21st century instructional plan: student population

 

Part 1: Instructional Plan Design
This week you will construct a new instructional plan by considering your student population. Regardless of grade level, your class consists of 27 students. Of those, two are diagnosed with specific learning disabilities (SLD) in reading and math. One student has Attention Deficit Hyperactivity Disorder (ADHD). Moreover, you just received a student last week who is not fluent in English (ELL). Your school follows a full English immersion program. Therefore, you and the student are getting very little “extra” support.

Synthesize what you have learned thus far by developing a new instructional plan utilizing one of the templates provided in Week Two. Your instructional plan must include the following components regardless of the format you choose:

  • Grade level content standard (using either math or English Language Arts [ELA] standards)
  • Learning objective (clear, measurable, describes WHO will do WHAT and HOW)
  • Gradual Release of Responsibility (each phase clearly labeled and utilized)
  • Considerations for unique learners (differentiation, accommodations, modifications through instructional activities AND assessments for the specific students identified as having diagnosed disabilities and language barriers. You must be more deliberate in how and where you interject your differentiation, modifications, accommodations, and so on within your activities, etc.
  • Evidence of purposeful rigor and student thinking – at least two levels of Depth of Knowledge (DOK), clearly labeled
  • At least one purposeful question posed by teacher to promote critical thinking;
  • Assessment FOR learning; embed three different ways to assess FOR learning, including authentic formative assessment

Part 2: Description
Following the instructional plan and within the same document, provide a two-page synopsis of your plan, in essay format. Elaborate on how you determined the types of accommodations/modifications needed throughout your lesson activities and assessments. Describe how this plan sets ALL of your students up for mastering the objective and a future summative assessment.

 

For your assignment this week, you will have the opportunity to develop another lesson plan with specific student needs in mind.  Be sure to read the instructions of your assignment carefully and the RUBRIC to ensure that you address all of the components.  The lesson plan template you use can be the same that you used for your Week 3 assignment, but you will just need to include a specific section for the students mentioned in the assignment instructions AND write a NEW lesson plan (I have included exemplars in the comment section of this announcement).

Here are some links for instructional strategies as you develop your lesson plan with special populations in mind:

http://investigations.terc.edu/library/implementing/qa-1ed/special_needs_strategies.cfm

http://www.readingrockets.org/article/how-adapt-your-teaching-strategies-student-needs 

http://specialed.about.com/cs/teacherstrategies/a/Strategies.htm 

I do hope these resources help you! 

My Grading RUBRIC Below

 

Description:

Total Possible Score: 10.00

Develops an Instructional Plan That Includes All Required Components

Total: 5.00

Distinguished – Develops a clear and accurate instructional plan that includes all required components.

Proficient – Develops an instructional plan that includes all required components. Minor details are missing, inaccurate, or unclear.

Basic – Develops a limited instructional plan that includes most of the required components. Relevant details are missing, inaccurate, or unclear.

Below Expectations – Attempts to develop an instructional plan; however, does not include all the required components and/or significant details are missing, inaccurate, or unclear.

Non-Performance – The development of an instructional plan is either nonexistent or lacks the components described in the assignment instructions.

Provides a Synopsis of the Instructional Plan That Elaborates on How the Types of Accommodations/Modifications Needed Throughout the Lesson Activities and Assessments Were Determined

Total: 1.25

Distinguished – Provides a synopsis of the instructional plan that thoroughly elaborates on how the types of accommodations/modifications needed throughout the lesson activities and assessments were determined.

Proficient – Provides a synopsis of the instructional plan that elaborates on how the types of accommodations/modifications needed throughout the lesson activities and assessments were determined. The synopsis is slightly underdeveloped and/or lacks minor details.

Basic – Provides a synopsis of the instructional plan that minimally elaborates on how the types of accommodations/modifications needed throughout the lesson activities and assessments were determined. The synopsis is underdeveloped and/or lacks relevant details.

Below Expectations – Provides a synopsis of the instructional plan that attempts to elaborate on how the types of accommodations/modifications needed throughout the lesson activities and assessments were determined; however, the synopsis is significantly underdeveloped and/or lacks significant details.

Non-Performance – A synopsis of the instructional plan that elaborates on how the types of accommodations/modifications needed throughout the lesson activities and assessments were determined is either nonexistent or lacks the components described in the assignment instructions.

Describes How This Plan Sets All Students Up for Mastering the Objective and a Future Summative Assessment

Total: 1.25

Distinguished – Thoroughly describes how this plan sets all students up for mastering the objective and a future summative assessment.

Proficient – Describes how this plan sets all students up for mastering the objective and a future summative assessment. The description is slightly underdeveloped.

Basic – Minimally describes how this plan sets all students up for mastering the objective and a future summative assessment. The description is underdeveloped.

Below Expectations – Attempts to describe how this plan sets all students up for mastering the objective and a future summative assessment; however, the description is significantly underdeveloped.

Non-Performance – The description of how this plan sets all students up for mastering the objective and a future summative assessment is either nonexistent or lacks the components described in the assignment instructions.

Written Communication: Evidence and Sources

Total: 0.75

Distinguished – Demonstrates consistent use of reliable, appropriate sources and/or evidence to support ideas that are situated within the discipline and genre of the writing.

Proficient – Demonstrates mostly consistent use of reliable sources that are appropriate to the discipline and genre of the writing. Sources offer some support to the ideas in the writing. 

Basic – Demonstrates somewhat inconsistent use of sources that are mostly reliable to the discipline and genre of the writing. Sources offer little support to the ideas in the writing.

Below Expectations – Inconsistently utilizes sources and/or evidence that may be unrelated and offer little support to the ideas in the writing. 

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

Written Communication: Control of Syntax and Mechanics

Total: 0.44

Distinguished – Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.

Proficient – Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors and is mostly easy to understand.

Basic – Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors which may slightly distract the reader.

Below Expectations – Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors which distract the reader.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

Written Communication: APA Formatting

Total: 0.44

Distinguished – Accurately uses APA formatting consistently throughout the paper, title page, and reference page.

Proficient – Exhibits APA formatting throughout the paper. However, layout contains a few minor errors.

Basic – Exhibits basic knowledge of APA formatting throughout the paper. However, layout does not meet all APA requirements.

Below Expectations – Fails to exhibit basic knowledge of APA formatting. There are frequent errors, making the layout difficult to distinguish as APA.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

Written Communication: Page Requirement

Total: 0.43

Distinguished – The length of the paper is equivalent to the required number of correctly formatted pages.

Proficient – The length of the paper is nearly equivalent to the required number of correctly formatted pages.

Basic – The length of the paper is equivalent to at least three quarters of the required number of correctly formatted pages.

Below Expectations – The length of the paper is equivalent to at least one half of the required number of correctly formatted pages.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

Written Communication: Resource Requirement

Total: 0.44

Distinguished – Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Proficient – Uses required number of scholarly sources to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.

Basic – Uses less than the required number of sources to support ideas. Some sources may not be scholarly. Most sources on the reference page are used within the body of the assignment. Citations may not be formatted correctly.

Below Expectations – Uses inadequate number of sources that provide little or no support for ideas. Sources used may not be scholarly. Most sources on the reference page are not used within the body of the assignment. Citations are not formatted correctly.

Non-Performance – The assignment is either nonexistent or lacks the components described in the instructions.

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