and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation Engagement strategies planned: Monday Tuesday Wednesday Thursday Friday What do we want our students to learn? How will we know if EACH student has learned it? To learn, I will… What do we want our students to learn? How will we know if EACH student has learned it? To learn, I will… What do we want our students to learn? How will we know if EACH student has learned it? To learn, I will… What do we want our students to learn? How will we know if EACH student has learned it? To learn, I will… What do we want our students to learn? How will we know if EACH student has learned it? To learn, I will…
How will we respond when a student does not learn it? Reciprocal teaching How will we respond when students do learn it? Flexible Grouping How will we respond when a student does not learn it? Reciprocal teaching How will we respond when students do learn it? Flexible Grouping How will we respond when a student does not learn it? Reciprocal teaching How will we respond when students do learn it? Flexible Grouping How will we respond when a student does not it? Reciprocal teaching How will we respond when students do learn it? Flexible Grouping How will we respond when a student does not learn it? Reciprocal teaching How will we respond when students do learn it? Flexible Grouping 1. Success Starter: Read Infographic on the Periodic Table 2. Opening (hook/activator) Watch Video on Mendeleev 3. Work Session (Activities): Instructional Strategies Reading Assignment – Students read and work on questions about the Periodic Table and its organization 1. Success Starter: The Story Continues- Blank Spots in the Periodic Table 2. Opening (hook/activator) Understanding Mendeleev’s Periodic Table (use Leveled Readers) 3. Work Session (Activities): Instructional Strategies Understanding Modern Periodic Table – (use textbook) 1. Success Starter: Recognizing Patterns: Brain Games 2. Opening (hook/activator) Preview of Common Patterns in the Periodic Table 3. Work Session (Activities): Instructional Strategies JIGSAW – Groups/Families of the Periodic Table Form Expert Groups, Read and 1. Success Starter: Continue to Preview Common Patterns in the Periodic Table 2. Opening (hook/activator) With provided blank periodic table, students compile provided patterns in the periodic table into one visual representation. 3. Work Session (Activities): Instructional Strategies Use patterns to answer questions specific elements. (Clarify as needed.) 1. Success Starter: Infographic: Squares of the Periodic Table 2. Opening (hook/activator) Model how to apply information in the square of the periodic table to draw Bohr Models of atoms 3. Work Session (Activities): Instructional Strategies Partners: Atomic Math Challenges
Specialized Instruction- (to be completed by the Co-Teacher) An Accommodations Matrix is included in the Lesson Plan binder which itemizes individualized needs. Please note the below listed supportive aids & services are not in isolation. Monday 10/2/17 Tuesday 10/3/17 Wednesday 10/4/17 Thursday 10/5/17 Friday 10/6/17 Provide directions verbally and visually Modeling using active construction of meanings (hands-on, manipulatives, tactile stimulation, etc.) Provide a structured environment with a given place for extra time Provide clear directions verbally and visually Graphic Organizer Modeling Peer/adult reading assistance Small instruction Allow extra time Provide clear directions, verbally and visually Verbal explanations/directions simplified and supplemented by visuals (pictures, symbols, or written supports) Read aloud/peer reading assistance and/or snap read. Jigsaw grouping – small groups Allow extra time Provide clear directions verbally and visually Provide pictures and visuals to support communication of knowledge Modelling Pre-teach vocabulary Allow extra time Provide clear directions verbally and visually Provide pictures and visuals to support communication of knowledge Modelling Small group/one-to-one instruction Allow extra time ***Personally identifiable information about a student is prohibited such as the name of the child, personal identifiers, personal characteristics and/or information that would make it possible for a person to identify the child with reasonable certainty. (Source: IDEA and FERPA Confidentiality Provisions. U.S. Department of Education. . Specialized Instruction for: Information Processing (Motor Disabilities, Memory Problems, Visual Deficits, Auditory Processing Difficulties, Receptive Language Difficulties, Cognitive and Metacognitive Issues, Attention Deficits, and Expressive Language Difficulties).