Adaptations, Lesson Time Organization Assessments, Reminders Description Components (mins) CFU, Academic Language, Alignment to objectives Instant Activity Transition Introduction, Signal for Attention, Hook, Expectations Transition Fitness Activity Transition Teaching Progressions Show some of the major tasks/activities listed on your . – Learning Tasks Cues (Refinements) Variations / Modification – – Adaptations, For each learning task, please describe demonstrations and/or Simple words to Add variations to the learning tasks to make it Assessments, Reminders questions that will facilitate student learning and engagement. improve performance easier and harder according to needs and abilities CFU, Academic Language, Describe the learning task. and understanding. of the students (lower and higher skilled students). E.g. Hit the ball over the net to your Alignment to objectives partner 10 times. E.g. Eyes at target a. Task #1 b. 1. Easier – 2. 3. Harder - Transition a. Task #2 b. 1. Easier Body of Lesson – 2. (Lesson Focus) 3. Harder - Transition a. Task #3 1. Easier – b. 2. 3. Harder - Transition a. Task #4 b. 1. Easier – 2. 3. Harder -
Lesson Components Time (mins) Organization Description Adaptations, Assessments, Reminders CFU, Academic Language, Alignment to objectives Instant Activity Transition Introduction, Signal for Attention, Hook, Expectations Transition Fitness Activity Transition Body of Lesson (Lesson Focus) Teaching Progressions – Show some of the major tasks/activities listed on your . Learning Tasks For each learning task, please describe demonstrations and/or questions that will facilitate student learning and engagement. Describe the learning task. E.g. Hit the ball over the net to your partner 10 times. Cues (Refinements) – Simple words to improve performance and understanding. E.g. Eyes at target Variations / Modification – Add variations to the learning tasks to make it easier and harder according to needs and abilities of the students (lower and higher skilled students). Adaptations, Assessments, Reminders CFU, Academic Language, Alignment to objectives Task #1 a. b. 1. 2. 3. Easier – Harder - Transition Task #2 a. b. 1. 2. 3. Easier – Harder - Transition Task #3 a. b. 1. 2. 3. Easier – Harder - Transition Task #4 a. b. 1. 2. 3. Easier – Harder -