This introduction will give them not only background knowledge, but will pull existing knowledge that they already have that can spark inquiry. Reading/Language Walk Away: Understanding new words; sexual, asexual, reproduction, variation, adaptation ASSESSMENT EVIDENCE (formative/summative Modifications/Accommodations (ELL, IEP, GATE, etc.) checks for learning) (Match the Content Walk-Away) Pre-Assessment- ELL students will receive Students have taken a genetics pretest which is a printed notes throughout the 30 question test about the vocabulary in the semester. It is often more genetics unit. This shows how much they already difficult for them to look on know, and provides a growth level at the end of the the board and copy things unit when the students take the same test again. down that it is to see the notes on paper on their desk. They Formative Assessment- are also given pages from I will include questions at the end of the lesson to textbooks that are highlighted assess the learning progress. in specific areas to help them answer questions so that they Summative Assessment- do not need to struggle At the end of the genetics unit, the same 30 reading an entire chapter to question test is given to the student to measure get answers. Students may growth. Additionally, a 35-40 question test is given also have the test read to at the end of the unit including multiple choice, them if necessary. short answer, matching, and true/false questions. Active Learning Plan Modifications/ (ELL, IEP, Accommodations GATE, etc.) Activate Prior Knowledge/Experiences There are 5 ELL students in Activate knowledge of: Adipose (fat) tissue, the class. Some of the students muscle tissue, levels of organization, tissue and are capable of doing a lab organs within the eye, write-up, but many would be very confused. This is the first Focus Lesson (“I do it”) time most of them have been Show example of eyeball dissection. in a dissection lab like this, so I thought it would be best not Guided Instruction (“We do it”) to include a lab write-up for Ask questions as I am going through the eyeball the sake of both the ELL dissection. Talk them through it as if they were students and the other doing it. students. I also have a few students in this hour with
This introduction will give them not only background knowledge, but will pull existing knowledge that they already have that can spark inquiry. Reading/Language Walk Away: Understanding new words; sexual, asexual, reproduction, variation, adaptation ASSESSMENT EVIDENCE (formative/summative checks for learning) (Match the Content Walk-Away) Modifications/Accommodations (ELL, IEP, GATE, etc.) Pre-Assessment- Students have taken a genetics pretest which is a 30 question test about the vocabulary in the genetics unit. This shows how much they already know, and provides a growth level at the end of the unit when the students take the same test again. Formative Assessment- I will include questions at the end of the lesson to assess the learning progress. Summative Assessment- At the end of the genetics unit, the same 30 question test is given to the student to measure growth. Additionally, a 35-40 question test is given at the end of the unit including multiple choice, short answer, matching, and true/false questions. ELL students will receive printed notes throughout the semester. It is often more difficult for them to look on the board and copy things down that it is to see the notes on paper on their desk. They are also given pages from textbooks that are highlighted in specific areas to help them answer questions so that they do not need to struggle reading an entire chapter to get answers. Students may also have the test read to them if necessary. Active Learning Plan Modifications/ Accommodations (ELL, IEP, GATE, etc.) Activate Prior Knowledge/Experiences Activate knowledge of: Adipose (fat) tissue, muscle tissue, levels of organization, tissue and organs within the eye, Focus Lesson (“I do it”) Show example of eyeball dissection. Guided Instruction (“We do it”) Ask questions as I am going through the eyeball dissection. Talk them through it as if they were doing it. There are 5 ELL students in the class. Some of the students are capable of doing a lab write-up, but many would be very confused. This is the first time most of them have been in a dissection lab like this, so I thought it would be best not to include a lab write-up for the sake of both the ELL students and the other students. I also have a few students in this hour with
teacher_work_sample.docx