ࡱ> ] ubjbj <!b!b9#  2228j2>a   ```````$ctf`-     `H`n n n :`n `n n cW+]*D[Y8`a0>aYggp+]+]"gM]D  n     ``n   >a    g          B : The blue texts are the descriptions and the red texts are the examples Section 1: Background Information and Context A: The Basics NameGrade level(s)Date(s) taughtCourse/SubjectLesson TitleTime FrameCo-teaching strategyYes q no qIf yes, which one B: Central Focus Big IdeasCentral Focus for the UnitA description of the important understandings and core concepts that you want students to develop within the learning segment. The central focus should go beyond a list of facts and skills, align with content standards and learning objectives, and address the subject-specific components in the learning segment. For example, the subject-specific components for elementary mathematics are conceptual understanding, procedural fluency, AND mathematical reasoning or problem-solving skills. A central focus for the elementary mathematics learning segment might be equivalent fractions or equivalencies. The learning segment would focus on conceptual understanding and the associated computational/procedural understandings AND reasoning or problem-solving skills.Central Focus for Todays Lesson Essential Question(s) C: Specific Standards and Objectives Content Standard(s)CCSS.MATH.CONTENT.6.SP.2 Understand that a set of data collected to answer a statistical questions has s distribution which can be described by its center, spread, and overall shapeCommon Core Literacy StandardsELD StandardsABF Anchor StandardsObjectivesAssessment (Multiple means of expressions) Tools for AssessmentEvaluation CriteriaContent Objective(s)Student learning outcomes to be achieved by the end of the lessonPerformance indicators or dimensions that are used to assess evidence of student learning. They indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the learners degree of success on an assessment. Evaluation criteria can be represented in various ways, such as a rubric, a point system for different levels of performance, or rules for awarding full versus partial credit. Evaluation criteria may examine correctness/accuracy, cognitive complexity, sophistication or elaboration of responses, or quality of explanations.Language and Literacy Objective(s)Racial and Social Justice Objective(s) (see ABF Outcomes) Social Skills Objective(s) D: Academic Language Demands and Supports (language demands: Specific ways that academic language (vocabulary and/or symbols, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their disciplinary understanding.) Language supports: The scaffolds, representations, and pedagogical strategies teachers provide to help learners understand, use, and practice the concepts and language they need to learn within disciplines. Identified Language DemandsPlanned Language SupportsContent Specific Vocabulary - Specific-words words and/or symbols defined for use in the discipline -General academic vocabulary used across disciplines; and - Words and phrases with subject-specific meanings that differ from meanings used in everyday lifeInstructional strategies, learning tasks and materials, and other resources deliberately designed to facilitate student learning of the central focus.Language Function -What language function do you want students to develop in this lesson? -What must students understand in order to be intellectually engaged in the lesson? -Content and language focus of learning tasks often represented by the active verbs within the learning outcomes. -Functions are the purposes for which language is used.SyntaxThe set of conventions for organizing symbols, words, and phrases together into StructuresDiscourseDiscourse includes the structures of written and oral language, as well as how members of the discipline talk, write, and participate in knowledge construction. Discipline-specific discourse has distinctive features or ways of structuring oral or written language (text structures). E: Using Knowledge about Students (and that students already have) to Inform Teaching and Learning Relevant Student InformationHow will you use this information in this lesson plan?Prior Knowledge and Learning Experiences Includes students content knowledge and skills as well as academic experiences developed prior to the learning segment.-How will you support students with gaps in the prior knowledge that is necessary to be successful in this lesson? Funds of Knowledge: Family/ Community/ Cultural Assets -How will you provide students access to learning based on individual and group needs?Common Mistakes and/or Misconceptions-What strategies for responding to common errors and misunderstanding, developmental approximations, misconceptions, partial understandings, and/or misunderstandings will you use?Social / Emotional Consideration (5 CASEL Core Competencies)  F: Supporting Varied Student Learning Needs Materials, Resources, Technology Teacher Materials, Resource:Students Materials:Student InformationHow will you support and/or accommodate the student(s) in this lesson? Include any use of technology Students with IEP or 504 plansStruggling / underperforming StudentsEnglish Language Learners/ CELDT(ELPAC)Gifted and Talented StudentsIdentified or not OtherSocial / Emotional Consideration (5 CASEL Core Competencies) Gifted and Talented Students Section 2: Learning Task Implementation: Timing, materials, and other procedural notes including use of technology Pacing (Approx. times)TEACHER DOES: Indicate instructional strategies that address individual learning needs addressing the needs (Refer to Section 1.F) STUDENTS DO: Indicate performance expectations (Refer to Section 1.F) Launch (Multiple means of engagement)I will CFU Anticipatory setStudents will CFU, Assessment -How will you start the lesson to engage and motivate students in the learning? -What will you do to engage students in developing understanding of the lesson objectives? -What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students?What kinds of experiences should the students have to help them learn these conceptsSocial Objectives related activityInstruction/ Application (Multiple means of representation)I will Students will -How will you link the new content (skills and concepts) to students' prior academic learning and their personal/cultural and community assets? -What will you say and do? What questions will you ask? -How will you engage students to help them understand the concepts? -What will students do? -How will you give students the opportunity to practice so you can provide feedback? -How will students apply what they have learned? -How will you determine if students are meeting the intended learning objectives? -What activities win you use to engage students in learning...for individuals, small groups, or the whole class? How will you incorporate technology? How will you address the academic language demands?In these boxes in section 2, you can use any of the format from other lesson plans. Also in these boxes in section 2, in addition to the typical procedures, if appropriate, use the sentence starters such as for the conceptual understanding, for the reasoning, , for the problem solving, for the whole class, for the ELL students, and then describe the activities. 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