Tpa 2 Designing Instruct

6/21/2019 Taskstream by Watermark - Preview of *Designing Instruction Task*
Form: "*Designing Instruction Task*"

Author: Kevin Reinking
Date submitted: 10/29/2017 4:58 pm (PDT)
Response is required
Before beginning this task, read the complete directions provided

in the CalTPA Candidate Handbook.
Step 1: Academic Content Selection and Learning about Students

Directions:
An important step in planning instruction is to learn about your students. Select one class, one content area, and the state-adopted
academic content standards or state-adopted framework (if your single subject content area does not have content standards) for this
task. Respond to the questions below about this class, unit of study, and how you learn about the students.
A. ACADEMIC CONTENT SELECTION

Grade Level
6th
Content area
English Language Arts
Subject matter
Reading ( Novel) Writing ( Narrative Essay)
1. List the state-adopted academic content standards or state-adopted framework that you will cover
for this unit of study.
RL.6.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the
characters respond or change as the plot moves toward a resolution.
RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text.
RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and
contributes to the development of the theme, setting, or plot.
W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
W.6.3.a Engage and orient the reader by establishing a context and introducing a narrator and/or characters;
organize an event sequence that unfolds naturally and logically.
W.6.3.b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events,
and/or characters.
Identify sensory details (6-T.1)

Identify the narrative point of view (6-T.2)
W.6.3.c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time
frame or setting to another.
Transitions with conjunctive adverbs (6-E.11)

W.6.3.d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences
and events.
https://form.taskstream.com/Forms/preview.asp?qyz=SBMCUWiLkJ1An9A78NY&progid=&usr_folder_id=fez5cl00fcffzmz2cozlhezqcv&pl_id=1 1/23
CCSS.ELA-LITERACY.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive
details, and well-structured event sequences.
CCSS.ELA-LITERACY.W.6.3.A
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an
event sequence that unfolds naturally and logically.
CCSS.ELA-LITERACY.W.6.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or
characters.
CCSS.ELA-LITERACY.W.6.3.C
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame
or setting to another.
CCSS.ELA-LITERACY.W.6.3.D
Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and
events.
CCSS.ELA-LITERACY.W.6.3.E
Provide a conclusion that follows from the narrated experiences or events.
CCSS.ELA-LITERACY.RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary
of the text distinct from personal opinions or judgments.
Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters
respond or change as the plot moves toward a resolution.
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative
meanings; analyze the impact of a specific word choice on meaning and tone
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes
to the development of the theme, setting, or plot.
Explain how an author develops the point of view of the narrator or speaker in a text.
2. Describe the unit of study that addresses those standards.
This unit is a novel study of the children’s book The River. The book was written by Gary Paulsen. It a follow up to
Paulsen's previous book The Hatchet. In the River, the main character, a teen boy named Brian, is put into a
similar situation in the wild and forced to survive again. The only difference is that he is now forced to deal with a
more complex scenario of taking care of another human and the fact that he volunteered for this trip to assist the
future training of others who may be find themselves in a live or death survival situation. I will use a reading
techniques including teacher reading, student pop corn style reading as well as independent reading. We will
focus on sequencing and literary elements in addition to writing techniques employed by Paulsen. We will study
and analyze the development of Brian and the mental and physical changes that occur within the character as the
book develops in addition the tone and emotional effects of the author's usage of figurative language. Students
will complete a reading guide alongside the novel that will assist in the discovery and identification of the
important features of the story such as plot, setting, characters, rising actions,falling actions, climax and solution.
The reading guide will allow students to track the novel and well as keep track of pertinent vocabulary to aid in the
student's experience and understanding of the story. Student will be working to ultimately create a narrative
essay consisting of a five paragraphs in which they will have to overcome a dilemma . After the story students
will use elements and structure provided in the form of provided graphic organizers to write their own narrative.
Students will progress from completing the parts of the essay through graphic organizers to typing on their
chromebooks, peer editing, edit and revisions and ultimately submitting a final copy of their personal narrative.
3. What is/are the academic learning goal(s) for this unit of study?
The academic learning goals of this unit are to :

Analyze and comprehend the foundations of the composition of a novel/story and how it’s structure develops
throughout the story
Develop a personal narrative consisting of 5 paragraphs, utilizing graphic organizers to infuse this structure and
create a well composed story.
Utilize reading guides and develop a sound vocabulary foundation
Analyze the development of main characters in the book including his journey emotionally, mentally and physically
and utilize key evidence from the text to support claims.

Develop reading skills of the students by modeling technique with intonation, read aloud activities ( teacher
guided).
Have student develop analytical skills to understand the author's choice of language and the impact of the use of
complex writing styles in their own writing.
Class Information
Age range of students
10-12
Number of male students
13
Number of female students
11
Total number of students
24
B. STUDENT CHARACTERISTICS
Linguistic Background
1. What information that may influence instruction do you want to learn about your students?
Information that may influence my instruction that I want to learn include:

Does the student speak English at home? Do the parents speak English at all and if so are they fluent?
Additionally, was the student born in the US? Are they a citizen or in the process of becoming a citizen? Does the
student live with their parents or guardians and what is the language abilities of the guardian. What is the
dominant spoken language at home? What language do the parents or guardians speak fluently? Furthermore,
what is the immigration status of the parents? Are the parents functioning in the US and able to communicate both
orally and do they have any literacy skills? If yes, then what are the limitations? Can they only read and write in a
their first language or do they have the ability to perform in English. I would like to know what is the educational
extent of the parents/guardians. If the student is coming from another country, I would like to know how many
years have they been in the US and practicing the English language. Can the student read or write in English as
well as speak or do they have limitations with any of those skills? Does the student have a support system at
home that can assist in Enlgish development? I would also like to know the entry point into the school district so I
can ascertain potential programs or developmental processes that may have been participated in , in previous
grades. If the student has been in the California school system, have they been tested in the CAASPP system
and/or CELDT and how they performed and classified. I would like have knowledge of any special ed testing and
results as well as any accommodations that may have been offered or suggested. I would also be interested to see
the students progress since entry into school and observe if the rate of learning or development is on pace or
hindered in any way.
2. How will you learn about your students? Describe the methods you will use and why you have
chosen to use those particular methods.
At the beginning of the year , or the first encounter with the student in my class I provide a questionnaire for the
parents to complete and return. I am in a heavy hispanic in Escondido CA, so the questionnaire will be available
in both English and Spanish but can be offered in other languages depending on what is spoken at home. I have
chosen to do this as it will provide information on the child's academic career, struggles and successes and the
overall progress and development since entering US school systems. During the first 2 months of school I will
have a meeting with the parents to discuss what I have as student expectations, parent/guardian expectations and
how they can help at home. Ultimately this meeting will unify the parent-teacher team and create the bond of
developing the student. I will convey what the students academic assignments will generally consist of and advise
them of supports that may be provided. This meetup will also allow the parents to communicate any concerns or
questions that they have. I will also have the opportunity to observe language barriers, communication concerns
and assess what may be needed to provide the support in school to supplement what may be missing at home.
Should a translator be needed, I will have one present at the meeting. I will have the students create a writing
sample in class as well as a personal discussion with all students. It is important to develop this relationship and
a less formal setting to allow the student to know that you are a support system for them and that you want them
excel. It will provide me with the conversational level of their English language, comfort in usage, general level of
English skills and acquire hints towards what may motivate the student and what may be used to relate difficult
topics to depending on their interest. In addition to talking with the students and parents, I will contact previous
instructors so I can assess what techniques may have really worked, rate of progress from years past and what
distractions may the student succumb to, so as to avoid them in the current class setting. I will additionally look
at the student's previous academic records including any state testing, report cards, notes, memos on file as well
as any special ed evaluations ( if any). I can use this to comprehend the acquired material from my meetings and
supporting them with grades, scores and evaluations. These assessments will offer concrete figures so I can
support observations and implement and develop an action plan to assist the student.
3. How will you use this information in planning academic instruction in your selected content area?
This information will allow me to delve deeper into the child's upbringing, as well as the support system at home
currently. I will be able to discover what levels of support I have from the parents and others who are of heavy
influence away from school. By obtaining this info I can now properly gauge the students desire to develop and
overall conviction regarding learning. As I evaluate the students scores and prior assessments I can gauge the
student's pace/intervals of learning in addition to the students characteristics with regards to their aptitude and
areas of development. From this I can deduce where I should begin my evaluation process and developmental plan
for the student and provide information for my usage of cooperative learning structures.
Academic Language Abilities, Content Knowledge, and Skills

Information that may influence instruction that I want to know about my students will be influenced by past
performance, current abilities and potential development. As a primary factor I want to know what the foundation
of the English language is. Can the student read , write or communicate orally in English and to what level. ARe
they grade level or do they function at lower grade levels. Additionally I have to know if it is simply a lack of
academic development or simply a language issue. The student may in fact have a high level of intelligence but
simply struggle with English. Some student have received support from the school in previous years again lending
to the importance of analyzing previous records. This can be the academic scores from previous teacher and the
state testing results. Students at my school have the CELDT testing results available for review , STAR testing and
CAASPP testing. Aside from the quantitative data, the use of differentiated instruction should be maintained.
Students are learning at different levels whether they are classified EL students or not. In the course of student
meetings and research I will assess strengths and areas of development needed and what is the best method to
obtaining results based on the students characteristics and learning styles.
I will choose to learn about my students by conducting appropriate assessments, using meetings/conferences and
obtaining data on the students from previous academic years. My initial discovery will occur when I have my
meeting with parents and students. From this meeting I will be able to ascertain details from the parents
regarding the child's abilities including strong skills and skills that may be lacking. Additionally , this will allow me
to gather information in a more relaxed setting which may enable a better a rapport to develop and a deeper
sharing of the student’s needs, goals and any information that may not be present in any school files. I will review
school files to further increase the depth of my knowledge on the students. This data is more relevant as it
provides concrete data and results from previous years standardized testing , special ed testing observed data
from prior teachers and allow me be thoroughly prepared when I conduct my own assessment of the student.
Previous teacher notes may prove useful and provide a different perspective and offer alternate methods of
approaching the students needs. Once I have collected data to cross reference form the students cumulative files,
I will be able to conduct a one on one assessment of the students. An assessment that I will utilize is the San
Diego Quick Assessment (SDQA).I find this assessment is useful in that it indicates how well the child is reading
words at each grade level i.e independent, instructional or frustration level. From this I can guide selection of
material for reading practice. Students will also submit a baseline sample of writing skills in which they will tell a
story. I will be able to assess complexity of language usage and observe basic errors and strengths. Additionally , I
will utilize is the https://www.readinga-z.com/guided/fluency.html#Anchor-Reading-33869 which provides
passages that enable me to assess accuracy, skipped words, mispronounced words
word substitutions, including incorrect forms of the word, words in the wrong order and the struggling that lasts
for 3 to 5 seconds or more on the word.
I will use this information in planning academic instruction by ensuring that the lesson is focuses on differentiating
instruction. I will make sure that the lesson is not a one size fits all and provides the necessary components to
meet the needs of all students. I will utilize scaffolding techniques to apply progressively move my students to a
deeper comprehension in literacy, writing skills and vocabulary. I will provide support that will ultimately lead to
independent work but at the speed of the students ability ot apply new information. I will be able to challenge my
students but within the abilities that they currently possess and ensure consistent development. Additionally this
technique will provide support and systematically remove the support as the student exhibits the ability to work
without it. This provides many benefits as I can maintain a consistent control over what accommodations I may
need to provide, while focusing on each student's specific learning needs. I can thus provide individual
modifications for lessons for EL students but essentially all students will benefit as the lesson will provide options
for each learning style including any anticipatory sets that may become apparent. I can apply this to my
cooperative learning structures as well to ensure balanced supportive grouping.
Physical, Social, and Emotional Development

Regarding the physical social and emotional development of the student, information that would want to learn
about the student would revolve around components stemming from home. I would want to know if the student is
in a traditional household. I would like to know if the student is possibly living with any extended family or whether
the parents are separated. Additionally , with regard to the parents, are their any custody issues that may have
existed or are current. Has the child ever been adopted or a ward of the court? Have they ever been in foster
care? I would also like to know of any behavioral issues in the past in school or potentially run-ins with law
enforcement. Have they ever abused drugs or alcohol or been in a setting where this is a common occurrence?
Has the student been effected in the past by missing a lot of school either due to medical conditions or parental
neglect. I would also like to know how the student socializes and acclimates to group settings. Has the student
had positive or negative experiences in previous years in school? What is the socioeconomic conditions of the
student? Are they able to afford proper nutrition or basic school supplies? Do they have a proper bed to sleep in
and access to basic human needs? Have there been any legal issues with parents, relatives or the student?
I will choose to learn about my students by conducting research on the student's family life. The initial phase of
this will consist of an open ended survey that will be sent home during the first week of school . The information
obtained from this form will be direct from the parents/guardians and will detail basic information on the child's
social wellbeing as well as any health concerns or potential physical limitations. The reason this will be effective is
that it will allow the parents to express and concerns, open lines of communication, allow for the parents to see
the true concern of the teacher to accommodate their student and begin the formation of a needed relationship
between the parents and the teacher to provide support for the child's development. I can also research any files
that may be on file in the school office. This will include standardized test scores, prior year academic
performance, teacher’s notations, any prior testing for SPED and any IEPs that may have been implemented. I
will be able to see any behavioral plans as well health conditions. This is sound concrete data that can provide me
with a foundation of knowledge from the students track history so that I can prepare for the current needs of the
student and assess consistency of behavior or growth and development.
I will use this information to strategically manage my classroom and make it the most effective design possible.
The information I gather will allow me to properly develop cooperative learning groups so they have the correct
ratio of high student, high medium student, low medium students and low students. This will enable the group to
effectively work together and flourish. Additionally I will be able to identify any specific needs that the students
may require including behavior modifications, specific accommodations required through the student's IEP such as
seating arrangement, access to specific technology or whatever may be requested. Overall , the data will provide
me sufficient material to create a safe environment both mentally and physically. With the information gathered I
can more effectively prepare lessons with additional necessary supplements to assist those students that require
them for their learning style.
Cultural and Health Considerations

I must consider a student's cultural background and health considerations when designing an effective classroom
environment. The students cultural background will affect the methods of communication, body language, and
expectations from the superior/inferior relationship that can be present in the teacher student dynamic as a result
of the teacher being an elder. The classroom is a also a multi faith environment so I must be aware of the students
faith based beliefs and the potential for these as they may overlap what the school/ classroom has set as
expectations. This can include clothing requirements , head wear such as turbans and yarmulkes. It may also
include fasting or diet needs of students such as students who may fast during Ramadan. If the school is in a
multi-ethnic neighborhood, I would also have to consider the relationships between races, religions, and gender.
I must also consider physical ailments that may restrict students activity. Perhaps a student needs to refrain from
certain contact activities in PE due to head injuries or spinal issues. Is the student an asthmatic and need a rescue
inhaler or perhaps allergic and at times need an epi-pen. These items could potentially be deadly if ignored.
Students may also require specific accommodations as a result of hearing or vision challenges or perhaps
wheelchair access. These I feel would be items I would want to learn and apply in my instruction design.
During our parent teacher meeting I will acquire a lot of this information as well as the survey questionnaire that I
have sent out at the start of the year. I believe I need to acquire this information as I am the teacher of record
and ultimately responsible for this student's health and well being while in my custody. Student safety is key both
physically and mentally. As I am responsible, I will obtain copies of needs and requirements as well as any
custody issue instructions such as who can pickup the student and any restraining orders that might be present.
As child safety is always the focus we must ensure that both teachers and administration have access to these
specific health needs as well as cultural sensitivities so the student can have a prosperous academic environment.
Classrooms have many cultures mixed, especially public school classrooms, so I must remain sensitive to any food
related requirements perhaps during holiday or other party type events that may occur. Parents and students
must be made aware that I will at all times act with the student's best interest and safety. This includes mental
and physical health They must feel comforted that the school environment is supportive of cultural and health
concerns and that my classroom is safe and will always be handled with the utmost respect for the children. As
mentioned prior, I can take note of any previous issues, concerns, suggestions or modifications. These will be
located in my main office i the student's personal file. In addition to academic accommodations, the student's file
may include past actions or concerns focusing on health, such as medication, allergies, chronic illness or mental
health concerns.
I will use the students cultural and health considerations when planning academic instruction to ensure a safe
environment physically and mentally. It is something I will need to maintain focus on due to the fact that the
students culture and health is a constant. On any given day a student's health may take a turn for the worse. It
is important to maintain focus on this and also teach our students to be aware and responsible for their own
conditions too. I will use all the data I can obtain both cultural and health related to properly design my instruction
around the specific needs of that student. More precisely the student's IEP needs as well as any accommodations
that may improve the student's learning capacity as needed. This is something that I will need to remain
cognizant off as topics change and subject matter changes. I will need to always look for ways to customize the
lessons to the specific needs of the students and focus on learning styles as well as cultural sensitivities. In the
delivery of content and the planning I need to take this into consideration as to not offend but to create a safe
nurturing classroom.
Interests and Aspirations

To know what someone is shooting for in life will always provide that extra boost of motivation when hard work
just seems to be missing or the student is struggling. I think it is important to understand the internal motivators
of the students so you can properly motivate from the true source of motivation, inside the student. In the
discovery process, I would seek to uncover what dreams they may have? What do they want to do as a career or
the dream college. Do they participate in athletics and are they seeking a future in them? What role models do
they have and how can they be more like them or achieve the similar success? Are they motivated or inspired by
a particular author or book or perhaps a movie that may drive them? Is there a specific music type that will give
them that extra kickstart? What do they want people to remember them for? Do they have aspirations to see the
world or have they done so already? What positive things in life have they experienced and how will they replicate
them or what will they do to deter negative experiences. Most importantly do they feel like someone is in their
corner and whether or not they do, how can I support them?
At the start of the academic year I will conduct a survey in paper/written form. Students will write down their
hopes and dreams, fears and interests. Additionally I will take the time early in the year to allow them to do
projects to express their hopes, dreams and aspirations. An example of this would include creating your dream
college pennant with all the details from college major to mascot or a vision wall. The more they act in the role
the more they will become the role. In language arts I will have the students conduct research and write about
their dream jobs or perhaps role models. Narrative stories may include a character that is achieving their goals
and will offer the vision of seeing it in effect. I will use assignments to drive students into utilizing their brain for
creativity and how to embrace stress and struggle to achieve goals. I will have one on one
conversations/interviews with the students for multiple reasons. These include hearing the child express the goals
and aspirations. I will be able to delve deeper and read the students comments and peel the shell away bit by bit
to uncover the true emotion of what they hope to achieve. Additionally I will be able to communicate my
compassion and drive to help them achieve their goals and provide support so they know they have someone in
their corner. I find that when you can learn what truly motivates a student I can drive instruction towards that
topic and make the lesson more relevant to them. If they can see how it will benefit them and their goals as well
as have a point of reference for the lesson, there will be more buy in and commitment to learning.
I will use this information the hone in on the the students true motivation for education. I have found that unless
a student can truly see how something will benefit them they will be less likely to be truly engaged. Finding that
connection and relevance will allow me to plan my instruction to provide access to true student engagement based
out of interest and not simply to prepare for a test. I will use this to create a safe learning environment and one
that encourages individuality and creativity. Additionally, I am actively developing a relationship with my students
that fosters trust and support. As I mentioned prior, the student will feel as if the lessons are their’s and that it
can provide a true significant impact in what they want to do with their life.
Step 2: Learning about Two Focus Students

Directions: Select two focus students from the class you identified in Step 1. Select one student who is an English learner and one
student who presents a different instructional challenge. Use some of the methods you described in Step 1 to learn about these two
students. Consider your selected content area and subject matter when describing what you learned about the two focus students.
Complete the section below. In each box include:
a description of what you learned about each of the students

an explanation of how the information will influence your academic instructional planning.
Note: Single subject candidates for a credential in Languages Other Than English who are delivering instruction in the target language
may choose another student with a different instructional challenge rather than an English learner.
Student 1: An English Learner

Gender
Female
Age
12
1. Why did you select this student?
I chose this student ( Ivy) due to the fact that she is repeating the 6th grade and is an English Language Learner.
Her academic performance is below 6th grade level. She came into the school last year from another school that
is notoriously rough and underperforming. She was retained last year due to her performance.
2. What did you learn about this student's linguistic background?
Ivy comes from a home that is predominantly Spanish speaking. Her parents speak only a little bit of English and
require a translator when they come to conferences. Ivy speaks Spanish with her parents and grandparents. She
has a younger brother who is in first grade but at another school. He is on the waiting list to get into the same
school as her sister as admission is based on a lottery. Her testing indicates a normal level of intelligence as she
is grade level for her native language, however struggles with English. She can speak English semi fluently but
makes errors in her conversation or struggles to find certain words. She is a US citizen. Her parents did not
advance beyond 8 grade level. This information is pertinent as it indicated a lack of English support and practice
at home. The socioeconomic status of the family does not allow for a lot of additional expenses. The parents often
work long hours at unskilled labor type jobs due to the need to support the family and lower wages. With the
background of this student , I can ascertain the student's starting point to develop a structured plan to bring Ivy
back to grade level. I can ensure that I can supplement the lack of educational support at home with support in
the classroom and devise a process to assist in her development throughout the year.
3. What did you learn about this student's academic language abilities in relation to this academic
content area?
This students testing indicates a normal level of intelligence as she is grade level for her native language, however
struggles with English. She can speak English semi fluently but makes errors in her conversation or struggles to
find certain words indicating limited vocabulary. She has a decent grasp on phonemic awareness but will often
drop sounds in words to complete them. With regards to her writing , she does struggle with complex spelling but
can spell simple English words. Her performance on her standardized testing also indicates below grade level
performance. She meets the CELDT classification of Early Advanced Students (at this level of English language
performance begin to combine the elements of the English language in complex, cognitively demanding situations
and are able to use English as a means for learning in academic domains. They are able to identify and summarize
most concrete details and abstract concepts during unmodified instruction in most academic domains. Oral and
written productions are characterized by more elaborate discourse and fully developed paragraphs and
compositions. Errors are less frequent and rarely complicate communication.) Her SDQA indicates 5th grade level.
I have learned that the proper identification will allow me to scaffold her learning, provide appropriate cues,
adjust reading, choose reading level appropriate portions of the novel and incrementally increase and challenge
her.
4. What did you learn about this student's content knowledge and skills in this subject matter?
The subject matter we will be targeting is the reading of the novel The River and writing a narrative essay. From
previous lessons including short stories and descriptive writing , I can ascertain she uses a basic level of writing.
She utilizes short and simple words and demonstrates a limited vocabulary of more advanced 6th grade level
vocabulary. She can express herself but it is in limited fashion and often uses basic adjectives as descriptive
words. Her ability to develop complex sentences is lacking but does understand Subject/Verb/object structure.
She does attempt words when she is performing read aloud sessions but will abbreviate or skip sounds and letters
that are unfamiliar. When reading she will pronounce words that she know if the word appears to be the same
without properly sounding out the word properly. She does respond well and can reiterate corrections on words so
does possess the linguistic ability to pronounce the functional sound. Based on this information I will choose
simpler passages in our novel to build her confidence and gradually allow her to challenge herself to more difficult
passages. I will provide her and other students advanced vocabulary for chapters and allow them to utilize this
sheet as we read as a reference guide. I will pre select words that I deem difficult based on her current level of
comprehension.
5. What did you learn about this student's physical, social and emotional development relevant to this
academic content area?
Ivy has a healthy social interaction with her classmates. Since the school is K-6 , she does not have to see her
classmates from last year and has since made new friends. She is a very respectful student and does not seem
shy to volunteer answers and become involved in class discussions. She is a good athlete as well as participates in
our jump rope club and is a recreational soccer player. Ivy can be quiet at times which is typically when she is not
comprehending. I believe this may be her way of staying below the radar by behaving properly. As with other
students , she does get off task at times but is easily redirected. She is not , overall, a class distraction. Given the
opportunity she can drift off task but her cooperative learning pod is structured so that this is minimized.
6. What did you learn about this student's cultural background, including family and home relevant to
this academic content area?
She typically is left to do a lot of her work on her own. Her father is in construction and works early morning
hours to 6/7pm. Her mother works as an attendant at a laundromat. She has moved to the school from an
elementary school that was underperforming and had a lot of behavioral issues with other students. The brother is
still in his school but looking to switch as soon as he gets in via lottery. She is typically stay after school or attends
Boys and Girls Club after school with her brother. The mother and father cannot typically help her with her
homework as their educational levels are being surpassed daily. The brother is ok as he is in first grade and the
level of homework is minimal if any and his classmates are not acting out as preteens might. Conferences will
typically require a translator so a fellow teacher may sit in to translate. Sometime, she may have to be the
translator if it is an impromptu meeting perhaps after school when someone picks her up. Knowing this I can
deduce a lot of the weight of supporting this student's needs will fall heavily on the school front. I am going to
have to prepare the parents for what to expect at home and give them a strategy to support even though they
might not entirely comprehend the material. This may involve study skills or step by step instructions for assisting
in the improvement of her language skills.
7. What did you learn about this student's special considerations, including health issues relevant to
There are no health issues present. She does not show any signs of physical ailments and appears to be a typical
12 year old. Should any health issues arise, it would be prudent to adjust lessons to adjust to these conditions.
Should she at any point be tested for special ed. I would need to ensure her accommodations are met and that she
is in a nurturing , safe classroom environment.
8. What did you learn about this student's interests and aspirations relevant to this academic content
area?
Ivy is very much a typical 12 year old. She enjoys music, jump rope club and soccer. She spends a lot of her time
at the Boys and Girls Club after school. On the weekends she does attend church with her family. She does enjoy
netflix and youtube and does have a personal novel that she carries around for quiet reading time. She does seem
to enjoy that time. She does travel to see relatives in Mexico and LA but is has not travelled extensively. She
does want to attend college but wasn’t really sure what was available. She thinks she wants t stay close to home.
For the time being she has set her sights on Cal State San Marcos but mostly because it close and the only one
she knows so far. She doesn’t really know what she wanted to do when she grows up but knows she wants to help
people in someway. Over time I will be able to deduce how she would want to help people whether it's a doctor,
nurse, teacher, psychologist or something else. From this information I can see that she is a genuinely kind
person. She does love her family and is very typical in terms of her hobbies. She does have relatives and is close
to her family. She appears to understand hard work, especially since her family is very blue collar. I now have a
better understanding of how and why her development has progressed to the pace it has. She does occupy
sometime with multimedia but I feel she has gain more confidence at her current school and will be reclassified
within a reasonable amount of time. She has been developing sound habits and her goals in life seem to be
excellent targets for me to use as internal motivators for her.
9. Describe other information relevant to this academic content area that you learned about the
student (e.g., attendance, extracurricular activities).
As I mentioned prior her parents did not advance beyond 8 grade level. This information is pertinent as it
indicated a lack of English support and practice at home. The socioeconomic status of the family does not allow for
a lot of additional expenses. The parents often work long hours at unskilled labor type jobs due to the need to
support the family and lower wages. It is fair to expect limited assistance at home and that the majority of
academic support will arise from school. I can anticipate having to train the parents on how to use the skills of
parenting to support the advanced materials she is learning in school They can check for completion and be a
resource for accountability at home. I will pick up the remaining responsibilities with respect to the curriculum and
designing lessons that can differentiate among the variety of learners. Ivy responds well to support, and
compassion. She will progress well when her educational setting is safe mentally, physically and emotionally. I will
aim to provide this environment to aid in this environment.
Student 2: A Student Who Presents a Different Instructional Challenge

Gender
Male
Age
11
1. Why did you select this student?
Connor is an American born student and is a English speaker. His primary language is English. I chose this
student for a few reasons. I have had his older brother in class a few years ago and I thought it would offer a
source of personal observation experience as it relates to family and social issues that may impact Connor’s
performance. He seems emotionally stable but appears to perform better with positive reinforcement. He does
seem to lack the ability to remain focused and on task without an exceptional amount of this reinforcement.
Connor is an excellent math student but struggles in classes that require consistent attention and often is off task
and attempting to disrupt others. Connor is a genuinely nice person but he appears to be seeking attention. I
believe this may be due to a recent divorce that has him splitting home time between 2 houses.
2. How is the instructional challenge that he or she presents different from that of the other student?
Connor is not an English Language Learner. The family is from California and all members of the family speak
English. In my preliminary testing for baseline info he has tested at grade level for math. However in other
subject such as reading and writing he is below grade level operating at 5th grade level as seen in his previous
years CAASPP performance. He has a tendency to be perceived negatively by teachers for his lack of focus and
being on task. In years past he has received detentions for talking in class and seems to get “in trouble” in his
enrichment classes ( music and art) for misbehaving. His parents are divorced however they try to display a
unified front in parent teacher conferences. This does not always work and I can feel the tension in the conference
, one in which they had a verbal spat in front of me. The mother appears to be the dominant parent who really
pressures Connor to perform but it appears to be more of a show or an act to seem more competent. When he
spends the nights at his father’s home, he is unprepared for school, no homework complete, and appears overall
disheveled. Connor appears to display a lot of confusion of what is expected of him outside of school. On one
hand he has a strict parent that forces him to do his homework and studies when it is convenient to show she is
the better parent and on the other hand a parent who seems to be more of a friend and is less than supportive
academically. I believe he acts out to seek out structure and order and discipline but at the crucial age of 11 he is
at a vulnerable place in development.
.
3. What did you learn about this student's linguistic background?
This student is from a family that speaks only English. The mother has college education and works in an office
setting. The father has attended college but did not finish. His current occupation is unknown. Connor has typical
hobbies of a 11 year old. He is into video games and plays sports with his classmates at recess and lunch.
4. What did you learn about this student's academic language abilities in relation to this academic
content area?
With regards to our ELA lesson, the academic language abilities will cause some struggles with our current 6th
grade level lesson. As noted in the 6th grade common core requirement, he will need to be able to write narratives
to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-
structured event sequences. According to his San Diego Quick Assessment he is at a 5th grade level. His CAASPP
score show standard levels nearly met but extremely close to not met. His writing and listening were below
standards as well as his reading.
5. What did you learn about this student's content knowledge and skills in this subject matter?
I have learned that his reading level is not at 6th grade level. He shows signs of struggle with words on the SDQA
and in his read aloud sessions has demonstrated mistakes. He has a moderate level of vocabulary and often
performs low on our vocabulary and spelling test. His writing style is simplistic and does not convey complex
structure. The writing samples do often make sense but they are not well developed and lack consistent flow and
structure. On average he is 1 day to 2 days behind writing pace of other students, including graphic organizer
completion.
6. What did you learn about this student's physical, social and emotional development relevant to this
academic content area?
I learned that he gets along well with his class but they are often frustrated by his antics in class and his
disruptions. When responding to any question he often tries to make jokes and not directly answer the question
unless constantly probed and worked back into topic. He participates in sports type activities in recess and in PE
however he is unprepared for PE as well and does not bring his PE clothing to school. While in core classes he is
often observed trying to get others students attention and not focused on the lesson at hand. It is not that he
spaces out, it is more that he is involved in an alternate task. An interesting fact is that when called upon while
being off task, he can quickly come to a logical answer quickly in math. This tells me he can analyze and deduce
facts properly when the figures are presented in written form. When it comes to information that requires an
extended amount of focus and a moderate length logical progression he will freeze up and give anon answer or a
joke answer.
7. What did you learn about this student's cultural background, including family and home relevant to
This student has exhibited odd behavior this year. His parents have been divorced for some time now but there
has been a lot of court appearances that I constantly get notice of. The father for instance has been removed from
the list of permitted people who can pick him up from school but at the same time he does split custody. It
appears that the mother has a majority of the days and is seeking to get full custody. I am concerned that there is
an internal battle at home trying to make each parent seem like the “evil” parent and perhaps some brainwashing
or convincing is going on at home with the student. He does not come prepared to school, especially on PE days
and when this topic is brought up the mom blames the dad and vice versa. HIs homework is not consistent in
quality and it can be supposed on whose home he was staying at the night before. HIs mom does show concern
and does appear to say the right things while in conferences but I am not sure if it followed up with at home. His
father expresses mild concern and chalks his behavior up to being an 11 year old boy. He does not seem
overwhelmingly concerned. He is a boy trapped in a custody battle and seems to be seeking attention from what
seems to be the only consistent and safe environment he knows, the classroom.
8. What did you learn about this student's special considerations, including health issues relevant to
I have learned that the mother has been taking Connor to be tested for ADHD and similar conditions. I am not
entirely convinced in this and this may be a ploy in the ongoing custody battles. He has not exhibited any medical
issues this year. He does have some hygiene issues such as dental health and the appearance of being unkempt.
This could be associated with an inconsistent diet due the split households.He does mention how he can pretty
much eat whatever he wants at his dad's. I am anticipating the results from the medical professionals. To be on
the proactive approach I have positioned him in preferred seating and have implemented some basic
accommodations that will benefit him as well as the entire class such as color coded graphic organizers and
scaffolding work.
9. What did you learn about this student's interests and aspirations relevant to this academic content
area?
Connor is interested in building and design. One Of his video games that he plays is called Rocket League where
you can build and design cars that act like athletes in a car/soccer setting. He has expressed interest in the current
science project and volunteered to build the 3d model of a biome. His interests tend to be more hands on and
tactile. He aspirations are to create Youtube videos. This information allows me to see that he can analyze and is
interested in structural detail. He needs to have a hands on experience to feel connected to a topic and he enjoys
being at the center of attention.
10. Describe other information relevant to the academic content area that you learned about the
student (e.g., attendance, extracurricular activities).
His lack of preparedness for school is a major concern to me. Although he is not late for school often he is often
running through the door as the first bell rings at 7:45. As a result he is unable to fully participate in brain warm
up exercises for the day. Connor does have some hygiene issue which have been discussed with his mother. He
is not absent from school an extraordinary amount but when he misses school is does seem to take a lot of time
get him close to being back on track. I have read into his signs of needing attention and potentially a role model
that will hold him accountable. Through our discussions and student interview times, he has learned that I will fully
support him and only want him excel. Although he is often needing to be corrected or redirected, he has come to
an understanding that regardless of what he wants to do , what I suggest will get him positive results. We have
built a rapport that will provide a foundation for the structure and rules he needs to operate within to have
success. He has responded well to positive praise and has been exhibiting behaviors that will more likely yield
results.
Step 3: Planning for Academic Instruction for the Whole Class

Directions:
Consider your academic content selection in Step 1 and what you want the students to learn. As you begin to think about a lesson that
falls within the selected unit of study, respond to the questions below about your plan for academic instruction for the whole class.
1. At what point in the sequence of the unit is this lesson? Put an X next to one:
Between the beginning and the end of the unit of study
2. List the state-adopted academic content standard(s) or state-adopted framework you will address
in the lesson.
RL.6.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the
characters respond or change as the plot moves toward a resolution.
RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text.
RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and
contributes to the development of the theme, setting, or plot.
W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
W.6.3.a Engage and orient the reader by establishing a context and introducing a narrator and/or characters;
organize an event sequence that unfolds naturally and logically.
W.6.3.b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events,
and/or characters.
Identify sensory details (6-T.1)
Identify the narrative point of view (6-T.2)
W.6.3.c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time
frame or setting to another.
Transitions with conjunctive adverbs (6-E.11)

W.6.3.d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences
and events.
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative
meanings; analyze the impact of a specific word choice on meaning and tone
3. What is (are) your academic learning goal(s)? What specifically do you expect students to know or
be able to do as a result of the lesson?
The academic goals of this lesson will be to thoroughly analyze the novel and formulate a foundation for discussion
and written response based on fact from text evidence. Students will be able to identify the usage of simile,
metaphors, alliteration techniques, personification, symbolism, hyperbole. Students will be able to understand the
use of these methods and how the authors applies them to create a more vivid story. They will understand the
flow of a story and the importance of character development to the story line. They will analyze the emotional
ebbs and flows of the novel and learn how author’s utilize this for reader sentiment.
4. How is (are) your academic learning goal(s) related to the state-adopted academic content
standards or state-adopted framework?
The goals I have for the lesson are related to the state adopted academic standards in that they improve upon
writing skills while utilizing the model of a published novel. They will be creating a personal narrative based on an
adventure/complication scenario that they need to overcome and solve. The students will meet standards in that
they will expand upon vocabulary and usage of literary applications of figurative language. The lesson will form
the transition from a professional novel in which they will improve upon word acquisition and stylistic writing to
their own production of a short narrative work. The final culmination of the lesson will provide the student with
the mode to demonstrate their usage of simile, metaphors, alliteration techniques, personification, symbolism,
hyperbole to create a more vivid story as well as write with a consistent flow of a story line.
5. How will the content of the lesson build on what the students already know and are able to do?
In previous grades student have established a foundation for the lesson. The content standards have established
the usage of literary analysis techniques and the usage of identifying figurative language. In previous academic
years students learned reading, analyzing, and gathering information and evidence from informational texts and
using that information to write an informational text. Additionally they have acquired and used accurately grade-
appropriate general academic and domain-specific words and phrases, including those that signal contrast,
addition, and other logical relationships. This lesson now progress these skills and allow them to interpret
literature, identify advanced levels of figurative language and writing techniques to ultimately develop a final
writing assignment of a personal narrative. In this narrative they will build upon the previous years skills and also
implement newly acquired vocabulary and literary techniques such as storyline development, vivid language and
narrative structure.
6. How will the content of the lesson connect to the content of preceding and subsequent lessons?
Throughout the novel, The River the students have been creating and developing a chapter by chapter vocabulary
base. We have been predominantly using read aloud strategies and have been focusing on intonation, flow of the
narrative and emotion. In our next unit we will be exploring structural elements of poetry such as rhythm and
meter. Additionally they have been reading and analyzing each chapter with annotation in reading guide packets
issued at the start of the novel. They have identified figurative language and have been tracking storyline and
sequencing. They have kept track of all of these in a packet which was developed to guide them through these
skills. These graphic organizers use a multifaceted approach including synonym antonym definition, storyboards
for sequencing, figurative language and implied meaning charts. Students have been developing the skills to read
beyond words and utilize emotion generated from the usage of vivid language to enhance overall reader
experience. In future lessons we will further analyze later chapter and the emotional flows. They will also work on
prediction techniques and different usages of foreshadowing and symbolic actions of characters, words choice and
implied interpretation. In the next to last chapter we will also perform an exercise where we will predict the
ending and additionally write the ending based on the storyline up to now. Also included in future lessons will be
the writing of concept for a future novel if the were to write the follow up book.
7. What difficulties do you anticipate students could have with the lesson content and why do you
think these difficulties will arise?
As with any class there is a need to differentiate learning. My class has 24 students i it, each with various levels of
comprehension and learning styles. The students in my class are a mixture of English Language Learners and
native English speakers. The difficulties may arise with the advanced symbolic meaning and usage of figurative
language. For instance if the author states“his skin felt as if it were on fire” when referring to mosquito bites, a
student who is an ELL might actually think his skin was on fire. While ELLs are trying to master basic English
words and conventions, the application of new vocabulary may prove challenging unless coupled with alternate
representations of the word. These students may also struggle with the development of their own personal
narrative as well , mainly in the usage of figurative language and applying newly learned vocabulary.
8. What evidence will you collect during the lesson or at the end of the lesson that will show the
extent to which the students have learned what you intended?
The student will submit their reading guide/ packets every chapter completed as the book lines up with 2-3 graphic
organizers each. Based on the flow of each chapter and the need to potentially review to prevent loss of
sequence and timeline, I anticipate 1 to 1.5 weeks per collection. They will receive an overall grade for
completion and accuracy at the culmination of the book as well. I will be assessing this packet intermittently to
assess conceptual awareness as well as having class discussion and cooperative learning structures to develop and
demonstrate newly acquired content. I will employ the use of exit ticket as well such as what was your favorite
simile or metaphor used today or which form of figurative language or vocab work didn’t you understand
9. Think about how you will sequence your instruction of the academic content to be
covered in this lesson.
Describe your plan for instruction in the order in which it will be implemented. Address each of the following prompts and provide a
rationale for each of your decisions.
Communicating the academic learning goal(s) to the students

Instruction Plan
Please note the sequence of your Instructional Plan by indicating a letter (a., b., c., and so on) before each part.
1.For continuity I will write on the “Objectives” whiteboard located on the side wall and locate the objective for ELA
in written in green. The objective for this lesson will be: Students will be able to identify, understand, determine
meaning and apply the technique of figurative language.
2.The Anticipatory Set will include a brief summary of sequencing up to our current chapter. They will be
instructed that they are a movie site scout and need to choose a location for filming for the movie and choose a
location in the world and why it would be a good spot. They will need to support this with facts they derived from
the book about the setting of the book.
3.They will write this down in their packets under the Graphic organizer for Warmup:
4.Students complete the warm up exercise from which I will move to our lesson whiteboard in the front of the
room and detail our lesson for the day.
5. Student complete exit ticket/journal submission
Rationale
Please use the identical letter from the plan you wrote to match the rationale for that portion of the plan.
1.I will utilize color code objectives so EL students can associate the color with the language arts lesson for the
day. It will be located in the same location and will be addressed from the same location by me at the same time
of class a consistent behavior to associate instruction with. I will be recapping the students comprehension of the
previous day(s) lesson to ensure that all students are up to pace and have a consistent view of the sequence of
events in the story line. It is important to use consistency when addressing new words and literary techniques to
assist all students by creating a repetitive environment that provides a connection to all learning styles.
2.I am using the reading packet as a consistent location for all warmups/anticipatory sets and clearly outline what
they will be performing to get ready for todays lesson.
3.This is important to create a fluid progression of the novel up to date so the new material for the day is not lost
and unproductive and ineffective.
4. New material builds upon prior days lesson
5..Students will provide a summary of what was learned at the end of class by either verbally writing it in a journal
or an exit ticket submission so I know what was lost in the lesson, what needs to be revisited the following day..
Instructional strategies
Instruction Plan
1.I will address the objective for the day and go over the lesson plan for the day.
2.I will instruct student to complete the warmup exercise of being a movie set scout” and describing the ideal
filming location for the novel if it were to made into a movie and write it in the reading packet/graphic organizers
they have been issued
3.We will go through the site locations in a q/a response session. I will allot 5 minutes to allow students to address
the class with the location they chose and why.
4.We turn to the graphic organizer for the current chapter. On this graphic organizer we will review the definitions
of key vocabulary. Students will be given 5-10 minutes to work in a cooperative learning group to research on
their chromebooks synonyms/antonyms and a sentence of their own for each word.
5.We will also revisit the figurative language Graphic organizer which has the definitions of what we will be
searching for today. ( Simile, Metaphor, Alliteration, Hyperbole, Onomatopoeia, idioms)
6.We will review each word and progress to our read aloud session for the day
7.Students will turn to their graphic organizer for the day which has locations for figurative language discoveries ,
meaning and words to look up.
8.Student will read aloud in class and I will use a random popsicle stick method to choose the next reader. Each
popsicle has a students name on it and will be drawn at random to read next. I have selected easy passages for
my struggling students such as slower readers or ELLs.
9.When we get to these sections I will draw a popsicle stick and call on these individuals as if they were chosen at
random to retain inclusivity.
10.As we are reading I will emphasize certain usages of figurative language and have the student reread them.
They will add them to the list and as a class we will determine meaning.
11.As we are reading I will use my overhead projector to depict pre selected images of scenes as we get to new
locations and settings in the book. For example if Brian and Derek are floating down a river and came to a rapid in
the book, I will show the rapids of the Colorado river. Using my wireless mouse I can quickly shift to the next
slide.
12.Again, as students are reading, have students log the usage of the the figurative language usage as well as
any symbolisms ( give time to record)
13.Once we are finished reading the chapter students will revisit the list that we actively generated as a class in
the Reading Guide Packet ( graphic organizer)
14.Student will reverse engineer less than vivid language to rewrite the selection noted in the book. They will work
in their cooperative learning groups of using a round robin technique of reverse engineering the boring statement.
As a group they will select the best boring version of the statement. ( teacher must monitor and walk around to
ensure each student is participating) I will use a timer that is divided into 4 segments that will allow each student
equal talk time at the table. Only that student can talk during their segment.
15.They will make note of which is better or worse
16.The will draw a picture of the noted figurative language on their graphic organizer.
17.The teacher will provide 2 bland statement on the board.
The car is fast.
The girl had pretty hair.
18.Student will attempt to use the new figurative language to add vividness to these statements and add them to
the graphic organizer in the appropriate spot.
19.The will use a paired partner( the person to the left or right) to develop the new vivid language and record each
other's suggestions on the graphic organizer. They will identify which type of figurative language they used
20.Students pairing will be called on to share with the class their new creations
21.At the end of class students will summarize what we learned today (reiterating the objective) We will come up
with a kinesthetic technique to remember the definitions of each figurative language technique of which we will
begin each subsequent class with as a warmup.
Rationale
1.I will address the objective so that students will know we will be covering for the day. I will address from the
same location so students who may have processing issues or language issues know what I am referring to by my
location and direction. The objective will be in a distinct green color so students know that is where we “go” or
start our days.
2.The warmup set will provide students prep time to read their brain and get their mindset into the setting of the
book. I will also be able to tell if the student is recognizing setting and plot development.
3.A quick review will of student responses will help determine accuracy of this by a quick share and address any
misconceptions prior to new chapter
4.A review of the days vocab and revisit of figurative language terms will prime the brain for what we will be
searching for in the chapters today.
5.Allowing students to use multimedia research tools engages a different part of the brain creating neural
pathways to begin to be created. By using the cooperative groups students can utilize teamwork to research terms
and peer mentor.
6.Read aloud will be used to determine tonality correctness of words and proper emphasis on expressions and
figurative language. I will be able to reemphasize the proper tonality and emotion to model to the class and have
the student repeat the correct method.
7.I will use the popsicle stick method so students will stay present and on their toes ready to read. I will preselect
easy passages for my EL students and my low readers but use the popsicle method so they feel included in the
class and not isolated as “inadequate readers”
8.I will use pre selected photos of settings close those in the chapter to help create a 4D experience and to place
students in the moment.
9.Students will log examples of figurative language into their G.O. as we are reading. We will stop at chosen times
to do so as to not lose the flow of the book and to encourage active reading techniques.
10.Student will reverse engineer boring phrases to match the vivid examples in the book to see how they can
make language shift and the ways we can improve or diminish our writing by word choice.
11.They will work as a cooperative group in an organized structure to encourage teamwork interdependency,
engagement, and peer mentoring. Students will have timers set for sharing /talking time where no other student
but them will talk and express. This will perpetuate active listening skills and patience as well as maximize
engagement.
12.Students will draw a picture to create a vibrant representation of the figurative language that was cast in their
brain by the author.
13.Students will then use newly learned techniques to improve upon basic English sentences to demonstrate newly
acquired writing technique.
14.They will use a rally robin approach with their shoulder partner to encourage team work, mentoring,
interdependence, creativity and guidance and clarification if confused.
15.They will both record each other's ideas so as to build off each other and brainstorm.
16.Paired partners will share their creations to lessen the intimidation factor and to proudly demonstrate their new
work. I will also be able to determine levels of comprehension of the cooperative group and individuals.
17.Student will use a kinesthetic technique to encourage the development of neural pathways to allow for better
retention of material. The link of motor skills and frontal cortex will provide a deeper level of brain activity for
retention. Students will repeat the body movements at the start of every class in the future to further develop the
connection.
Student activities
Instruction Plan
1. Students will be engaged in read aloud activity and use their graphic organizer to document usage of
figurative language. The will utilize active reading skills.
2. Student will utilize technology ( chromebooks) to research definitions/ synonyms/ antonyms and provide
sentences of their own.
3. Students will verbalize discovery of figurative language and use the reading packet.
4. Students will practice patience and active listening when read aloud session is taking place.
5. Students will observe images of settings as selected by teacher to create immersive reading experience
6. Students will participate in read aloud by being selected via popsicle sticks with their names being called.
They will follow and use active reading techniques.
7. Students will record examples of figurative language in the novel and place them in the reading
guide/packet as a class and discuss meaning.
8. Students will create opposing examples based on found examples of fig. Language in the novel. Students
will generate vivid use of figurative language of 2 sample basic statements.
9. Students will operate in cooperative learning groups to foster positive interdependence, teamwork and peer
guidance. They will operate in an organized group that will promote 100% engagement and decrease the
intimidation factor of single person call on.
10. Students will aid and assist and guide each other in the group and practice patience and positive
interactions that are meaningful.
Rationale
1. The read aloud session will provide all students multifaceted approach to comprehending the story. All
students will benefit as they can hear the inflection of the reader and can be actively corrected by the
teacher if the pronunciation or delivery may be off. EL students will benefit as well as low or low medium
students who may struggle with word recognition or pronunciation.
2. Visual imagery, settings graphics will encourage engagement and spark interest in visual students who may
require the added element such as EL students.
3. By hearing the spoken words, the book will appear to come to life like an ongoing conversation. Students
will see the proper phrasing, intonation and feelings generated by passages and be able to model the
passion of the author as heard by skilled readers.
4. Active note taking and documenting the figurative language in each chapter will encourage active listening
and active reading. It will also provide an immediate anchor for the phrase based on the emotion generated
from the page.
5. Students will work in a cooperative group setting to encourage maximum engagement and full participation.
Students will be able to practice good listening skills and patience and feel involved and productive in a safe
space. Students will practice interdependence and learn to rely on team members to foster learning.
Student grouping
Instruction Plan
Students will begin the class with a warmup exercise that will prepare the students mentally for the lesson.
This will be done independently.
They will use their 4 person group which has been designed with a high , low, high medium, low medium
students in each of the groups. They will work in groups of 4 through the lesson as well as paired groups
with shoulder partners. Students will be sitting with 4 desk arranged face to face side by side to form a
perfect square.
Rationale
Student will have the ability to perform and create on their own. I can assess the students independent
understanding of certain literary elements. In this case it was the setting of the novel.
In groups students can work in a cohesive way to generate concepts, develop deeper thought, engage with peer
groups, seek peer assistance and share in a safe , less intimidating setting. They can assist each other and coach
each other as well as practice a positive interdependence on teammates. It encourage socialization and team
building as well.
Materials, technology, and/or resources, including the use of instructional aides,

parents, or other adults in the room
Instruction Plan
Reading guide packet printed stapled and 3 hole punched

24 copies of The River
Pencils/highlighters
24 Chromebooks
Chargers( if needed)
Docucam projector
Teacher Computer for slides
Google Slide
Wireless mouse
Rationale
The required material is found in my classroom and used on a daily basis. They are familiar to the students as
mediums we use.
Progress monitoring of student learning

Instruction Plan
1. Warm Up exercise to assess setting and flow of book

2. Listen and observe student responses and they are called upon
3. Listen and observe read aloud session
4. Monitor responses for discoveries of figurative language and guide responses for meaning
5. Monitor and observe the cooperative learning groups for participation and groups being on task and active
listening.
6. Evaluate graphic organizer weekly
Rationale
1. I will be able to assess and monitor the class by by maneuvering through the classroom to maintain order
and keep students on task.
2. As I listen I can observe and assess the students conversations and ensure active listening is taking place.
3. With student response and groups response I will be able to structure future lessons to revisit topics or
move forward in lesson.
10. Given the difficulties you anticipate students could have with the content, what additional steps
would you take to foster access and comprehension for all students?
I anticipate difficulties with comprehension for multiple reasons. To foster access and to ensure that all students
have the ability to comprehend I will ensure that my cooperative learning groups are balanced. I will have a high
student, high medium student, low medium student and a low student. The seating arrangement of the group will
be a 4 desk square facing toward each other forming a face to face partner and a left to right partner. The face to
face partner of the high student would be the low medium whereas the shoulder partner high medium. The face
to face partner of the high medium would be the low to allow for the low medium to work with the low student as
a shoulder to shoulder partner. This will allow the most efficient learning groups and create a dynamic learning
environment. Each student will be able to assist, guide, foster creativity within the 4 students as well as the most
effective pairing of students with face to face partners or shoulder to shoulder partners. Additionally I have
chromebooks for each student that will allow students to utilize technology to assist them with word research,
synonym and antonym as well as the voice over technology on the computers that will vocalize pronunciation of
difficult words. This will assist the EL students as well as the low students and any other that made need guidance
on challenging vocabulary. To create an immersive environment and allow students to feel inside the book I utilize
my computer and projector to depict settings of the book as we encounter them in the chapters. This is a simple
process of clicking a mouse button as the scene changes and requires some prep time for markers but it is
provides students the experience of the characters in the book in the classroom. I will also use color coding on my
agenda and planning for each day and deliver content from specific parts of the room and remain consistent with
these. If I am covering vocabulary I will be by the projector screen. If I am delivering agenda, plans and objective
for the day , I will be by the objectives board. If we are reading or using the computers for research I will begin
that instruction from the center computer desk. Additionally, each element will be color coded as well as offering a
picture element to represent the activity. A computer image will represent research. A brain will represent think
time. A calendar day image will represent the plan for the day. A open book will represent reading. I will also use
hand signals to coincide what specific activity I want to occur. For instance, writing in the air would be the sign for
writing for work. Pointing the the temple would be think or consider.Air typing would be to research by computer
and opening hands would indicate we are about to read. When we come upon challenging vocabulary words,
students can indicate with a simple thumb that they would like to revisit the word, if we happen to read passed it.
I would also point to my temple when a key example of figurative language may appear to indicate possible
importance to the students, without giving them the full answer but to make them aware. I will also model
appropriate reading tonality and inflection, monitor student activity by circling the room and providing individual
and group assistance as needed, as well as clarifying any direct translation English idiomatic phrases that have an
overall different meaning than the direct translation. Additionally, I will point out and key elements in vocabulary
that may assist EL students that might aid in comprehension with regards to word origin and etymology. An
example of this would be the work Malignant which has the morpheme mal coming from the latin root “malus”
meaning bad and similar to the Spanish word “malo” meaning bad. Anything with the grouping has a negative
meaning, whereas the English word Benefit has “bene” ( good, blessed in latin) can be related to bien, in Spanish
meaning good, well.
11. How would you share the results of student academic learning with students and families?
At the beginning of the year, I will collect all parent/guardian email information. I will use this to send home
digital copies of progress summaries and conjunction with the hard copy for parents to acknowledge and sign and
return. The digital copy will serve as a backup in case the student loses the item and provides a track record of
parent communication. These will be sent out every 3 weeks. Additionally , I will provide weekly summaries
similar to our lesson plans of what the students will be covering this week in school and add these elements to the
homework email that is sent out daily. Students will have their work evaluated by me as well as peer grading for
some items. I will collect their reading guides/ packets for accuracy and correctness as well. Storyboards and
creative response exercise such as rewriting the ending of the novel will be displayed on our “Creativity Thrives
Here” board outside of our classroom. Prior to the addition to the creativity board we will highlight them in class
with public recognition and praise. Students will be required to involve parents or ask an adult for any usages of
figurative language they know or maybe use at home. The student would then have to explain what it is and ask
the adult if they ever use things like that in their communication or have heard of any good ones. Students can
then present them in class as a show and tell format ( after I verify they are appropriate). Grades packets/guides
will be also be placed into their communications folder to be signed off one as well weekly.
Step 4: Lesson Adaptations for the Two Focus Students

Directions:
Consider what you have learned about the two focus students in Step 2, along with the implications for instruction that you identified for
each of them. For the two students, determine what adaptations you will make to this lesson you have planned for the whole class.
Describe those adaptations for each of the two focus students. If you determine that no adaptations are needed for a part of the plan for
instruction, indicate and explain that decision. In each box below, include:
Your decisions about lesson adaptations

A rationale for these decisions
Student 1: An English Learner

1. Academic learning goal(s) or your expectations of what the student should know or be able to do
as a result of this lesson.
She will be able to properly identify figurative language and provide the key components of each. Upon which she
will be able to give an example of her own or repeat a rehearsed version for comparison. Additionally she will be
able to participate and complete her 2 paragraph selections in read aloud practice. She will be able to research on
a computer definitions, synonyms and antonyms and develop a sentence using key vocabulary terms. As noted in
her performance I observed that has the beginning of the ability combine the elements of the English language in
complex, cognitively demanding situations and are able to use English as a means for learning in academic
domains. She can identify and summarize most concrete details and abstract concepts during unmodified
instruction in most academic domains. With some guidance, peer support in a functional cooperative learning
group and with the strategic selection of easier passages in the novel she will gain confidence and needed practice
while developing word recognition, new vocabulary and applying the usage of figurative language at its root
levels.
2. Evidence of student learning you will collect during the lesson and/or at the end of the lesson.
On a weekly basis ( mid week) I will have her turn in her reading guide/packet. I will check her work in more
detail for accuracy and comprehension. I will collect hers midweek so I can ensure that I will be able to address
any issues within the weekly lessons and revisit them as needed and so concepts are not lost over the weekend.
As she is developing English Language learner, modeling from those who have the skillset to use the techniques
are important. Additionally, finding correct examples in literature will help guide her thought process as she works
to apply these skills in her own creativity. I will allow for extra time to complete assignments or scaffold her
workload to what I deem necessary. For this student, her mastery of the basic elements supersedes overall
completeness of the packet. As I have pre selected passages for her, I have highlighted challenging words that I
will focus on a help model. I will also listen for her articulation, inflection and cadence as she reads. I will be sure
to model it and have her repeat in a similar manner. For any vocabulary word, I will give her the language of
origin ( especially latin based words) and give a comparison and relationship of the word to Spanish. She will be
able to see the direct translation of the word in Spanish too with a visual representation of the word and a
kinesthetic movement to assist in her recall of vocabulary. With the application of these methods, she will be able
to create a relevant connection to challenging skills and improve her confidence in speaking, reading and writing.
Kinesthetic actions allow for more significant brain activity increasing retention by involving more parts of the
brain, thus creating more abundant neuronal activity.
3. Communicating the academic learning goal(s) and/or expectations to the student.
The week before the lesson ( Friday) I will meet with her to discuss what we will be covering this week. I will also
send and email home in English and Spanish. ]Regardless of whether the student's parents are not able to check
the email consistently I will cover my bases and send it home in addition to a paper copy of the email. During
this meeting I will gauge previous exposure to material , her body language, facial expressions as we cover the
topic. She will then take a copy of the plan for the week and attach it to her planner. I will have her repeat what
we are going to be doing in the lesson in her own words. I will have her explain the purpose, what it is she will be
learning and how it will help her. I will advise her on the different adaptations I will be making to assist her (
except the pre selected reading passages as I want her to feel a part of the class and gain confidence as if she is
reading a random choosing as well). Once I have confirmed that she understands what we will be doing and the
methods, She can write it from the handout into her planner and place the handout in her communication folder to
go home.
4. Instructional strategies
Her adaptations would include prior exposure to the lesson material. During the week before she will be receiving a
snapshot of the plan for the upcoming week. Upon which I will be able to gauge strengths and weakness for the
upcoming week. Additionally , I will meet with her during the previous day before each lesson during a quiet
reading period and show her what we will be reading for the next day. I will model the tone and inflection as well
as give her a general area to focus on during this sustained silent reading time again after I model the passage.
During the course of the next day’s reading she will recognize the area of the chapter that I told her to focus on
and that I modeled for her. She will then have her name drawn from the popsicle stick collection and she will
perform her read aloud with more confidence and accuracy. Her work will be scaffolded for the reading
guide/packet and she will be work without time constraints if needed. She will also work within our cooperative
learning structures to establish a positive interdependent team. She will also receive peer mentoring and guidance
in a structured format. The purpose of these adaptations is so that she will have more exposure, more practice
time and increased confidence. She will have sound examples to mimic and learn through observation and applied
practice. She will be able to work in a group setting with more confidence and more effectively receive peer
guidance and support. She will also be practicing sound study habits and learning techniques she will be able to
use a lifelong learner.
5. Student activities
During our read aloud sessions, I will consistently check in with the student to ensure focus and her staying on
task. Additionally, as she is reading I will observe her fluency and usage of intonation as practiced and guide as
needed. As we are reading and we come upon a key vocabulary word or a usage of symbolism or figurative
language I will indicate with a finger to temple movment and we will mark this down in our reading
guides/packets. She will participate in her cooperative learning group discussions and receive feedback and
coaching from the group as well. As mentioned above she will have no time constraints. Student will submit her
packet to me on Wed to assess her progress midweek. Should there be any missing items, I will allow her to
demonstrate comprehension in an alternate format perhaps through images, or verbally. The purpose of these
activities is to give her proper and consistent practice in front of an audience and to improve her English
acquisition skills in small group work which is less intimidating. She will also be able to see her group, interact
and hear her group which will be able to provide good examples for her to model.
6. Student grouping
To foster access and to ensure that all students have the ability to comprehend I will ensure that my cooperative
learning groups are balanced. I will have a high student, high medium student, low medium student and a low
student. The seating arrangement of the group will be a 4 desk square facing toward each other forming a face to
face partner and a left to right partner. The face to face partner of the high student would be the low medium
whereas the shoulder partner high medium. The face to face partner of the high medium would be the low to
allow for the low medium to work with the low student as a shoulder to shoulder partner. This will allow the most
efficient learning groups and create a dynamic learning environment. Each student will be able to assist, guide,
foster creativity within the 4 students as well as the most effective pairing of students with face to face partners
or shoulder to shoulder partners. The purpose is to provide the most effective groups that will balance each other's
strengths and weaknesses. Students will each have equal opportunity to participate and coach and be coached by
appropriate students that can offer guidance. The seating position is important. It is designed so a low student is
working with the high medium or low medium so the discrepancy in comprehension is not so far apart and will not
lead to added confusion or frustration. The high student will have the opportunity to coach and share in other
group activities as well but the balance will always be present to promote advancement and not stalling of
academic progress. The group provides a positive , nurturing environment which allows practice and coaching
within a peer group. It will offer a safe and effective way to encourage student communication, participation,
teamwork and interdependence.
7. Materials, technology, and/or resources, including the use of instructional aides, parents, or other
adults in the room
Student will have access to a chromebook with audio output so she can research word's origin, synonyms,
antonyms and sentence example, hear the pronunciation. She can practice typing and word processing skills . The
usage of the computer will allow the student to have auto correction on typed words as well as the benefit of
hearing words and pronunciation. It will also provide translations of words through the use of google apps such
as”Translate” to foster comprehension.
8. Progress monitoring of student learning
I will monitor the student as she reads her selected passages checking for intonation and fluidity. I will have
multiple opportunities of this in the lesson portion and the in class read aloud. I will be able to track progress from
day to day and gauge her rate of improvement and retention. In addition I will keep notes on types of mistakes
she is making and other areas of improvement that will help. We will review this material the next day and
practice some examples during our quiet reading time. I will check her reading guide/packet to ensure her
completion of her scaffolded assignments and and maintain the accommodations we have made to differentiate
her learning experience. The purpose of this is to improve her overall mastery and drive confidence in her
acquisition of new language tools to high level understanding of the English language.
9. Sharing results of the student learning with the student and/or the family
I will share information by utilizing the parent/guardian email information I have obtained at the start of the year
as well as providing written feedback. I will use this to send home digital copies of progress summaries and
conjunction with the hard copy for parents to acknowledge and sign and return. I will have the information
translated to Spanish as well. I will instruct the parents on how to use the google translate function on their
computer. This provides a dual approach to getting parents the info as the digital copy will serve as a backup in
case the student loses the item and provides a track record of parent communication. I will send this out weekly
for her including our weekly goals similar to our lesson plans of what the students will be covering this week in
school and add these elements to the homework email that is sent out daily. She will be encouraged to seek
notable comparisons of what we are learning from her parents perhaps in the native language to strengthen
conceptual awareness . Additionally I will set up periodic meeting each month to communicate progress and
needs. I will have a translator available during these meetings.
Student 2: A Student Who Presents a Different Instructional Challenge

1. Academic learning goal(s) or your expectations of what the student should know or be able to do
as a result of this lesson.
The learning goals for this student are to

1.Analyze the novel and formulate a foundation for discussion and written response based on fact from text
evidence.
2.Be able to identify the usage of simile, metaphors, alliteration techniques, personification, symbolism, hyperbole.
3.Understand the use of these methods and how the authors applies them to create a more vivid story.
4.Understand the flow of a story and the importance of character development to the storyline author utilizes this
for reader sentiment.
The student is expected to be able to fulfill these expectations. The challenge will be to keep him organized and on
task to maintain proper timeline for completion of task.
2. Evidence of student learning you will collect during the lesson and/or at the end of the lesson.
For this lesson it will be important to monitor this student's performance in class. As we will be using a cooperative
learning structure, He needs to recognize the importance of following group etiquette and engaging in proper,
acceptable ways. I will collect data through observation of in class performance, read aloud performance and the
collection of his reading guide/packet. I will check the packet daily for full completion and accuracy. I will
request that his parents sign his planner and the homework each night. This student will participate fully in class
activities especially read aloud as he will enjoy the attention and positive praise. I will select some passages for
him to read to build up his confidence to train him for the positive praise and practice begin his behavior
modification.
3. Communicating the academic learning goal(s) and/or expectations to the student.
This student will require meetings to set expectations for his performance through the lesson. He will receive
direct instruction on his expectations for the lesson and he will write them down in his planner. Together we will
set his performance and behavioral goals for the class and check in daily to see his progress in attaining his goals.
He will continue to read aloud and continue to receive positive praise for everything he does to move towards the
attainment of his goals. He will practice newly acquired writing techniques and use them and the structure
provided to model technique and with the acquisition of new vocabulary in the skills of figurative language his
writing will improve. Connor is a student that needs the structure and the discipline all aspects of life. His
academic performance is due to a lack of structure and if provided such structure he will be able to direct his
attention toward his goals that he set prior to the lesson. He will be working now towards his own personal goals
and what he wants to accomplish.
4. Instructional strategies
I will remain mobile throughout the lesson keeping a constant presence in the classroom. I will utilize non verbal
cues to redirect him if he should get off task. I will have him keep his list of guidelines and expectations out on his
desk so he can see them constantly. He will be participating in full classroom activities and positively rewarded
when he achieves his goals. He will work within our cooperative learning structures where he will be practicing
patience, interdependence, teamwork in a safe environment. He will be held accountable by his teammates and
be able to communicate with his peers but in a productive manner. He will now be able to engage his classmates
but in a positive way. I will be circling the room to ensure he is maintaining these goals.
5. Student activities
Student will read aloud in class

Student will participate in cooperative learning structures
Student will complete reading guide/packet and all work associated
Student will write down all expectation in his planner and come up with personal goals for each lesson
Student will have parent sign off on daily assignments
6. Student grouping
He will be operating within the cooperative learning structures provided. He will be actively engaged in the groups
assigned task and be expected to maintain order within the group. In this group he will develop patience,
interdependence, accountability and equal participation. The student will be able to coach and be coached
depending on his personal strengths and benefit from the peer interaction that he desperately seeks out in the
traditional lesson format. Through this method of cooperative learning his peers will be less frustrated with actions
and be able to guide him to positive communication focused on the task.
7. Materials, technology, and/or resources, including the use of instructional aides, parents, or other
adults in the room
Standard Materials needed

Reading guide packet printed stapled and 3 hole punched
Copy of The River
Pencils/highlighters
Chromebooks
Chargers( if needed)
Planner
8. Progress monitoring of student learning
As he completing the warm up exercise to assess setting and flow of book , I will probe the students in the groups
and randomly call on each student to explain why they have chosen that setting/ filming site. I will then listen and
observe student responses as they are called upon. During the course of our read aloud session I will listen and
observe and offer constructive feedback regarding the pronunciation, tonality and inflection as well as guiding
figurative language and symbolism meaning. During cooperative group I will monitor and observe the cooperative
learning groups for participation and groups being on task and active listening. I will evaluate graphic organizers
for completeness and correctness weekly as well as checking for parent signature. As needed we will arrange one
on one meetings to re address progress towards behavioral goals and re evaluate his personal progress to help
him advance towards full engagement.
9. Sharing results of the student learning with the student and/or the family
I will have the parents sign off on his homework in an effort to have them become more involved and to support
the progress we are building at school. He will receive a notice of progress each week sent home in a digital
copy and paper copy for his parent(s) to sign and return. I will call and alert the parents that this should be
arriving home weekly and to check email on Friday and of course regularly to see any needed communications. I
will again include any positive feedback for him as he thrives off of this and will continue his progress if the
positive recognition can continue at home. HIs planner will need to be signed off on as well. In this situation it is
almost as important to train the parents on how to be an active, positive part of their students scholastic goals.
The parents are involved in a lot of legal matters concerning the student so I will take on the responsibility to keep
them informed so they can positively support what we are building at school. I will meet with Connor weekly to
advise on progress and revisit his goals. He will be able to set new goals for himself and receive positive
reinforcement from me.
Step 5: Reflection on Connecting Instructional Planning to Student

Characteristics
Directions:
Read your responses to the questions in Steps 1-4. Think about what you have learned by completing this task, including the
characteristics of the two focus students, your instructional planning for the whole class, and your adaptations for the focus students.
Respond to the questions below
1. What information that you collected for the whole class and/or for the two focus students most
influenced your planning for this lesson?
In your response, describe how and why the information was influential and why you found it to be so.
What I deemed to be the most influential portion of the information collected was related to the emotional, social
and cultural health of the student. The safety of the student mentally in the classroom is one of , if not the most
important part of their educational process. Should a child feel unsafe in the classroom, the function of the less
will be entirely lost. As a teacher, I need to recognize and obtain this vital information as to not offend cultures,
protect the fragile minds of the impressionable students and ensure that the student is developing the proper skills
to engage socially within the means of the lesson. Once I have made certain that I have acquired all of the
personal information about these students I can begin to develop my lesson plan. I can now focus on how to
differentiate my instruction to reach all learning style and adjust accommodations accordingly to meet the needs of
those students. I have learned that all students can be reached but we need to acquire the proper information and
design around that information. The emotional connection and the activation of multiple portions of the brain will
help student comprehension and retention of material . My class of 24 students has unique personalities. I was
able to make the necessary changes to my lessons to adapt them to personalty and linguistic capabilities. Knowing
about the culture and students abilities through the observation of cumulative files, standardized test scores and
quick assessments help me to apply techniques to balance the curriculum with student abilities. I am able to
foster a learning nurturing learning environment that promotes a positive space, develops positive
interdependence, accountability and maximum student engagement. My use of cooperative learning structures
aids in the social needs of students by allowing constructive communication, in a controlled setting allowing
students to explore beyond the textbook and guide and assist each other to higher levels of thought.
2. How will you use what you have learned regarding connecting instructional planning to student
characteristics in the future?
I will use what I have learned to avoid the pitfalls of designing lesson as well as avoiding complacency in the
profession. I have realized through this process we have a responsibility to educate all students. It is our
responsibility to make our curriculum manageable for all students. The power of being able to differentiate my
instruction allows all students to be reached and gives them the education opportunity they deserve. By
developing the techniques to learn about your class in all the different facets we can truly design a lesson that is
efficient and effective for all. There are so many different ways to address student needs but if as a teacher I
expect students to adjust to my instruction, I preparing them for nothing except failure. We have the
responsibility to look at the child’s education from the perspective of the parents, students, and the teacher. I
have to build the rapport so students’ feel supported both in the classroom and at home and often times train
parents on how to be supportive at home. I have learned that instructional design is very important and it involves
creativity, precision and extreme thoughtfulness. Lesson planning needs to be appropriate and meet the standards
set forth by the state. However , we must be able to teach beyond the blueprint of our lesson and make the
needed modifications and accommodations so that all students have the chance to learn. This process is ongoing
and we will continuously learn more and more about our students through meetings , conferences, observations.
We must remain flexible and aware of student changes and needs to create the safe nurturing environment that
our students deserve. Education is not a one size fits all. Our job is to develop and apply methods so all students
have the ability to retain and comprehend curriculum and adjust lessons to fit individual needs.

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6/21/2019 Taskstream by Watermark - Preview of *Designing Instruction Task*

Form: "*Designing Instruction Task*"

Before beginning this task, read the complete directions provided

Step 1: Academic Content Selection and Learning about Students

A. ACADEMIC CONTENT SELECTION

English Language Arts

Reading ( Novel) Writing ( Narrative Essay)

Identify sensory details (6-T.1)

Transitions with conjunctive adverbs (6-E.11)

2. Describe the unit of study that addresses those standards.

The academic learning goals of this unit are to :

and utilize key evidence from the text to support claims.

Number of male students

Number of female students

Total number of students

Information that may influence my instruction that I want to learn include:

Academic Language Abilities, Content Knowledge, and Skills

Physical, Social, and Emotional Development

Cultural and Health Considerations

Interests and Aspirations

Step 2: Learning about Two Focus Students

a description of what you learned about each of the students

Student 1: An English Learner

1. Why did you select this student?

2. What did you learn about this student's linguistic background?

Student 2: A Student Who Presents a Different Instructional Challenge

1. Why did you select this student?

3. What did you learn about this student's linguistic background?

Step 3: Planning for Academic Instruction for the Whole Class

Between the beginning and the end of the unit of study

Transitions with conjunctive adverbs (6-E.11)

Communicating the academic learning goal(s) to the students

Materials, technology, and/or resources, including the use of instructional aides,

Reading guide packet printed stapled and 3 hole punched

Progress monitoring of student learning

1. Warm Up exercise to assess setting and flow of book

Step 4: Lesson Adaptations for the Two Focus Students

Your decisions about lesson adaptations

Student 1: An English Learner

3. Communicating the academic learning goal(s) and/or expectations to the student.

8. Progress monitoring of student learning

Student 2: A Student Who Presents a Different Instructional Challenge

The learning goals for this student are to

3. Communicating the academic learning goal(s) and/or expectations to the student.

Student will read aloud in class

Standard Materials needed

8. Progress monitoring of student learning

Step 5: Reflection on Connecting Instructional Planning to Student

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6/21/2019 Taskstream by Watermark - Preview of Designing Instruction Task

Form: "Designing Instruction Task"