LPG & Delivery Plan - 2022
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School
University of Houston *
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Course
1301
Subject
Communications
Date
Jan 9, 2024
Type
docx
Pages
7
Uploaded by nathaliebarberan25
Name: Grade/Subject: Date: 1.
Texas Essential Knowledge and Skills (TEKS): (C2) 2. Deconstructing/Unpacking the TEKS: (C2) What students will
know and be able to do
3. SMART Objective(s): (C3)
Essential Question:
4. Central Focus (C4)
How will this lesson link with other lessons in the unit?
Learning Targets
I CAN statements that Clearly show alignment with TEKS
5. Academic Language (C5)
Academic language represents the language of the discipline that students need to learn and use to engage in the content area in meaningful ways.
There are 4 language demands to consider as you require students to read, write, speak, listen, demonstrate and perform.
Language Function
(an active verb that students will use to demonstrate their learning in the assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret, justify): Vocabulary (words, phrases, and/or symbols that are used within disciplines): Discourse (Structures of written and oral language, how will they talk, write, and participate in knowledge construction: discussions, reports, essays, multi-media presentations, performance):
Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables):
6. Targeted Language Supports (C5)
Language Function
(How will you help them demonstrate the DO verb?)
The resources, representations, and strategies you will provide to help students understand, use, and practice the concepts and language they need to learn within the discipline
Site the researcher’s name as you refer to the strategy. Vocabulary Strategies
-
(GO TO Page)
1. 2. Discourse strategies
- (GO TO Page)
-Write: -Talk: Syntax
- (GO TO Page)
1. 2. Making Content Comprehensible
(R9) 7. Assessment/
Evaluation (C6)
Assessment(s) must be aligned to the TEKS, and objectives. Assessment of your TEK
Formative:
Summative:
Assessment of your language demands:
Formative:
Summative: 8. Hook (C7)
Closure (C7)
Student Assets (C7)
Hook activity (make connections to prior learning)
Closure Activity:
(make connections to prior learning)
Personal assets:
Cultural assets: Community assets: 9. Body of Lesson/
Teaching Strategies and
Learning Task(s)
(C9)
Be sure to include:
How will students learn and use academic language
?
Three higher order thinking questions.
Marzano Strategy
I DO – WE DO – YOU DO – Differentiation
-
(GO TO page
)
(Tailoring instruction to meet individual needs; differentiating the content, process, product, and/or learning environment)
: o
Second Language learners / Cultural Diversity:
o
Gifted / advanced learners:
Technology: -
(GO TO page
)
Marzano Strategy - (GO TO page
)
Higher Order Thinking Questions (GO TO page
)
1.
2.
3.
Grouping / Partnering Technique: (Hattie)
Potential misconceptions and your plan to address it:
10
. Resources and materials needed (C9)
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(E7)
(How might you differentiate materials and resources for learners with various needs?)
SUBMIT LPG and SELF EVALUATION RUBRIC – C9
11. Classroom Management Strategies (CBM5)
What procedures will you employ to manage transitions, behavior, passing out materials, engagement, etc.?
Add 3 procedures
12. Academic Supports for Students (E6)
What instructional strategies and planned supports, will you employ to
meet the needs of each student that has identified special learning needs? (E11)
Accommodation(s)
- (A change that helps a student overcome or work around obstacles
)
:
1. 2. 3. Modification(s)
- (A change in what is being taught or what is expected from the student)
:
1.
2. 3. Strategies for ELLs (strategies that support language acquisition)
1. 2.
3.
4.
5.
DELIVERY PLAN
1. Objective (Rigor)
- SMART and should be visible on your board daily.
2.
Opening (Retrieval)
– How will you "hook" your students into the lesson--at both the thinking and emotional level?
What will you do
to open the lesson to motivate and engage the students’ interest in the content?
How will you help students make connections to prior knowledge?
How will you identify and present your essential questions, Central focus, and Learning Targets (I CAN statements)?
How will you identify / teach / assess language demands?
How will you introduce language supports?
Is your opening congruent to the objective?
3. Teacher Input (Relevance)
– What information is needed for the students to gain the knowledge/skill in the objective? (Be sure you have done a task analysis to break the information/skill into small manageable steps). How will you use strategies, technology, learning styles? What vocabulary and skills do the students need to master the material? Are the strategies you plan to use congruent to the objective?
Model (Routing)
– Outline your
I DO
activities.
Be sure to model strategies and academic language supports needed.
Guided Practice
– Students demonstrate a grasp of new learning under the teacher’s direct supervision. The teacher moves around the room to provide individual remediation as needed. “Praise, prompt, and leave” is an excellent strategy to use.
Outline your
WE DO
activities. Be sure to incorporate strategies and academic language supports that are needed.
Independent Practice (Retaining/Rehearsing) – Students demonstrate an independent application of a
new skill.
Outline your
YOU DO
activities.
Students demonstrate an independent application of new skill. Be sure to praise and assess strategies and academic language supports that are being used.
Check for Understanding (
Recognizing)
– Practice doesn't make perfect; it makes permanent. So, make sure the students understand how to proceed before moving to the practice phase of the lesson. You may need to stop and reteach, so students practice correctly. How do you plan to assess understanding? What HOTQs will you ask? List at least 3
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How will you check for understanding or reteach?
4.
Assessment – How will we know that the students have individually
mastered the objective? What evidence will be collected? What will be an acceptable score? What evidence will be collected to demonstrate mastery of language demands?
5.
Resources
- What materials will you need for a successful lesson?
6. Closure (Re-exposure)
– How will you have the students
end the lesson/reflect upon what was learned?
NOTES: