SPD 330 Benchmark

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Submission Ide: 627b9259-ac18-40a6-83d6-8216be471a7a

89% SIMILARITY SCORE 37 CITATION ITEMS 33 GRAMMAR ISSUES 0 FEEDBACK COMMENT Internet Source 2% Institution 89%

Antoinette Pearsall

SPD 330 Benchmark 3DayUnitPlanFnl.docx

Summary

 2840 Words

GCU College of Education LESSON UNIT PLAN TEMPLATE

Section 1: Lesson Preparation Teacher Candidate Name: Antoinette Pearsall

Grade Level: 4th Grade

Unit/Subject: On the first day, the April will determine and clarify the meaning of unknown and multiple-meaning content vocabulary words and phrases. This will allow her, and the rest of the students find clues to the meaning of words or phrases. On the second day, she will engage in collaborative discussions on topics and ideas to express herself using content specific vocabulary words and phrases. Undeniably, this will enable her to choose a topic and provide ideas that can build the topic. On the third day, she will write informative/explanatory texts on a topic of her choice thus enabling her convey ideas and information as well as express herself.

Classroom and Student Factors/Grouping: It is imperative to note that, the diverse students with different learning needs, and behavior concerns will require different learning materials and assessments. In this regard, some of them will be isolated depending on their problem areas, and will receive teacher-led-instructions.

Day 1 Day 2 National/State Learning Standards

4. L.4: The student to determine or clarify the meaning of unknown and multiple-meaning content vocabulary words and phrases based on grade 4 reading and content by using common, grade- appropriate Greek and Latin affixes and roots as clues to the meaning of a word as well as use context as a clue to the meaning of words or phrases.

4. SL.1: the student to engage effectively in a range of collaborative discussions with diverse partners on content vocabulary in grade 4 topics and texts, building on others’ ideas and expressing her own clearly.

4. W.2: Student to write informative/explanatory texts using vocabulary words and phrases to convey ideas and information.

Specific Learning Target(s)/Objectives.

On day 1, April should determine, and clarify the meaning of unknown and multiple-meaning content vocabulary words and phrases upon reading grade 4 content materials.

By the end of day 2, she should be able to engage effectively in a range of collaborative discussions with partners on grade 4 content vocabulary words and phrases in texts so as to be able to herself.

By the end of the 3 be able to write informative/explanatory texts using content vocabulary words and phrases as well as ideas and information.

Academic Language The general academic and content- specific vocabulary that April will be taught on day 1 include; content vocabulary words, and phrases with multiple meanings.

On day 2, she will be taught to; Articulate, Communicate, Convey, Say, and State her ideas.

On the 3 Examine, Conveys, and Cohere ideas.

 Self: Submitted to Grand Canyon University

 Web Content: http://www.fldoe.org/core/fileparse.php/12087/urlt/G3_LanguageArts_Florida_Standards.pdf…

 Possibly demeaning adverb: clearly

 Web Content: http://www.fldoe.org/core/fileparse.php/12087/urlt/G3_LanguageArts_Florida_Standards.pdf…

 Self: Submitted to Grand Canyon University

 Redundant phrase: so as to  to

 Possibly demeaning adverb: clearly

 Self: Submitted to Grand Canyon University

 Spelling mista...: infographics  info graphics

Unit Resources, Materials, Equipment, and Technology

The resources he will require on day 1 include; Red words and stars pack, buzzwords posters, classroom poster, infographics, visual and hearing aids assistive

On day 2 she will require infographics, visual and hearing aids assistive technologies

On day 3 she will utilize; infographics assistive technologies, worksheets, notebooks, pen, exercise books.

 Spelling mista...: infographics  info graphics

 Self: Submitted to Grand Canyon University

 Possibly demeaning adverb: clearly

 Self: Submitted to Grand Canyon University

 Redundant phrase: some of the  some

 Three successive sentences begin with ...: I

 Possibly demeaning adverb: clearly

 Self: Submitted to Grand Canyon University

 Three successive sentences begin with ...: I

 Grammatical problem: agreement error: has

 Student: Submitted to Grand Canyon University

 Self: Submitted to Grand Canyon University

 Grammatical problem: as well as  and

 Redundant phrase: so as to  to

 Student: Submitted to Grand Canyon University

technologies. Depth of Knowledge Lesson Questions

Level 1: Are you able to remember that some words have multiple meanings? Level 2: Can you truly interpret the contextual meanings of some words with multiple meanings? Level 3: Can you give two meanings of a word or a phrase of your choice? Level 4: Can you provide support or evidence for your elaborations or find errors in phrases or generalizations you previously thought to be true.

Level 1: can you identify content vocabulary words and phrases which you can articulate clearly? Level 2: are you able to briefly explain the relevance of some content vocabulary words and phrases in a text? Level 3: Can you give support or evidence as to why the content vocabulary words and phrases are important? Level 4: can you provide support or evidence for your elaborations?

Level 1: is it possible for you to illustrate the importance of content vocabulary words and phrases? Level 2: Can you explain how the content vocabulary words and phrases resonate with the world around you? Level 3: Are you able to provide a logical argument supported by evidence vocabulary words and phrases? Level 4: Can you apply your ideas to the world around you and connect the concepts to a topic of your choice?

Section 2: Instructional Planning Day 1 Day 2

Anticipatory Set I will ask April, to write on the whiteboard a list of the vocabulary words that she believes have multiple meanings. I will also record some of the vocabularies with multiple meanings that she hasn’t written on the white board and ask her to define them if possible.

I will ask her to use a visual of a story plot to dissect, and enumerate the various words or phrases with multiple meanings and ideas of a story.

I will ask her to write a brief story of her topic of interest and convey her ideas using vocabulary words and phrases.

Presentation of Content Multiple Means of Representation

I will use story plots or story trees for the various vocabulary words with multiple meanings. I will also use graphic organizers to ensure that we list as many vocabulary words as possible. I will allow her to use hearing/ visual aids to help her grasp the vocabularies written on the white

I will allow her peers to use story plots or story trees for the various ideas developed. I will also allow her to use graphic organizers to ensure that she has concrete content vocabulary words and phrases and ideas on her topics of interest. I will allow her to use hearing/ visual aids to help

I will allow the April to write on her topics and what they she from her peers. She will be expressing herself vocabulary words and phrases.

board or chorused by the rest of her classmates.

her grasp the ideas discussed or voiced by her peers.

Multiple Means of Representation Differentiation

How I will differentiate materials for each of the following groups:

• English language learners (ELL):

I will allow her peers who are English language learners the freedom to have a mix of vocabularies/words/phrases English and mother languages.

• Students with special needs:

Those with special needs like visual impairments will be given materials with big font while those with hearing impairments will be provided with readers and hearing aids.

• Students with gifted abilities:

The students with gifted abilities will be allowed to write and list both grade level words/phrases as well as above grade level words/phrases.

• Early finishers (those students who finish early and may need additional resources/support):

How I will differentiate materials for each of the following groups:

• English language learners (ELL):

The English language learners will have the freedom to mix of content vocabulary words and phrases both from English and their mother languages.

• Students with special needs:

Those with special needs like hearing impairments will be provided with readers and hearing aids for the ideas.

• Students with gifted abilities:

Students with gifted abilities will be allowed to discuss both grade level ideas as well as above grade level ideas.

• Early finishers (those students who finish early and may need additional resources/support):

The early finishers will be provided with additional task of discussing more ideas concerning the topics. I will also ask them to help those who are slow in identifying ideas.

How I will differentiate materials for each of the following groups:

•

I will allow English language learners the freedom to incorporate both English and their mother language ideas when expressing themselves in writing.

• The students with special needs will be provided with readers and hearing aids so as to ideas in their writing.

• As for the students with gifted abilities, they will be allowed to write both grade level ideas above grade level ideas in their written tasks.

•

The early finishers will be provided with additional task of writing on a topic of my choice.

 Grammatical problem: as well as  and

 Self: Submitted to Grand Canyon University

 Student: Submitted to Grand Canyon University

 Checks that a sentence starts w...: will  Will

 Student: Submitted to Grand Canyon University

 Self: Submitted to Grand Canyon University

 Wrong article: a  an

 Checks that a sentence starts...: about  About

 Self: Submitted to Grand Canyon University

 Student: Submitted to Grand Canyon University

 Spelling mistake: ELLs  Ells

 Student: Submitted to Grand Canyon University

 Spelling mistake: ELLs  Ells

 Student: Submitted to Grand Canyon University

 Spelling mistake: ELLs  Ells

 Student: Submitted to Grand Canyon University

 Self: Submitted to Grand Canyon University

I will provide the early finishers, with additional task materials for words/phrases. I will also ask them to help those who are slow in identifying words/phrases with multiple meanings.

Application of Content Multiple Means of Engagement

• As for the vocabularies, I will ensure that the students

• I will pair the students more so for the topics, I

•

including April are halved and half of them have words/phrases while others have the multiple meanings to match.

• I will model one example by having a student with a given word/phrase pairing with the students with multiple meanings.

will ensure that the students avail ideas related to the topic.

• I will model one example by having a April with a given topic pairing with a student with ideas on the topic.

•

Multiple Means of Engagement Differentiation

How I will differentiate activities for each of the following groups:

• English language learners (ELL):

As for ELLs, I will ensure that they pair with other ELLs by giving them simple words/phrases and meanings.

• Students with special needs:

Those with special needs will be given visual aids to help them identify their pair and so will be those with hearing impairments who will have hearing aids and readers to identify phrases/words/vocabulary with multiple meanings.

• Students with gifted abilities:

Students with gifted abilities will be given two different definitions for different phrases/words/vocabularies.

• Early finishers (those students who finish early and may need additional resources/support):

How I will differentiate activities for each of the following groups:

• English language learners (ELL):

As for ELLs, I will ensure that they pair with other ELLs by giving them simple topics and ideas.

• Students with special needs:

The students with special needs like those who are visually impaired will be given visual aids to help identify their pair and so will be those with hearing impairments that will have a hearing aids and readers to express their ideas.

• Students with gifted abilities:

The students with gifted abilities will be given two different topics to identify ideas within them.

• Early finishers (those students who finish early and may need additional resources/support):

The early finishers like the gifted abilities will be required to help those who find it difficult to identify ideas within their topics.

How I will differentiate activities for each of the following groups:

•

As for write English ideas identified.

• The students who visually impaired will be given visual aids and those with hearing impairments will have a hearing aids and readers to help them identify the ideas they will incorporate in their writing.

• Students with gifted abilities will be given two different topics to write on.

•

The students who are early finishers with gifted abilities will be required to help those who find it difficult writing and incorporating discussed ideas in their written tasks.

The early finishers will be required to help those who find it difficult to trace the phrases/words/vocabularies with multiple meanings.

Assessment of Content Multiple Means of Expression

It should be noted that April together with her peers will complete a one-paragraph reading on day 1 that will enable them identify words or phrases they

On day 2, they will also complete a one-paragraph reading identify a related topic of interest. Aided by her peers, she will be expected to write the numerous ideas that she

On the 3 to write expressing ideas regarding the topic of her interest. part in formative assessments throughout her writing to allow

 Student: Submitted to Grand Canyon University

 Self: Submitted to Grand Canyon University

 Student: Submitted to Grand Canyon University

 Spelling mistake: ELLs  Ells

 Student: Submitted to Grand Canyon University

 Spelling mistake: ELLs  Ells

 Student: Submitted to Grand Canyon University

 Spelling mistake: ELLs  Ells

 Student: Submitted to Grand Canyon University

 Self: Submitted to Grand Canyon University

 'Needs fixed' typ...: tailored  to be tailored

 Punctuation error: Therefore  Therefore,

 Redundant phrase: so as to  to

 Self: Submitted to Grand Canyon University

 Missing hyphen: 3 day  3-day

 Grammatical problem: agreement err...: gives

 Self: Submitted to Grand Canyon University

 Spelling mistake: Elsahar  Eleazar

believe have multiple meanings. They will be expected to write the numerous words they think are new vocabularies to them. They will also take part in formative assessments throughout the lesson such as having multiple meanings to the words/phrases. This will determine if I will need to re-teach or re-direct learning.

thinks are pertinent to the topics. She will also take part in formative assessments throughout the lesson such as having a cross-check on the ideas’ relationship with the topic.

determine if she needs to be re- taught.

Multiple Means of Expression Differentiation

How I will differentiate multiple means of expression for each of the following groups:

• English language learners (ELL):

ELLs will express their multiple meanings of words/phrases using simple language that they are familiar with.

• Students with special needs:

Technologically advanced visual or auditory aids will be provided.

• Students with gifted abilities:

As for the students with gifted abilities, they will be given grade- level assessments or 4 th grade-level words/phrase with multiple meanings to match.

• Early finishers (those students who finish early and may need additional

resources/support):

How I will differentiate multiple means of expression for each of the following groups:

• English language learners (ELL):

ELLs will be allowed to give ideas and insights using simple language that they are familiar with.

• Students with special needs:

Technologically advanced visual or auditory aids will be provided to allow easy articulation of ideas related to chosen topics.

• Students with gifted abilities:

As for the students with gifted abilities, they will be given grade- level topics to highlight related ideas.

• Early finishers (those students who finish early and may need additional resources/support):

How I will differentiate multiple means of expression for each of the following groups:

•

ELLs will be allowed to write using simple language that they are familiar with.

• Technologically advanced visual or auditory aids will be provided to allow students to write with ease.

• As for the students with gifted abilities, they will be given grade- level topics and ideas or topic chosen or them to write on.

•

The early finishers who need additional resources/support, will be provided with numerous topics and ideas to write on.

The early finishers or those students who finish early and may need additional resources/support, will be provided with additional list of words/phrases to choose from.

Those students who finish early and may need additional resources/support, will be provided with numerous topics to provide ideas.

Extension Activity and/or Homework One extension activity that is appropriate for April with her peers on the 1st day is asking them to provide meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and contents they read.

One extension activity that is appropriate for them on day 2 is asking them to pair, provide topics and pertinent ideas that support the topics.

On the 3 write on a topic of their choice using content vocabulary words, phrases and ideas they think best support it while at home and bring it for assessment.

Rationale

Given that April has a language impairment, performs below the mean for her chronological age, has difficulty with reading comprehension, semantics, and morphological processing, lacks organizational skills for writing and struggles with word choice leading to her struggle with reading and written expression, she requires tailored instructions. Therefore she needs instructions that she can choose from so as to self-differentiate her learning. Throughout the 3 day lesson plan, her academic and behavioral needs are also met because the instructional choices combat apathy, helping her connect with her strengths and interests. They also gives her more autonomy, power, and control over her work, which boosts her intrinsic motivation as noted by Iacono (2019). In the first lesson, she is for instance able to identify words with multiple meanings. She is also able to choose a topic and support it with ideas. Through writing, she is able to convey her understanding of the topic thus improving her expression.

Since she has a language impairment, has difficulty with reading comprehension, semantics, and morphological processing, and struggles with word choice, augmentative and alternative communication (AAC) systems as well as assistive technology (AT) come handy. According to Elsahar et al., (2019), the visual and hearing aids as part of the AT supplement both her speech and writing skills. These enable her produce and comprehend spoken and written language. They also enable her to understand word parts, vocabulary, and multiple meanings of words. The visualization of words using visual aids helps her visualize words and give her frames to practice with both spoken and written language. It should be noted that the choice-

References

Elsahar, Y., Hu, S., Bouazza-Marouf, K., Kerr, D., & Mansor, A. (2019). Augmentative and alternative communication (AAC) advances: A review of configurations for individuals with a speech disability. Sensors, 19(8), 1911.

Iacono, T. (2019). The role of AAC for children with intellectual disability. Intellectual Disability Australasia, 40(1), 5.

making interventions using AACAT promote her class engagement by providing her with the opportunity to make her own decisions regarding assignment choices that help her improve her expressive language.