Scribd Logo
Upload

Welcome to Scribd!

  • 509 views

    Rela Dta Manipulatable Template Lesson Planner-Inclusion

    Uploaded by

    api-289256048
    This document outlines a lesson planning guide for a high school English/reading class. It provides sections for teachers to identify standards-based objectives, align texts and assessments to the objectives, consider sequencing and scaffolding, and plan for diverse learners. The guide also includes prompts for different lesson components like introduction, modeling, guided practice, and independent work. Teachers are encouraged to incorporate differentiation, UDL principles, and formative assessments throughout the lesson. The overall structure and prompts demonstrate an approach aligned with UDL and differentiated instruction.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Rela Dta Manipulatable Template Lesson Planner-Inclusion

    Uploaded by

    api-289256048
    509 views10 pages
    This document outlines a lesson planning guide for a high school English/reading class. It provides sections for teachers to identify standards-based objectives, align texts and assessments to the objectives, consider sequencing and scaffolding, and plan for diverse learners. The guide also includes prompts for different lesson components like introduction, modeling, guided practice, and independent work. Teachers are encouraged to incorporate differentiation, UDL principles, and formative assessments throughout the lesson. The overall structure and prompts demonstrate an approach aligned with UDL and differentiated instruction.

    Original Title

    rela dta manipulatable template lesson planner-inclusion

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    This document outlines a lesson planning guide for a high school English/reading class. It provides sections for teachers to identify standards-based objectives, align texts and assessments to the objectives, consider sequencing and scaffolding, and plan for diverse learners. The guide also includes prompts for different lesson components like introduction, modeling, guided practice, and independent work. Teachers are encouraged to incorporate differentiation, UDL principles, and formative assessments throughout the lesson. The overall structure and prompts demonstrate an approach aligned with UDL and differentiated instruction.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    509 views10 pages

    Rela Dta Manipulatable Template Lesson Planner-Inclusion

    Uploaded by

    api-289256048
    This document outlines a lesson planning guide for a high school English/reading class. It provides sections for teachers to identify standards-based objectives, align texts and assessments to the objectives, consider sequencing and scaffolding, and plan for diverse learners. The guide also includes prompts for different lesson components like introduction, modeling, guided practice, and independent work. Teachers are encouraged to incorporate differentiation, UDL principles, and formative assessments throughout the lesson. The overall structure and prompts demonstrate an approach aligned with UDL and differentiated instruction.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 10

    HIGH SCHOOL READING ELA

    DTA PLANNING GUIDE


    Initial Preparation Plans
    FFT Support, 1.c (Setting Instructional Outcomes)

    TEACHER:
    CLASS:
    DATE:

    IDENTIFY STRATEGY(IES) OR
    SKILL OBJECTIVE(S) FROM
    CCSS STANDARDS
    Think Abouts for Academic Rigor
    and Clear Expectations:
    Are standards and rubrics made
    available?
    Are they posted and shared with
    students?

    MATCH OBJECTIVE WITH


    TEXT
    Ensure each text(s) is well-aligned to
    the chosen strategy/skill and to
    students needs/interests.

    LESSON OBJECTIVE(S)

    Objective(s) must be posted visibly.


    Objective(s) must be stated aloud to
    students.
    Think Abouts for Academic Rigor
    and Clear Expectations:
    What is the expected outcome of
    this lesson?
    Why are you doing this objective?
    What student work samples will be
    needed for students to illustrate that
    the objective(s)/outcome has been
    met?
    Does the objective(s)/outcome
    prompt students to raise questions,
    solve problems, and to think and
    reason?

    Common Core Standards


    The whole design of this lesson plan (left-hand
    column) demonstrates the use of the UDL
    framework, where differentiated instruction can be
    implemented as a change in content/product/or
    process.

    HIGH SCHOOL READING ELA

    DTA PLANNING GUIDE

    2
    Initial Preparation Plans
    FFT Support, 1.c (Setting Instructional Outcomes)
    TEACHER:
    CLASS:
    DATE:

    VALUE, SEQUENCE, AND


    ALIGNMENT/BALANCE
    Students must be able to build their
    understanding of important ideas from
    concept to concept.
    How does the lesson fit in with
    previous and future lessons in this
    unit of study?
    How will this lesson proceed in
    terms of time and learning tasks?
    What interdisciplinary connections
    will be made in this lesson?
    In what ways is this lesson rigorous
    and authentic?
    Think Abouts for Academic Rigor
    and Clear Expectations:
    Is the sequence of expected
    concepts and skills specified?
    Are there models of student work
    available in the sequence of
    learning?
    How is teaching
    conducted/designed to highlight the
    importance of concept(s)?

    SUITABILITY FOR DIVERSE


    LEARNERS

    What accommodations or
    differentiation of instruction/use of
    UDL has been provided for diverse
    learners (TAG, ESOL, SPED, 504,
    etc.)?

    This shows evidence of Understanding by Design


    (UbD) components because it requires the teacher to
    position this lesson within its unit, i.e., to be aware of
    the desired results when creating the learning plan.

    This shows evidence of accommodations &


    modifications, differentiated instruction and even
    cultural sensitivity.

    HIGH SCHOOL READING ELA

    DTA PLANNING GUIDE


    Initial Preparation Plans
    FFT Support, 1.c (Setting Instructional Outcomes)

    TEACHER:
    CLASS:
    DATE:

    Are the outcomes providing cultural


    sensitivity?
    Are assessments differentiated?
    Think Abouts for Academic Rigor
    and Clear Expectations:
    What is/are the explicit criteria for
    every learner to demonstrate
    mastery of the concept/content?
    Independent Reading (10-15 mins.)
    (Recommend for warm-up)
    Initial SRI Assessment data may be
    used to determine and monitor student
    placement in independent texts.
    Allowing students to read independent,
    self-selected texts (which may come
    from the classroom library) addresses
    the needs of diverse learners in each
    class. CCSS RL/RI10
    Teacher provides monitoring and
    feedback through various formative
    assessment tools such as reading
    logs, Quick Writes, teacher/student
    conferencing.
    Think Abouts for Academic Rigor
    and Clear Expectations:
    Are opportunities made available that
    allow for prior and out of school
    knowledge regularly in teaching and
    learning?

    The lesson template prompts teachers to plan to


    address the needs of diverse learners and utilize
    differentiated instructional techniques.

    HIGH SCHOOL READING ELA

    DTA PLANNING GUIDE

    2
    Initial Preparation Plans
    FFT Support, 1.c (Setting Instructional Outcomes)
    TEACHER:
    CLASS:
    DATE:

    Lesson
    Component/Teaching Moves
    FFT Support, 1.e (Designing Coherent
    Instruction)

    Teaching Language
    Teachers might also include thinkalouds and teaching moves on sticky
    notes in their instructional resources, as
    well as noting them on this planning
    sheet.
    FFT Support, 2d (Managing Student Behavior)
    FFT Support, 3.b (Questioning/Discussion
    Techniques)
    FFT Support, 3.c (Engaging Students)

    Introductory &
    Developmental Activities 1520 min.
    -Connect and Engage-5 min.
    Explain/review the strategy/skill
    and how it is used.
    As appropriate, build/activate
    background knowledge and
    academic vocabulary necessary
    to beginning to read the text.
    Pre-assess as appropriate.
    Students engage with the text
    (set their purpose for reading,
    skim, and code/annotate, use
    strategic behaviors; close
    reading)
    Modeling-10-15 min. A brief
    teacher-directed lesson on
    reading/writing strategy or skill

    Essential Question(s),
    Differentiation/Modifications and
    Resources Needed
    This column can be utilized for UDL, where
    differentiated instruction can be implemented
    as a change in content/product/or process.

    HIGH SCHOOL READING ELA

    DTA PLANNING GUIDE


    Initial Preparation Plans
    FFT Support, 1.c (Setting Instructional Outcomes)

    TEACHER:
    CLASS:
    DATE:

    Includes academic
    vocabulary/grammar instruction
    as appropriate
    Model thinking and with thinkalouds
    Record think-alouds for the
    students (sticky notes, anchor
    chart, etc.)
    Model close reading/evidencebased writing skills
    Engage students. Insert
    Think/Jot/Pair/Share or other
    student response checks to monitor
    understanding

    HIGH SCHOOL READING ELA

    DTA PLANNING GUIDE

    2
    Initial Preparation Plans
    FFT Support, 1.c (Setting Instructional Outcomes)
    TEACHER:
    CLASS:
    DATE:

    Guided Practice-20-35 min.


    Student discussion
    (pair/share, small group, and
    whole group) of guiding
    questions is a guided
    practice option for HS
    English units.
    Identify guided practice needed
    before releasing students to practice
    on their own.
    i
    Portions of text to read aloud and
    think-alouds to use if needed
    Graphic Organizer or note taking
    expectations (e.g., response
    journal, double-entry journal,
    sticky notes, notes on reproducible
    text, etc.)
    Consider:
    o Cooperative Groupings.
    o Conceptual difficulties that
    might arise.
    o How students can initiate
    discussion.
    o How tasks are differentiated
    and cognitively challenging.
    o How the tasks advance
    students understanding and
    learning.

    Grouping can be used


    effectively to address the needs
    of diverse learners and utilize
    differentiated instructional
    techniques.

    Grouping can be used


    effectively to address the needs
    of diverse learners and utilize
    differentiated instructional
    techniques.
    The lesson template prompts teachers to plan
    to address the needs of diverse learners and
    utilize differentiated instructional techniques.

    HIGH SCHOOL READING ELA

    DTA PLANNING GUIDE


    Initial Preparation Plans
    FFT Support, 1.c (Setting Instructional Outcomes)

    TEACHER:
    CLASS:
    DATE:

    o How to mentally engage


    students with the content and
    aid in constructing and
    understanding.
    o Ways to check for
    understanding or need for
    further support.
    Think Abouts for Academic Rigor
    and Clear Expectations:
    Is the subject being taught in ways
    that press students to pose and
    solve problems?

    Independent Task(s)-20-30
    min.
    (Independent work may be
    embedded in the guided
    practice portion of the
    lesson. It may not always
    occur as the last activity in
    any single lesson.)
    What opportunities will students
    have to use the new skills/concepts
    in a meaningful way? How will
    students expand and solidify their
    understanding of the concept and
    apply it? How will students
    demonstrate their mastery of the
    essential learning outcomes?
    May be a continuation of the
    practice task.

    HIGH SCHOOL READING ELA

    DTA PLANNING GUIDE

    2
    Initial Preparation Plans
    FFT Support, 1.c (Setting Instructional Outcomes)
    TEACHER:
    CLASS:
    DATE:

    Reading: Students apply


    knowledge in texts at their
    independent reading levels;
    additional texts may be
    provided to differentiate for
    interests and/or reading
    levels.
    Students do a close reading
    and analysis of text-RL/RI
    Writing: Students engage in
    various parts of the writing
    process CCSS 4-6
    Students work on appropriate
    text-based analysis/mentortext written response for
    appropriate purpose- W1,
    W2, W3
    Teacher conferences with students
    and includes (as needed):
    Student-led discussion
    groups.
    Peer
    responding/conferences.
    Teacher monitored/led
    flexible groups based on
    specific needs.
    Teacher led-guided reading
    groups based on reading
    levels.
    Think Abouts for Academic Rigor
    and Clear Expectations:

    HIGH SCHOOL READING ELA

    DTA PLANNING GUIDE


    Initial Preparation Plans
    FFT Support, 1.c (Setting Instructional Outcomes)

    TEACHER:
    CLASS:
    DATE:

    Are opportunities for active


    use of knowledge made
    available so that students do
    the mental work of making
    sense of the content?
    How are students
    empowered to do their own
    knowledge construction?
    How do you know that the
    ideas students develop are in
    accordance with the
    established
    concepts/content?

    CLOSING 5-10 min.


    Includes one or more:
    Assessment of student learning,
    including student reflection on
    what was learned and may
    include:
    o Connections to previous and
    new learning.
    o A review of the lesson
    objective and if it was
    achieved.
    o An exit slip, final journal
    reflection, or other means of
    informal assessment.
    o PCR, BCR, TBSR, or quiz.
    o Students sharing and peer
    feedback.
    o Celebrations of learning.

    HIGH SCHOOL READING ELA

    DTA PLANNING GUIDE

    2
    Initial Preparation Plans
    FFT Support, 1.c (Setting Instructional Outcomes)
    TEACHER:
    CLASS:
    DATE:

    Think Abouts for Academic Rigor


    and Clear Expectations:
    Do teaching and assessment
    focus on student mastery of a
    concept/content?
    How do you know? What
    evidence will be needed to
    illustrate whether it has?

    The whole design of this lesson plan demonstrates


    the use of the UDL framework, where differentiated
    instruction can be implemented as a change in
    content/product/or process.

    You might also like