21st century instructional plan: student population

21st Century Instructional Plan: Student Population

 

 

Part 1: Instructional Plan Design 

This week you will construct a new instructional plan by considering your student population. Regardless of grade level, your class consists of 27 students. Of those, two are diagnosed with specific learning disabilities (SLD) in reading and math. One student has Attention Deficit Hyperactivity Disorder (ADHD). Moreover, you just received a student last week who is not fluent in English (ELL). Your school follows a full English immersion program. Therefore, you and the student are getting very little “extra” support.

Synthesize what you have learned thus far by developing a new or continuing instructional plan utilizing one of the templates provided below. It is practical to construct a lesson that would naturally occur after the previous lesson plan you designed in Week Three—a continuation of the lesson but with different instructional strategies and student activities/assessments. If you select this approach, your lesson cannot be a replica of last week’s plan. Remember, your  lesson should be designed to occur during a single class period  that lasts anywhere between approximately 30 and 90 minutes in length and focuses on content pertaining to either English/Language arts or Math. Do not construct a unit of instruction.


Your instructional plan must include the following components regardless of the format you choose:

 

  • Grade level content standard (using either math or English Language Arts [ELA] standards).
  • Learning objective (clear, measurable, describes WHO will do WHAT and HOW).
  • Gradual Release of Responsibility (each phase clearly labeled and utilized).
  • Considerations for unique learners (differentiation, accommodations, modifications through instructional activities AND assessments for the specific students identified as having diagnosed disabilities and language barriers. *You must be more deliberate in how and where you interject your differentiation, modifications, accommodations, and so on within your activities, etc.
  • Evidence of purposeful rigor and student thinking;
    • At least two levels of Depth of Knowledge (DOK), clearly labeled.
  • At least one purposeful question posed by teacher to promote critical thinking.
  • Assessment FOR learning;
    • Embed three different ways to assess FOR learning including authentic formative assessment.

Part 2: Description

Provide a one- to two-page (not including title and reference pages) synopsis of your plan, following APA formatting requirements. Elaborate on how you determined the types of accommodations/modifications needed throughout your lesson activities and assessments. Describe how this plan sets ALL of your students up for mastering the objective and a future summative assessment.  

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