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Consideration of Learners:
How have you responded to your diverse learners? Consider UDL (Multiple means of Engagement, Representation,
Action & Expression) & principles of differentiation. If appropriate, identify individual accommodations you will make
in response to needs or interests of students.
Although this particular lesson may be lacking in terms of engagement and representation, using email to turn in and
read off the students’ chosen quotes does provide some a new mode of representing the information in a way that
simply using paper and pencil would not. Using student computers for the Kahoot! Quiz also provides another means of
engagement. Students can track their progress on the Kahoot! as well, while remaining anonymous if desired. Students
are being read to by the teacher, as well as reading Chapter 16 in partners, both supporting understanding for struggling
readers. The character map is similar in the fact that it allows students to create a visual representation of the
relationships between and personality traits of characters. I will also make physical accommodations for my one student
in a wheelchair by leaving a space for her at the table.
PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to contribute to the learning.
I will arrange the tables to make one large table in which students can all sit together. This will foster more effective
discussion. I will also make physical accommodations for my one student in a wheelchair by leaving a space for her at
the table and avoiding any activities in which she would need to move through tight spaces or sit at any other level than
what her chair allows.
DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro: [Think creatively about how to recruit learning.]
● Do a quick Kahoot! quiz over Chapters 1-14 as a memory refresher. Students will sign in on their own
computers and may use their first name or an appropriate anonymous username to sign in. Teacher will need to
project the quiz screen onto the TV via airplay.
● Give learning target: I can explain what I can infer from my chosen section of text and explain why I chose that
quote.
Development: [It may help to number your steps with corresponding times.]
● Have students share their quotes from last lesson by reading them off, explaining what they can infer from the
quote, and why they chose the quote.
● Present additional learning targets:
○ I can use context clues to determine the meaning of words and phrases from Chapters 15 and 16.
○ I can identify an additional word or phrase that they may not have known before reading and explain
how they can use context clues for that particular word or phrase to determine its meaning.
○ Be sure students understand that they should be listening for words they don’t know. Have them mark
possible options with a sticky note.
● Read Chapter 15 aloud to the class.
● Discussion questions - have students turn and talk about the following:
○ Why is Tom so distracted when Jeff is trying to get him excited?
○ Do you think Tom is actually excited?
○ How do you think Tom wanted to respond to Jessica?
○ Would he have gone with her if it weren’t for the Cobra?
● Have students read Chapter 16 in partners.
Closure: (Be creative and consider authentic audiences for the work. Think beyond giving an assignment or
independent practice.)
● Have students complete the Lesson 6 Assignment individually.
● When they have finished, have them add to their character map (or work on their Popplet if that is not finished).