Lesson Planning with Universal Design for Learning Among the most important aspects of English language proficiency development are the integration of ELL cultural values and beliefs into instruction

6 Date :

Ju ly 6 , 2021 Unit /S ubje ct:

Englis h L anguage A rts ( E LA ) In str u ctio nal P la n T it le :

Main I d eas a nd D eta ils Lesso n S um mary a n d Focu s: The le sso n w ill in vo lv e r e adin g a nd a naly z in g “G ood P et, B ad P et” b y E liz a beth Sch le ic h er a s a c la ss. T he s tu dents w ill r e ce iv e m ult ip le c h arts a nd d ia gra m s t o re co rd t h eir in fo rm atio n a nd c o m e u p w it h t h e c e ntr a l id eas in t h e s to ry t h ro ugh modelin g. T he E LL s tu dents w ill d is cu ss t h e c o m mon t y p es o f p ets k e pt b y people in t h eir h om e c o untr ie s a nd t h eir p ro s a nd c o ns. Cla ssro om a n d S tu den t Facto rs /G ro upin g: Out o f t h e t o ta l o f t w enty -e ig ht s tu dents in t h e c la ss, e ig hte en o f t h em a re Englis h L anguage L earn ers ( E LL) w it h v a rie d r e adin g, w rit in g, a nd s p eakin g abilit ie s. T hre e s tu dents a re r e ce iv in g s o m e f o rm o f S pecia l E duca tio nal se rv ic e s, a nd t w o o f t h em a re E LL. O ut o f t h e t h re e s tu dents in t h e G if te d pro gra m , o nly o ne o f t h em is a n E LL. Natio nal/S ta te L earn in g Sta n dard s: ELA S ta n dard s 5. R I.2 :

D ete rm in e t w o o r m ore m ain id eas o f a t e xt a nd e xp la in h ow t h ey a re su pporte d b y k e y d eta ils ; s u m mariz e t h e t e xt. 5. R I.7 :

D ra w o n in fo rm atio n f r o m m ult ip le p rin t o r d ig it a l s o urc e s, d em onstr a tin g th e a bilit y t o lo ca te a n a nsw er t o a q u estio n q u ic k ly o r t o s o lv e a p ro ble m effic ie ntly . ELP S ta n dard s 4. R F.3 : K now a nd a pply p honic s a nd v o ca bula ry s k ills in d eco din g mult is ylla bic word s in c o nte xt a nd o ut o f c o nte xt. 4. R F.4 : R ead w it h su ffic ie nt a ccu ra cy a nd f lu ency t o s u pport c o m pre hensio n.

GCU C olle g e o f E d uca tio n LE SSO N P LA N T EM PLA TE  Stu dent:

Subm it te d t o G ra nd C anyo n U niv e rs it y  Pote ntia lly m is sin g c o m ma:

202 1  202 1,  Stu dent:

Subm it te d t o G ra nd C anyo n U niv e rs it y  Stu dent:

Subm it te d t o G ra nd C anyo n U niv e rs it y  Spellin g m is t...:

mult is y lla bic  mult i s y lla bi...

 su ffic ie nt ( e nough):

su ffic ie nt  enough © 2 01 9. G ra n d C an yon U niv ers it y . A ll R ig h ts R ese rv ed . Specif ic L earn in g Targ et(s )/O bje ctiv es: Stu dents w ill p ro vid e r e lia ble d eta ils o n t h e s e le cte d t e xt u sin g m ult ip le g ra phic org aniz e rs g iv e n t h e m ain id ea ( s ) o f t h e r e la te d t e xt. GCU C olle g e o f E d uca tio n LE SSO N P LA N T EM PLA TE Sectio n 2 : In str u ctio nal P la n nin g Antic ip ato ry S et • I w ill lis t t h e im ag es one s id e a n d t h e v oca b ula ry w ord s o n t h e o th er s id e w it h out fo llo w in g a s p ecif ic o rd er a n d t h en a sk s tu den ts t o m atc h t h em r e sp ectiv e ly .

• Stu den ts c a n u se p ro vid ed iP ad s o r g ra p hic o rg an iz e rs t o c o m ple te t h e w ord t o im ag e matc h in g e xe rc is e . • I w ill a sk s tu den ts t o r a is e t h eir h an ds w hen t h ey e n co unte r a w ord t h ey n eve r u se d a word b efo re o r h eard it b ein g u se d . Tim e Need ed 15 M in Mult ip le M ean s o f R ep re se n ta tio n • I w ill d esig n t h e g ra p hic o rg an iz e rs s u ch t h at c o m ple tin g t h e e xe rc is e d w ill p oin t t h e stu den ts t o t h e t e xt’s m ain id ea. • I w ill h elp t h e s tu den ts le arn t o lis t d eta ils o n t h e m ain id ea u sin g v ario us gra p hic org an iz e rs . • I w ill m odel a T -C hart t o h elp p re se n t t h e p ro s a n d c o ns o f o w nin g p ets • I w ill u se a T -C h art t o h elp s tu den ts le arn h ow t h ey c a n lis t t h e p ro s a n d c o ns o f o w nin g pets • I w ill s h ow s tu den ts t h e a n im als t h at a re m ostly k e p t a s p ets a ro und t h e w orld , t h en giv e t h em a c h an ce t o s h are a b out t h eir p ets . Exp la in h ow y o u w ill d if fe re ntia te m ate ria ls fo r e ach o f th e fo llo w in g g ro ups: • Englis h la n guag e le arn ers ( E LL ): T o a vo id o ve rw helm in g t h is g ro up I w ill b e d eliv e rin g sm all c o nte nt a t a t im e a nd e va lu ate t h e s tu dents a fte r e ve ry b it .

F or in sta nce , I c o uld lis t half o f t h e v o ca bula ry w ord s f ir s t in ste ad o f lis tin g a ll o f t h em , w hic h c o uld b e t o o m uch t o ta ke in a t a t im e. • Stu den ts w it h s p ecia l n eed s:

I w ill g iv e t h em a cce ss t o a ll a va ila ble a ssis tiv e te ch nolo gie s a nd e nsu re t h ey a re t r e ate d w it h r e sp ect b y t h eir p eers . S om e u se fu l assis tiv e t e ch nolo gie s in clu de v o ic e r e co gnit io n, w ord p ro ce ssin g s yste m s, p honetic sp ellin g s o ftw are , a nd v o ic e r e co rd ers .

• Stu den ts w it h g if te d a b ilit ie s:

I w ill d eve lo p a s p ecia l t e ach in g a ppro ach f o r g if te d stu dents f o cu se d o n n urtu rin g h ig her t h in kin g a nd le arn in g. F or in sta nce , I w ill p ro vid e th ese s tu dents w it h b oth t h e c e ntr a l id ea a nd t h e t e xt’s t h em e. • Early f in is h ers ( t h ose s tu den ts w ho f in is h e arly a n d m ay n eed a d dit io nal Tim e Need ed 20 M in  Stu dent:

Subm it te d t o G ra nd C anyo n U niv e rs it y  Gra m matic a l p ro ble m :

stu dents  Spellin g m is ta ke :

iP ads  pads  Spellin g m is ta ke :

iP ads  pads  Stu dent:

Subm it te d t o G ra nd C anyo n U niv e rs it y  Stu dent:

Subm it te d t o G ra nd C anyo n U niv e rs it y © 2 01 9. G ra n d C an yon U niv ers it y . A ll R ig h ts R ese rv ed . Aca d em ic L an guag e • Anim al • Pets • Cat • Dog • Vete rin aria n • Owners h ip • Resp onsib ilit y • Pro s • Cons Learn ers w ill u se V oca bula ry V is u aliz a tio n t o ols t o le arn a nd p ra ctic e r e adin g and w rit in g t h e s e le cte d w ord s.

I w ill a sk t h e s tu dents t o m atc h t h e v o ca bula ry word s w it h t h eir r e sp ectiv e im ages. T his a ppro ach w ill m ost im porta ntly h elp Englis h la nguage le arn ers le arn t h e d efin it io ns o f t h ese w ord s. Reso urc e s, M ate ria ls , Equip m en t, a n d Tech nolo gy: • A s o ft c o py o f t h e t e xtb ook • Prin te d c o pie s o f t h e t e xt f o r e ach stu dents • Gra phic o rg aniz e rs • iP ads o r C hro m ebooks • Im ages m atc h in g t h e v o ca bula ry w ord s • T-c h arts • Hig hlig hte rs re so urc e s/s u pport):

I w ill a ssig n s p ecif ic le arn in g t a sk s t o e ach s tu dent f o r t h is le arn in g activ it y .

T hose w ho c o m ple te t h eir t a sk s e arlie r a re t o c h eck o n t h e w ork o f t h eir cla ssm ate s. GCU C olle g e o f E d uca tio n LE SSO N P LA N T EM PLA TE GCU C olle g e o f E d uca tio n LE SSO N P LA N T EM PLA TE  Gra m matic a l p ro ble m : u se t h e b ase ...:

lis te d  Spellin g m is ta ke :

audio book  audio b ook  Thre e s u cce ssiv e s e nte nce s b egin w it ...:

The  Stu dent:

Subm it te d t o G ra nd C anyo n U niv e rs it y  Stu dent:

Subm it te d t o G ra nd C anyo n U niv e rs it y  Possib le a gre em ent e rro r:

portra y  Duplic a te d p hr...:

Tim e N eeded T ...

 Tim e N eeded  Stu dent:

Subm it te d t o G ra nd C anyo n U niv e rs it y  Spellin g m is ta ke :

su m mativ e  su m matio n  Possib le a gre em ent e rro r:

ta ke © 2 01 9. G ra n d C an yon U niv ers it y . A ll R ig h ts R ese rv ed . © 2 01 9. G ra n d C an yon U niv ers it y . A ll R ig h ts R ese rv ed . Mult ip le M ean s o f E ngag em en t • Stu dents w ill lis te d t o a n audio book o f “ G ood P et, B ad P et” t o h elp t h ey g ain a q u ic k ove rv ie w o f t h e t e xt. • I w ill e n gag e t h e s tu den ts w it h t h e t e xt’s c o nte n t in v ario us le arn in g sta tio n s/ ce n te rs . The s ta tio ns w ill r a n ge f r o m c e n te rs f o r v o ca b ula ry v is u aliz a tio n, e n gag in g w it h d eta ils an d a c e n te r t o e valu ate t h e p ro s a n d c o ns o f p ets . T he c e n te rs /s ta tio ns w ill b en efit E LL an d d is a b le d s tu den ts , b ein g a s u it a b le s p ace w here t h ey c a n a cce ss p eer a n d t e ach er modelin g.

The s e ttin g a llo w s t h em t o s o cia liz e , le arn d if fe re n t c u lt u re s, a n d k e ep s t h em well e n gag ed , w hic h a re p rim e c o m ponen ts o f U DL . • I w ill m odel t h e p ro s a nd c o ns o f c a rs u sin g a f lip c h art g uid in g s tu dents o n h ow t h ey ca n r e pre se nt t h e p ro s a nd c o ns o f o w nin g p ets w it h t h e s a m e t o ol. Exp la in h ow y o u w ill d if fe re ntia te a ctiv it ie s fo r e ach o f th e fo llo w in g g ro ups: • Englis h la n guag e le arn ers ( E LL):

I w ill p ro vid e t h em w it h b ette r o pportu nit ie s t o pra ctic e t h eir la nguage s k ills b y in te gra tin g s u it a ble d ig it a l t e ch nolo gie s in t h eir le arn in g.

For in sta nce , t h e s tu dents w ill u se t e ch nolo gy t o h elp t h em v is u aliz e t h e v o ca bula ry word s. • Stu den ts w it h s p ecia l n eed s : p ro vid e le ve le d r e aders t o t h em b ase d o n t h eir s p ecif ic re adin g p erfo rm ance le ve ls .

• Stu den ts w it h g if te d a b ilit ie s : A ssig n t h em t o o th er E LL s tu dents w ho n eed a ddit io nal su pport in t h e le arn in g p ro ce ss o r p eer m odelin g • Early f in is h ers : T hose w ho c o m ple te t h eir a ssig ned t a sk s e arlie r w ill b e portr a y t h eir fa vo rit e d eta ils o r p arts o f t h e t e xt w it h s u it a ble illu str a tio ns. Tim e Need ed Tim e Need ed Mult ip le M ean s o f E xp re ssio n • Stu dents w ill t a ke a m ult ip le c h oic e t e st c o ve rin g t h e t e xt’s m ain id ea, r e la te d vo ca bula ry , a nd t h e p ro s a nd c o ns o f o w nin g a p et.

• They w ill f ill a n e xit s lip a s t h ey le ave t h e c la ss t o in dic a te t h eir n ew ly le arn ed s tr e ngth s and w eakn esse s in t h e c o nte xt. • Stu dents w ill r e vie w t h e u nit t o g iv e a t h um ps u p o r a t h um ps d ow n a t t h e e nd.

Exp la in h ow y o u w ill d if fe re ntia te a sse ssm ents fo r e ach o f th e fo llo w in g g ro ups: • Englis h la n guag e le arn ers ( E LL):

T heir su m mativ e a sse ssm ent w ill in vo lv e p re se ntin g a P ow erP oin t o r P oste r. • Stu den ts w it h s p ecia l n eed s : t h ey w ill b e g iv e n s h orte ned t e sts w it h m odif ie d dir e ctiv e s. • Stu den ts w it h g if te d a b ilit ie s : t h ey w ill b e ta ke a s e para te s e t o f q u estio ns t h at r e qu ir e hig her t h in kin g s k ills .

• Early f in is h ers : T hey s h ould b egin w ork in g o n t h eir h om ew ork ’s t o a vo id d is tr a ctin g oth er s tu dents . T hey c a n a ls o r e se arc h o n t h e t e xt u sin g a va ila ble r e so urc e s a nd re fle ctin g o n h ow it r e la te s t o t h e r e al w orld , w hic h is a ls o id eal f o r g if te d s tu dents . Exte n sio n A ctiv it y a n d/o r H om ew ork Any u nfin is h ed c la ssw ork a t t h e e nd o f t h e le sso n w ill b e t e rm ed as h om ew ork . S uch m ay in clu de m atc h in g t h e v o ca bula ry w ord s w it h im ages a nd/o r lis tin g t h e p ro s a nd c o ns o f o w nin g Tim e Need ed © 2 01 9. G ra n d C an yon U niv ers it y . A ll R ig h ts R ese rv ed . pets in t h e T -c h arts .