JB comfortable in his learning. I can have preferential seating to get him comfortable, allow extra time on assignments, sensory items to keep his hands busy, pair share with a peer, allow headphones if needed, and assistive technology to help with translation. I will also give instruction in a variety of ways till I know JB can understand the material.
Focus Student 3: AS is a bilingual student in the 10
th
grade. The lesson plan will help AS by offering class instruction and pair sharing. I will pair her with a partner who can guide her into sharing ideas and her opinions on the story. This will help her feel prepared for the whole class discussion and will get her to open
up and feel confident. She can take notes and use assistive technology for translation and comprehension purposes. I will offer tutoring during breaks and give formative instruction to help guide her through the process.
*Step 1 Template Taken from: CalTPA Performance Assessment Guide Instructional Cycle 1 Multiple Subject Learning About Students and Planning Instruction Copyright © 2019 by the California Commission on Teacher Credentialing 1900 Capitol Avenue, Sacramento, CA 95811. All rights reserved. 3