in some pronunciation items that are proving difficult for her. Timeline Learning Description of Learning Differentiation Assessment Goal Procedures Strategies and for Subgroup Addressed Interdisciplinary and as Needed Activities for Others #1 and #2 Day 9 *Students will *These beautiful *Work closely * Informal play a warm up illustrations will be with Student #1 observation game appealing to *Provide model * Brainstorm 3/24/2009 *Students will students and should of descriptive * Teacher listen to a story evoke some of the writing for all Question & about plant descriptiveness of students Answer growth the works *Place * Completed *Students will *Independent work illustrations journal entries use 2 in this lesson will close to Student *Students will illustration in allow easier #1 and point out show mastery book to write a assessment of skills other visual of skills by comparative be teacher support for producing description observation writing in the competent *Students will room. descriptions of record the differences observations in in the two journal illustrations. Formative Assessment Results: Writing Changes Made During Lesson: This activity was is going well for Students #3 and #4. outside of the abilities of Student #1. I did not Student #2 is still struggling with some require that she produce the same amount of of the technical vocabulary and may writing as her she was simply unable. benefit from a review. Instead we worked on a bulleted list. Timeline Learning Description of Learning Differentiation Assessment Goal Procedures Strategies and for Subgroup Addressed Interdisciplinary and as Needed Activities for Others
in some pronunciation items that are proving difficult for her. Timeline Learning Goal Addressed Description of Procedures Learning Strategies and Interdisciplinary Activities Differentiation for Subgroup and as Needed for Others Assessment Day 9 #1 and #2 *Students will play a warm up game *Students will listen to a story about plant growth *Students will use 2 illustration in book to write a comparative description *Students will record observations in journal *These beautiful illustrations will be appealing to students and should evoke some of the descriptiveness of the works *Independent work in this lesson will allow easier assessment of skills be teacher observation *Work closely with Student #1 *Provide model of descriptive writing for all students *Place illustrations close to Student #1 and point out other visual support for writing in the room. * Informal observation * Brainstorm * Teacher Question & Answer * Completed journal entries *Students will show mastery of skills by producing competent descriptions of the differences in the two illustrations. 3/24/2009 Formative Assessment Results: Writing is going well for Students #3 and #4. Student #2 is still struggling with some of the technical vocabulary and may benefit from a review. Changes Made During Lesson: This activity was outside of the abilities of Student #1. I did not require that she produce the same amount of writing as her she was simply unable. Instead we worked on a bulleted list. Timeline Learning Goal Addressed Description of Procedures Learning Strategies and Interdisciplinary Activities Differentiation for Subgroup and as Needed for Others Assessment
Impact%20on%20Student%20Learning%20Project.docx