knowledge from the three day lesson plan to connecting it to real life. Struggling Students: For those who struggle with reading and writing I will provide DBQ’s that include sentence starters for the DBQ and essay. As well as bolding important parts of the text in the document that they can use as a Differentiation: How will guide to know what to focus on. you provide students with specific learning needs instructional support? How IEP Students: For IEP students, along with sentence starters and bolding of key words I will provide a word bank will you provide students with definitions for more challenging words within the documents as well. IEP students also may have extra time to access to learning? complete the essay if they run out of time depending on that specific child’s needs. Academic Language Identify Planned Supports Language Function: Analyze Language Function: Teacher will model how to analyze a What language function do political cartoon for students to apply this to their DBQ. you want students to Teacher will have checks for understanding for whole class develop in this lesson? to make sure students understand the analysis of What vocabulary do Vocabulary: persecute documents as well as facilitating group work with guiding students need to support questions. Teacher will discuss how to analyze the learning of the learning objective for this lesson? documents to perform the essay portion. Students will analyze how today’s lesson effects society in today via exit What supports do you have Syntax or Discourse? Discourse ticket. Specifics for IEP and struggling students will include in place to assist students with AL? sentence starters. Vocabulary: Definition of persecute is written on IEP as well as bolding important words in DBQ and having a word bank with definitions to support analysis of documents. Syntax or Discourse? Students will be responding to questions both large and small groups. They will be reading and writing within their DBQ to use their analysis for their essay. Students will be interpreting primary and secondary sources and focus on analyzing world religions effect on societies and whether they unify or divide communities.
knowledge from the three day lesson plan to connecting it to real life. Differentiation: How will you provide students with specific learning needs instructional support? How will you provide students access to learning? Struggling Students: For those who struggle with reading and writing I will provide DBQ’s that include sentence starters for the DBQ and essay. As well as bolding important parts of the text in the document that they can use as a guide to know what to focus on. IEP Students: For IEP students, along with sentence starters and bolding of key words I will provide a word bank with definitions for more challenging words within the documents as well. IEP students also may have extra time to complete the essay if they run out of time depending on that specific child’s needs. Academic Language What language function do you want students to develop in this lesson? What vocabulary do students need to support learning of the learning objective for this lesson? What supports do you have in place to assist students with AL? Identify Language Function: Analyze Vocabulary: persecute Syntax or Discourse? Discourse Planned Supports Language Function: Teacher will model how to analyze a political cartoon for students to apply this to their DBQ. Teacher will have checks for understanding for whole class to make sure students understand the analysis of documents as well as facilitating group work with guiding questions. Teacher will discuss how to analyze the documents to perform the essay portion. Students will analyze how today’s lesson effects society in today via exit ticket. Specifics for IEP and struggling students will include sentence starters. Vocabulary: Definition of persecute is written on IEP as well as bolding important words in DBQ and having a word bank with definitions to support analysis of documents. Syntax or Discourse? Students will be responding to questions both large and small groups. They will be reading and writing within their DBQ to use their analysis for their essay. Students will be interpreting primary and secondary sources and focus on analyzing world religions effect on societies and whether they unify or divide communities.