Class Profilestudent Namenative Languagereading Labelwriting Labellist ✓ Solved

Class Profile Student Name Native Language Reading Label Writing Label Listening Label Speaking Label Alex Romanian Proficient Intermediate Intermediate Proficient Carla Spanish Intermediate Basic Basic Intermediate Corinda Spanish Emergent Emergent Pre-Emergent Emergent Dante Spanish Proficient Intermediate Proficient Intermediate Dylan Arabic Basic Intermediate Basic Basic Eshan Hindi Intermediate Basic Intermediate Intermediate Ester Spanish Proficient Intermediate Intermediate Proficient Feng Mandarin Intermediate Basic Basic Basic Fu Mandarin Basic Basic Basic Basic Gael Spanish Basic Intermediate Intermediate Intermediate Hugo Spanish Proficient intermediate Intermediate Proficient Ivan Hungarian Basic Emergent Emergent Basic Khanh Vietnamese Basic Basic Intermediate Intermediate Julian Spanish Intermediate Basic Intermediate Intermediate Leia Spanish Basic Basic Emergent Basic Lynda Spanish Intermediate Basic Basic Intermediate Uyen Vietnamese Intermediate Proficient Intermediate Proficient Valentino Spanish Intermediate Intermediate Intermediate Intermediate English language learners’ proficiency levels from AZELLA Class Roster (all students) Student Name Gender ELL IEP/504 Gifted Alex M Yes No No Andrew M No No No Annie F No No Yes Carla F Yes No No Corinda F Yes No No Dante M Yes No Yes David M No Speech No Dylan M Yes No No Eshan M Yes No No Ester F Yes No No Feng M Yes No No Francis F No No No Fu M Yes Reading No Gael F Yes No No Hugo M Yes No No Ingrid F No No No Ivan M Yes No No Khanh M Yes No No Julian F Yes No No Julie F No Writing No Lance M No No No Leia F Yes No No Linda F No No No Lyda F No No Yes Lynda F Yes No No Uyen F Yes No No Valentino M Yes No No Victor M No No No © 2018.

Grand Canyon University. All Rights Reserved. GCU College of Education LESSON PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name: Grade Level: Date: Unit/Subject: Instructional Plan Title: Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.

National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment. Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments. Include the standards with the performance indicators and the standard language in its entirety. Specific Learning Target(s)/Objectives: Learning objectives are designed to identify what the teacher intends to measure in learning.

These must be aligned with the standards. When creating objectives, a learner must consider the following: · Who is the audience · What action verb will be measured during instruction/assessment · What tools or conditions are being used to meet the learning What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand†is not measureable, but “describe†and “identify†are. For example: Given an unlabeled map outlining the 50 states, students will accurately label all state names.

Academic Language In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson. Resources, Materials, Equipment, and Technology: List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.

Section 2: Instructional Planning Anticipatory Set Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson. In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson. For example: · I will use a visual of the planet Earth and ask students to describe what Earth looks like. · I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located.

Time Needed Multiple Means of Representation Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc. In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson.

For example: · I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story. · I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner. Explain how you will differentiate materials for each of the following groups: · English language learners (ELL): · Students with special needs: · Students with gifted abilities: · Early finishers (those students who finish early and may need additional resources/support): Time Needed Multiple Means of Engagement Your goal for this section is to outline how you will engage students in interacting with the content and academic language.

How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc. In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose.

For example: · I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence. · I will model one example of solving a number sentence on the white board before having students search for the matching card. · I will then have the partner who has the number sentence explain to their partner how they got the answer. Explain how you will differentiate activities for each of the following groups: · English language learners (ELL): · Students with special needs: · Students with gifted abilities: · Early finishers (those students who finish early and may need additional resources/support): Time Needed Multiple Means of Expression Learners differ in the ways they navigate a learning environment and express what they know.

Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment.

In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments. Students may also demonstrate their knowledge in ways that are more formative . For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising.

Underline the names of any formative assessments. For example: Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions , where you will determine if you need to re-teach or re-direct learning. Explain how you will differentiate assessments for each of the following groups: · English language learners (ELL): · Students with special needs: · Students with gifted abilities: · Early finishers (those students who finish early and may need additional resources/support): Time Needed Extension Activity and/or Homework Identify and describe any extension activities or homework tasks as appropriate.

Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template. Time Needed © 2019. Grand Canyon University. All Rights Reserved.

Paper for above instructions

Section 1: Lesson Preparation

Teacher Candidate Name: [Your Name]
Grade Level: 4
Date: [Insert Date]
Unit/Subject: Language Arts
Instructional Plan Title: Understanding Character Development in Literature
Lesson Summary and Focus:
In this lesson, students will explore character development in literature using a selected text. The central focus will be to identify and analyze character traits, motivations, and changes throughout the story through collaborative discussions and creative outputs.
Classroom and Student Factors/Grouping:
The classroom is diverse with English Language Learners (ELLs), gifted students, and those with Individualized Education Programs (IEPs). This diversity necessitates the differentiation of instruction to support all learners effectively. Grouping strategies will be utilized to enhance peer interactions and promote language development.
National/State Learning Standards:
- CCSS.ELA-LITERACY.RL.4.3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).
- CCSS.ELA-LITERACY.SL.4.1: Engage effectively in a range of collaborative discussions with diverse partners, building on each other’s ideas and expressing their own clearly.
Specific Learning Target(s)/Objectives:
- Given a selected text, students will identify character traits and changes, providing at least three pieces of textual evidence to support their analysis.
- Students will work collaboratively to create a visual representation that illustrates their understanding of character development.
Academic Language:
- General Vocabulary: Character, motivation, development, traits, evidence.
- Content-Specific Vocabulary: Protagonist, antagonist, setting, narrative.
- To teach these terms, I will incorporate visual aids, group discussions, and contextual sentences emphasizing their use within the lesson.
Resources, Materials, Equipment, and Technology:
- Selected text (e.g., a chapter from "Charlotte’s Web").
- Graphic organizers for character analysis.
- Art supplies (markers, paper, scissors).
- Smartboard for displaying multimedia materials.
- Access to computers for digital projects.

Section 2: Instructional Planning

Anticipatory Set:
- Materials/Activities:
- Visual display of character development through a simple chart.
- Short video clip related to character traits from a popular children's movie.
- Interactive read-aloud of the selected text to activate prior knowledge.
Time Needed: 15 minutes
Multiple Means of Representation:
- Materials:
- Graphic organizers to help students delineate character traits and changes.
- Annotated texts with highlighted excerpts for ELL students.
- Differentiation:
- ELL: Provide vocabulary cards with definitions and images.
- Special Needs: Offer personalized graphic organizers tailored to their unique learning needs.
- Gifted: Encourage in-depth character analysis and comparisons to historical figures.
- Early Finishers: Provide additional texts for exploration and character analysis.
Time Needed: 20 minutes
Multiple Means of Engagement:
- Activities:
- Group discussions where students share their thoughts on character motivations.
- Role-play activities in which students act out characters' experiences and reactions.
- Formative questioning:
- “How does your character’s motivation influence their actions?”
- “What evidence from the text supports your character analysis?”
- Differentiation:
- ELL: Pair with native speakers for support.
- Special Needs: Provide sentence starters for discussion.
- Gifted: Offer opportunities for independent investigation into character arcs.
- Early Finishers: Engage in peer-teaching sessions with struggling students.
Time Needed: 25 minutes
Multiple Means of Expression:
- Options for expression:
- Group project: Create a poster depicting the character’s development using visuals and text.
- Presentation: Each group shares their findings through a brief oral presentation.
- Formative assessments:
- Exit Ticket: Students write one thing they learned about character development today.
- Mini-whiteboard reflections on aspects of character analysis discussed.
- Differentiation:
- ELL: Allow for visual projects instead of written responses.
- Special Needs: Use technology for presentations (such as voice-to-text software).
- Gifted: Encourage a multimedia presentation involving digital tools.
- Early Finishers: Challenge them to analyze a different character from another text and compare.
Time Needed: 30 minutes
Extension Activity and/or Homework:
- For homework, students will read an additional chapter of the selected text and write a one-paragraph analysis of a character's development, using specific examples from the text.
- This activity reinforces the learning targets by extending the engagement with character development beyond the classroom setting.
Time Needed: 15 minutes

References

1. Common Core State Standards Initiative. (n.d.). Retrieved from http://www.corestandards.org
2. Davis, D. (2018). Academic Language in Diverse Classrooms: Definitions and Contexts. Corwin Press.
3. Gibbons, P. (2002). Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom. Heinemann.
4. Gurney, M. (2020). Addressing the Needs of Gifted Students: Strategies for the Classroom. Gifted Child Quarterly.
5. Hill, J., & Flynn, K. (2006). Classroom Instruction That Works with English Language Learners. ASCD.
6. Nelson, K. (2021). Implementing Effective Instructional Strategies for ELLs. Teaching English Language Learners Across the Curriculum.
7. Ontario Ministry of Education. (2005). The Ontario Curriculum: Language Arts. Retrieved from http://www.edu.gov.on.ca/eng/curriculum/
8. Sanders, J. (2019). Differentiating Instruction for Special Needs Students in the Classroom. Education Research Quarterly.
9. Tomlinson, C. A. (2017). How to Differentiate Instruction in Academically Diverse Classrooms. ASCD.
10. Zwiers, J. (2014). Academic Conversations: Classroom Talk that Fosters Critical Thinking and Content Understandings. Stenhouse Publishers.