#1 and #2 Day 10 *Students will *Cross-curricular *Had to * Informal review literature activity, material observation covered in incorporates ESL, to Student #1. * Teacher 3/25/2009 to date. language arts and This student Question & *Students will science would benefit Answer conduct research *Good practice greatly from a * Completed on an assigned while they were template or journal entries phase of the reviewing material cloze activity to *Presentation plant cycle. guide her in her of accurate *Students will research. information deliver a related to the assigned phase “presentation” of the pertinent demonstrates facts and success. descriptions *complete related to their checklist of phase. skills for each student. Formative Assessment Results: These Changes Made During Lesson: “Co-presented” students are ready to be through with this with Student #1 to assure her success with this unit. I think they have heard enough activity. about plants and have absorbed all the information they will be able to in the amount of time given. Oral presentation showed mastery of many of the vocabulary that was challenging at the beginning of the unit. Timeline Learning Description of Learning Differentiation Assessment Goal Procedures Strategies and for Subgroup Addressed Interdisciplinary and as Needed Activities for Others Day 11 #1 and #2 *Students will *Students love *I had a special * Informal play a quiz competitive list of questions observation game and activities. designed * Brainstorm 3/26/2009 review material *Games are a good especially for * Teacher presented in way to reinforce Student #1 Question & unit. skills and assess for consisting of Answer *Students will understanding. questions that I * Completed perform a *Informal thought she journal entries Reader’s assessment is could have some *Quiz game Theater about sometimes the only success with. responses will plants. way to truly uncover This seemed to show mastery *Students will the knowledge work well of skills. complete the possessed by these because none of *Checklist of ELLs students who the other skills will be do not do well (at students were completed instrument. all) on aware that they based on this were designed lesson and the standardized testing. for her. previous one.
Day 10 #1 and #2 *Students will review literature covered in to date. *Students will conduct research on an assigned phase of the plant cycle. *Students will deliver a “presentation” of the pertinent facts and descriptions related to their phase. *Cross-curricular activity, incorporates ESL, language arts and science *Good practice while they were reviewing material *Had to material to Student #1. This student would benefit greatly from a template or cloze activity to guide her in her research. * Informal observation * Teacher Question & Answer * Completed journal entries *Presentation of accurate information related to the assigned phase demonstrates success. *complete checklist of skills for each student. 3/25/2009 Formative Assessment Results: These students are ready to be through with this unit. I think they have heard enough about plants and have absorbed all the information they will be able to in the amount of time given. Oral presentation showed mastery of many of the vocabulary that was challenging at the beginning of the unit. Changes Made During Lesson: “Co-presented” with Student #1 to assure her success with this activity. Timeline Learning Goal Addressed Description of Procedures Learning Strategies and Interdisciplinary Activities Differentiation for Subgroup and as Needed for Others Assessment Day 11 #1 and #2 *Students will play a quiz game and review material presented in unit. *Students will perform a Reader’s Theater about plants. *Students will complete the instrument. *Students love competitive activities. *Games are a good way to reinforce skills and assess for understanding. *Informal assessment is sometimes the only way to truly uncover the knowledge possessed by these ELLs students who do not do well (at all) on standardized testing. *I had a special list of questions designed especially for Student #1 consisting of questions that I thought she could have some success with. This seemed to work well because none of the other students were aware that they were designed for her. * Informal observation * Brainstorm * Teacher Question & Answer * Completed journal entries *Quiz game responses will show mastery of skills. *Checklist of skills will be completed based on this lesson and the previous one. 3/26/2009
Impact%20on%20Student%20Learning%20Project.docx