Prompt Part 1:
Design a whole group lesson that utilizes one of the identified standards (Option 1 or Option 2). Include a descriiption of how the lesson will be modeled, the activities in which students will participate, and the formative assessment(s) that will be conducted during instruction.
Option 1
Standard: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
OR
Option 2
Standard: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
Assignment Part 1:
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1. Identify the selected standard.
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2. Describe the grade level of the students who will receive the instruction.
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3. Describe how instruction will be modeled and the activities that will be incorporated into the lesson.
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4. Describe the formative assessment(s) that will be used to guide instruction during the lesson.
Prompt Part 2:
Using the lesson plan created in Task #1, modify instruction to meet the needs of a student with a significant cognitive disability.
Use the Access Point and Essential Understandings for the same standard selected in Task #1 to modify the lesson.
Modifications should allow the student with a significant cognitive disability to be included in the lesson with the rest of the students.
Review the characteristics of accommodations and modifications when identifying appropriate modifications.
Accommodations Modifications
Do NOT fundamentally alter or lower expectations or standards in instructional level, content, or performance criteria. Do fundamentally alter or lower expectations or standards in instructional level, content, or performance criteria.
Provide equal ACCESS to learning and equal OPPORTUNITY to demonstrate what is learned. Provide student meaningful and productive learning experiences based on individual needs and abilities.
Grading, credit earning – SAME as for other students. Grading and credit earning are DIFFERENT.
Option 1
Standard: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
Access Point: Identify and use various text features to locate key facts or information in a text efficiently.
Essential Understandings:
• Identify various text features (e.g., title, bold print, illustrations, and glossaries) within informational text.
• Locate key facts and information using text features.
Option 2
Standard: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
Access Point: Identify important events in a text.
Essential Understandings:
• Identify an important part of the story (e.g., a sentence, event, or scene).
• Place an important part of a story into a list of the major events from a story in order.
Assignment Part 2:
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1. Describe how the lesson will be differentiated to address the access points for the chosen standard.
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2. What modifications will be provided for the student with a significant cognitive disability?
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3. How will the formative assessment(s) be modified for the student with a significant cognitive disability?
