Academic vocabulary (Identify key, content-specific words for practice content language/vocabulary and this lesson. Also include words within a text necessary for develop fluency? comprehension.): students’ If literacy lesson: How did you select complex texts for instruction? How will Syntax and/or discourse (see handbook for content-specific you use complex texts to definition): support vocabulary students’ and knowledge acquisition? Prior knowledge/skills What must students already know or be able to do in order to start this lesson? Materials What resources will be used to engage students? Attention-getter Lesson Opener to (indication that lesson is starting; minutes): activate thinking. What is the for the lesson to tap “hook” Hook and bridge ( minutes): into prior knowledge and develop interests? students’ This should tie directly into the Provide additional information on any of the following objective and lesson’s standard and should promote components that relate to the introduction (include the higher level thinking. Will you impact of the on classroom student’s disability introduce the content specific performance): vocabulary words? ***Use Accommodation(s) (a change that helps a student overcome or knowledge of students’ academic, social, and work around the disability): cultural characteristics. Modification(s) (a change in what is being taught or what is expected from the student): Differentiation (tailoring instruction to meet individual needs; differentiating the content, process, and/or product): Step-by-step Explanation ( minutes): Body of Lesson/Teaching Strategies What will you have the students do after you introduce the lesson to learn the Alternative and/or supplemental activities: standards? What instructional grouping arrangements will you use? What questions will you ask to promote higher Provide additional information on any of the following level thinking? How will you components that relate to the body of the lesson/teaching differentiate instruction? How strategies (include the impact of the on student’s disability will you monitor and assess classroom performance): guided and independent practice? How will you Accommodation(s) (a change that helps a student overcome or integrate technology? How will work around the disability): students use the language Modification(s) (a change in what is being taught or what is demand? How will you use expected from the student): cross-curricular/MI applications?
practice content language/vocabulary and develop fluency? If literacy lesson: How did you select complex texts for instruction? How will you use complex texts to support students’ vocabulary and knowledge acquisition? Academic vocabulary (Identify key, content-specific words for this lesson. Also include words within a text necessary for students’ comprehension.): Syntax and/or discourse (see handbook for content-specific definition): Prior knowledge/skills What must students already know or be able to do in order to start this lesson? Materials What resources will be used to engage students? Lesson Opener to activate thinking. What is the “hook” for the lesson to tap into prior knowledge and develop students’ interests? This should tie directly into the lesson’s objective and standard and should promote higher level thinking. Will you introduce the content specific vocabulary words? ***Use knowledge of students’ academic, social, and cultural characteristics. Attention-getter (indication that lesson is starting; minutes): Hook and bridge ( minutes): Provide additional information on any of the following components that relate to the introduction (include the impact of the student’s disability on classroom performance): Accommodation(s) (a change that helps a student overcome or work around the disability): Modification(s) (a change in what is being taught or what is expected from the student): Differentiation (tailoring instruction to meet individual needs; differentiating the content, process, and/or product): Body of Lesson/Teaching Strategies What will you have the students do after you introduce the lesson to learn the standards? What instructional grouping arrangements will you use? What questions will you ask to promote higher level thinking? How will you differentiate instruction? How will you monitor and assess guided and independent practice? How will you integrate technology? How will students use the language demand? How will you use cross-curricular/MI applications? Step-by-step Explanation ( minutes): Alternative and/or supplemental activities: Provide additional information on any of the following components that relate to the body of the lesson/teaching strategies (include the impact of the student’s disability on classroom performance): Accommodation(s) (a change that helps a student overcome or work around the disability): Modification(s) (a change in what is being taught or what is expected from the student):