LESSON PLAN

Subject Lesson Title Unit Title Grade Levels Total Minutes

World History (Social Science) The Battle of Midway World War II 10 100

CLASS DESCRIPTION

There is a total of 35 students, 16 of which are girls and 19 are boys. There are 30 students that are ethnically Hispanic, 4 that are
Caucasian, and 1 Asian. 18 of the students are re-designated fluent English learners and 2 have been identified as Students with
Special Needs - one has an IEP and the other has a 504. There are no students with limited English proficiency. 33 of the students are
in 10th grade, and 2 students are in 12th grade.

STANDARDS AND LESSON OBJECTIVES

CCSS Math, CCSS ELA & Literacy History/Social Studies,

Science and Technical Subjects, NGSS, and Content English Language Development Standards (ELD)
Standards

ELD.PI.9-10.2.Ex. Interacting via written English: Collaborate with

CCSS.ELA-LITERACY.RH.9-10.1. Cite specific textual evidence to
support analysis of primary and secondary sources, attending to
such features as the date and origin of the information.
CCSS.ELA-LITERACY.WHST.9-10.4. Produce clear and coherent
writing in which the development, organization, and style are
appropriate to task, purpose and audience.
World History Content Standards:
10.8.3. Identify and locate the Allied and Axis powers on a map
and discuss the major turning points of the war, the principal
theaters of conflict, key strategic decisions, and the resulting war
conferences and political resolutions, with emphasis on the
importance of geographic factors.
peers to engage in increasingly complex grade-appropriate written
exchanges and writing projects, using technology as appropriate.
ELD.PI.9-10.6.B.Em. Reading/viewing closely: Explain inferences
and conclusions drawn from close reading of grade-appropriate
texts and viewing of multimedia using familiar verbs (e.g., seems
that).
ELD.PI.9-10.10.B.Em. Writing: Write brief summaries of texts and
experiences by using complete sentences and key words (e.g.,
from notes or graphic organizers).
ELD.PI.9-10.11.A.Br. Justifying/arguing: Justify opinions or
persuade others by making connections and distinctions between
ideas and texts and articulating sufficient, detailed, and relevant
textual evidence or background knowledge, using appropriate
register.
ELD.PII.9-10.2.B.Em. Understanding cohesion: Apply knowledge
of familiar language resources for linking ideas, events, or reasons
throughout a text (e.g., using connect/transition words and
phrases, such as first, second, third) to comprehending and writing
brief texts.

Lesson Goal(s) and Objective(s) Evidence

To determine if students are not meeting, meeting, or exceeding

Students will access prior knowledge in engaging with an
interactive map and annotating and analyzing their own map to
identify the two conflicting sides of World War II and the main
countries involved in the Battle of Midway.
Students will interact with and collaboratively analyze a map,
timeline, and document to understand the significance of the
Battle of Midway as a turning point in World War II.
Students will develop the narrative and progression of the Battle
of Midway through contextual and textual analysis, and
discussion, of randomly mixed events within the Battle of Midway.
Students will develop critical analysis skills in document and map
analysis, as well as with regards to how to place events in proper
chronology using context clues and prior knowledge.
learning goals of the lesson, essential questions across levels of
thinking on Bloom’s Taxonomy will be asked through informal
questioning and within activities and assignments. Questions will
range from and include: What happened at the Battle of Midway?
What countries were involved and what sides were they on? Why
was the Battle of Midway an important turning point in the war?
How does the Battle of Midway contribute to the efforts of World
War II?
Further evidence of students not meeting, meeting, or exceeding
learning goals of the lesson include the completed assignment
packet and handouts, as well as students’ completed short writing
assignments, all of which will be checked for adherence to
instructions and demonstration of understanding.

STUDENT ASSESSMENT

Potential Misunderstanding(s) / Misconception(s)

Students might have misunderstandings and confusion in the lesson with the Axis and Allied powers. Since there were also two sides in
World War I, with one also named “Allied”, they may become confused or misunderstand the two sides for World War II.
Another misunderstanding may be with the difference between the attack on Pearl Harbor and the battle of Midway. Both occurred in the
Pacific and both have immense significance with U.S. involvement in World War II, but students may geographically or chronologically
misplace the events. They may also forget the events and significance of the battle of Midway, as it is often less emphasized in history in
comparison to the attack on Pearl Harbor.

Performance Task

Battle of Midway Writing Assignment: The writing assignment is a formal assessment that will be administered towards the end of
class after the activity and document analysis. With the rubric provided before completion of the assignment, students are able to
undergo self-assessment throughout their writing process and before they turn the assignment in. The question to be answered in the
writing assignment is from the “evaluate” level of Bloom’s Taxonomy and will require students to cite evidence from the reading and
activities, while drawing from prior knowledge past lessons. They will furthermore need to provide explanations to demonstrate
achievement of the lesson’s content and its relation to past content. The purpose of this assessment is that students will draw upon prior
knowledge and newly learned information to answer a summative question on the lesson being taught, and to show the teacher that
they had properly learned the material. Students will turn in their writing assignment at the end of class, which will be graded based on a
small, basic rubric provided with the assignment beforehand to aid self-assessment. Students will generally be graded on organization of
writing, clarity, evidence, and adherence to the prompt. Students will grade one another based on another rubric, then the teacher will
grade. Grades and feedback will be written on the writing assignment and returned to the students the next day so that they better
understand their own progress and what is expected of them.
Points are given for each of the following (5pts total):
 At least 5 sentences (1pt)
 A topic sentence that clearly answers the prompt (1pt)
 A concluding sentence that summarizes and wraps up the paragraph (1pt)
 Evidence from map worksheet, document, and/or timeline with citations in parentheses (1pt)
 Clear, well explained, and well supported answer throughout the paragraph (1pt)
Purpose/Focus of
Type Implementation Feedback Strategy How Informs Teaching
Assessment

Battles in the Pacific Map

Battles in the Pacific
Map Analysis: The
purpose of this
assessment is that
students will draw upon
Entry Level prior knowledge of the
two sides of World War II
to identify and label them
on a map, with aid from
an interactive map and
timeline online.
Battles in the Pacific Map
Analysis: If students
Analysis: The teacher will
misunderstand the two sides
Battles in the Pacific Map walk around the classroom
of World War II and the
Analysis: This is an informal and check on pairs of
countries involved, then the
assessment that will be students as they work to
teacher will need to adjust
implemented at the ensure productivity and
teaching and questioning to
beginning of class and is to understanding of instructions
ensure students are
be done in pairs. Students and content. The map
repeatedly exposed to
will color the map in handout and analysis will be
identification of the sides and
accordance to the two sides discussed in class as a
countries to aid retention. If
of World War II, then answer whole upon completion. Any
students do not understand
questions in the back that will prior knowledge information
the location of countries on
ask them to draw information that is unclear or inaccurate
the map, then activities and
out of what they marked on will be corrected during this
teaching should include more
the map. time. Correct answers will be
visuals or maps to
recognized and given
demonstrate placement of
positive feedback.
events and nations.

Questioning: The Questioning: To determine if Questioning: Students will

Questioning: If students
purpose of this students are not meeting, be given immediate feedback
consistently do not know how
assessment is to check meeting, or exceeding as they make connections
to answer lower level
up on students’ learning goals of the lesson, and answer questions given
questions, then the teacher
understanding throughout the teacher will ask questions on the spot by the teacher.
can adjust teaching to
discussions, activities, informally throughout The teacher will aid by
readdress basic information
assignments, and activities and assignments. providing corrections to any
and access prior knowledge.
individual work in a low- Questions will vary across misunderstandings or
If students consistently
threat manner, and levels of thinking on Bloom’s misconceptions. The teacher
misunderstand or are unable
Progress allowing students to Taxonomy. Questions will will also recognize correct
to process information, then
Monitoring demonstrate their range from and include: answers and strong
the teacher can take time to
understanding apart from What happened at the Battle responses/reasoning.
work with students individually
writing on paper. of Midway? What countries
on specific points in the
were involved and what Battle of Midway Timeline
lesson that students may be
Battle of Midway sides? Why was the Battle of Scramble: After groups
confused about. This informal
Timeline Scramble: The Midway an important turning complete arranging
assessment allows for the
purpose of this point in the war? themselves in the order they
teacher to adjust approaches
assessment is to draw on believe is correct, and after
and teaching in the moment.
students’ prior Battle of Midway Timeline groups pair and share their
experiences and Scramble: Students will be results and justifications,
 knowledge of how
conflicts and events
unfold and how text
describes
conflicts/events. The
assessment will challenge
students to use their prior
experience and
knowledge to place
randomly assorted cards
describing the same
event at different points
into the correct
chronological order.
Battle of Midway
Document Analysis:
The purpose of this
assessment is to engage
students in critical
historical thinking and to
check students’ historical
understanding abilities in
document analysis.
placed in groups and given feedback will be provided Battle of Midway Timeline
events within the Battle of Scramble: If students do not
when the teacher reveals the
Midway in random order to correct order of events. The
demonstrate justification
sort into proper chronological teacher will be able to check
based off of contextual
order using prior knowledge who understood the event, its
knowledge, prior knowledge
and contextual clues. They progression, and how to use
and experience with conflicts
will be given 5 minutes to context and textual clues.and historical events, and
place the events in the order textual clues, then the teacher
Battle of Midway Document can adjust teaching. The
they think is correct. They will
then share their results and Analysis: Students will be teacher can monitor students
justifications with another able to receive feedback on during the activity and ask for
group. The correct order will their responses for document justification to check students’
be revealed in the end by the analysis from the teacher reasoning and understanding.
teacher. directly or through self- At the end, the teacher can
assessment. It will be given verbally process and express
Battle of Midway Document when the teacher has groups to model reasoning with prior
Analysis: Students will share answers for document knowledge, context, and
engage in critical document analysis with the class. textual clues.
analysis of an excerpt by a Students can check their
Japanese admiral regarding answers in comparison to Battle of Midway Document
the Battle of Midway. As a other groups and to what the Analysis: This assessment
group, students will read the teacher says. After turning in can inform teaching in
excerpt and engage in the assignment packet, the showing the teacher where, in
analysis considering teacher will check students’ the process of document
perspective and time, as well work and provide feedback to analysis, students may have
as drawing observations and be returned to students after common misunderstandings
inferences. grading is completed. or confusion. The teacher can
aid groups or individuals by
modelling historical analytical
thinking skills and asking
informal questions to guide
thinking. The teacher can
adjust current or future
lessons to focus more on
developing and demonstrating
historical analytical skills.

Battle of Midway Writing

Battle of Midway Writing Battle of Midway Writing Battle of Midway Writing
Assignment: The Assignment: The writing Assignment: Students will Assignment: If students
purpose of this assignment is a formal turn in their writing write from opinion and
assessment is that assessment that will be assignment at the end of speculation rather than
students will draw upon
administered towards the class, which will be graded drawing from prior knowledge
prior knowledge and end of class after the activity based on a small, basic and evidence from the lesson,
newly learned information
and document analysis. With rubric provided with the then expectations and criteria
to answer a summative the rubric provided before assignment beforehand to should be made clear at the
question on the lessoncompletion of the aid self-assessment. beginning of the lesson so
being taught, and to show
assignment, students are Students will generally be that students know how to
the teacher that they had
able to undergo self- graded on organization of guide their thoughts when
properly learned the assessment throughout their writing, clarity, evidence, and processing the content
material. writing process and before adherence to the prompt. presented in relation to the
they turn the assignment in. Students will grade one content they already know. If
Summative Japan Strikes in the The question to be answered another based on another students do not demonstrate
Pacific Guided Reading: in the writing assignment is rubric, then the teacher will understanding of the content,
The purpose of this from the “evaluate” level of grade. Grades and feedback the prompt, or prior
assessment is to check Bloom’s Taxonomy and will will be written on the writing knowledge, then teaching
students’ understanding require students to cite assignment and returned to should be adjusted to engage
of past lessons and this evidence from the reading the students the next day so students with connecting
lesson, and to help them and activities, while drawing that they better understand content and prior knowledge
review important from prior knowledge past their own progress and what in a variety of ways apart from
information. It is lessons. They will is expected of them. writing.
summative and furthermore need to provide
demonstrates to the explanations to demonstrate Japan Strikes in the Pacific Japan Strikes in the Pacific
teacher that students achievement of the lesson’s Guided Reading: Students Guided Reading: This will
understood the content content and its relation to will complete the inform teaching in
learned and the past content. assignments and turn them demonstrating whether
supplementary reading. in on the specified due date, students fully understood the
 Japan Strikes in the Pacific
Guided Reading: The
guided reading is a formal
assessment with various
guidance questions of lower-
level thinking that will given
at the end of the lesson for
students to take home and
work on over the next few
days, giving ample time for
all students of all needs to
complete the assignment.
Questions ask students to
identify and recall key
information from reading the
textbook. Students can self-
check and self-assess their
answers in light of the
information they find in the
textbook.
which is set to early the next
week. After handing them in,
the teacher will check for
correct and accurate
answers, mark off incorrect
and inaccurate answers, and
return completely graded
assignments to students so
that they can check where
they may have gaps in
understanding in regard to
Japanese aggression in the
Pacific region during World
War II.
reading and were able to
reinforce knowledge and
understanding of content they
learned, such as the attack on
Pearl Harbor and Battle of
Midway. If there are any gaps
in understanding present, the
teacher can review with
students and adjust teaching
accordingly to address those
gaps.

INSTRUCTION

Instructional Strategies

Setting Objectives and Teacher Clarity: Objectives will be explicated at the beginning of the lesson and at the start of assignments and
activities to ensure students understand their purposes and to direct their attention to the appropriate and expected skills to be applied to
learning the content. Success criteria will be reviewed and clarified at the start of the lesson and at the beginning of each activity. The
teacher will ask students if they have any questions regarding instructions, expectations, and/or objectives to ensure thorough and
proper understanding and focus.

Reinforcing Effort/Providing Recognition: Positive reinforcement will be carried out, recognizing accomplishment of goals and objectives,
proper behavior, and demonstration of required skills. Individuals and groups will be recognized and their efforts highly encouraged.

Scaffolding: The teacher will scaffold students of all backgrounds, needs, and learning styles with graphic organizers, gesturing to aid
understanding of instructions, modelling desired thinking and behavior, connecting lesson’s activities to background knowledge on the
sides of World War II and Japanese aggression in the Pacific, and placing students in intentional small groups and partners to complete
assignments and tasks. Further scaffolding will be provided by having students read aloud and discuss in small groups, in pairs, with the
teacher, and with the class as a whole.

Providing instructions to guide an activity: Instructions will be provided in print on activities, as well as gone over as a class. The teacher
will have students volunteer to read instructions aloud and will further elaborate on instructions as needed, providing examples and
asking students if they need further clarification. Students read instructions silently as peers read them out loud. The teacher will walk
around the room as the activity is done to answer any other questions for clarity, to make adjustments, and to monitor adherence to and
understanding of instructions during the activity.

Consistent, ‘low-threat’ assessment: The “timeline scramble” activity is a kind of game for students to put events into chronological order
as accurately and quickly as possible. It is a low-threat assessment that assesses their understanding of how conflict and events unfold
chronologically and how text develops to describe conflicts/events. It also assesses their understanding of how to read historical texts to
create a narrative. Interacting within the group and with other groups creates a sense of competition and fun with the activity rather than
limiting it to an academic role in the lesson and class. Instruction will be provided and “low-threat” assessment will be carried out
consistently with questioning across various levels of Costa’s questions and Bloom’s Taxonomy throughout assignments and activities.

Higher-level questioning: Instruction will be provided through, not just lower, but higher level questioning in the assignments, through
discussion, and through informal assessment questioning by the teacher. Questions will vary across higher levels of Bloom’s Taxonomy
that will ask students to analyze information in a primary source document excerpt, evaluate the content learned, and apply their
learning to generate an informed response. This will primarily be achieved through the collaborative document analysis activity and short
writing assignment towards the end of the lesson.

Strategic grouping: The initial assignment will be completed in pairs that are randomly generated to give students an opportunity to
collaboratively work with peers that they do not usually interact with. For the “Timeline Scramble” activity, students will be grouped in
advance to ensure that each group has a balance of different achievement and English proficiency levels. Every re-designated English
learner will have students of the same or similar ethnic and linguistic background in the event that they need aid across languages.
Every group will have students with higher English proficiency to allow re-designated English learners the opportunity to be challenged
and interact at higher proficiency levels. Students that are typically higher achieving will be challenged by helping struggling peers within
their groups with fully grasping the content. They will have many opportunities to develop leadership and cooperative character and
skills in supporting their peers’ learning. Students will be in groups with classmates that they work well and get along with yet are not
easily distracted by. To manage group work to support student learning, the teacher walk around the classroom and check in with
groups and individuals to reinforce productivity, positive behavior, and the importance of cooperating and collaborating with one another.

Lesson Introduction/Anticipatory Set

Time Teacher Does Student Does

In past lessons, the teacher taught students about

In past lessons, students learned about Japanese aggression
aggression in the Pacific from Japanese forces that
in the Pacific region with the attack on Pearl Harbor and
began with the attack at Pearl Harbor. Assignments and
completed assignments and short readings to develop
short readings were assigned to help students develop
knowledge on content and retain information regarding the
knowledge on the content and retain information
aggression, tension, and two sides of World War II.
regarding the two sides of World War II.
Students will answer questions from the teacher drawing from
For this lesson, the teacher will greet students and
prior knowledge on aggression from Japanese in the Pacific
introduce the main topic of the lesson. The teacher will
against the United States and follow along with reading and
connect upcoming content to past content by introducing
understanding lesson objectives. For this lesson, students will
the Battle of Midway as another act of aggression from
20 minutes volunteer to read instructions for the “World War II: Battles
the Japanese against the United States in the Pacific
(15 minutes in the Pacific” handout as prompted by the teacher. They
region. The teacher will explicate expectations and
for handout; will take out their Chromebooks and, in pairs, students will
learning objectives for students to keep in mind during the
5 minutes annotate a map in accordance with an interactive timeline
lesson. The teacher will distribute the “World War II:
for sharing from the internet
Battles in the Pacific” handout to every student. The
answers) (https://www.abmc.gov/sites/default/files/interactive/inter
teacher will call on individual students to read instructions
active_files/WW2/index.html), or go to an alternative link
aloud to the class. The teacher will restate and
provided in case the map displays incorrectly
emphasize important parts of assignment instructions.
(https://allaboutworldwarzii.weebly.com/allied-powers-vs-
The teacher will put students in pairs to annotate the map
axis-powers.html) and analyze it to answer questions that
and complete questions on the back in accordance to the
draw key information on the two sides of World War II and set
interactive map on the internet and their prior knowledge.
the context of the Battle of Midway. Questions about the map
Upon completion, the teacher will facilitate discussion of
will draw from the “remember” and “understand” levels of
answers to the questions and elaborate upon significant
Bloom’s Taxonomy. It will have students draw from prior
points as needed. The teacher will emphasize the last
knowledge and understand the content they are observing on
question regarding the Battle of Midway as a transition
the map in light of information provided or already known.
into the main topic of the day’s lesson.

Lesson Body

Time Teacher Does Student Does

The teacher will hand out the “Battle of Midway”
timeline scramble and handout packet. The teacher
will introduce the topic of the Battle of Midway and how it
was another act of aggression that the Japanese carried
out in the Pacific region. The teacher will ask for
individual students to read instructions for the assignment
and will restate instructions to ensure students completely
understand them. The teacher will then have students
move into groups that were made ahead of time (groups
45 minutes
will be projected onto the projector screen). After giving
(15 minutes
students time to move into groups, the teacher will
for timeline
handout envelopes with time scramble cards. After all
scramble;
groups have the cards, the teacher will begin a timer with
30 minutes
5 minutes for students to take out the cards and arrange
for
themselves in chronological order as a group. After 5
document
minutes, the teacher will pair groups to have them share
analysis)
the order they decided on and justification for their order.
After a few minutes of discussion, the teacher will direct
students to go back to their seats and will reveal the
correct order of events for students to write down.
After writing the correct order of events, the teacher will
have students stay in their groups and undergo document After writing the correct order of events, students will engage
analysis together of a primary source written by a
Japanese admiral. The teacher will introduce the
Students will volunteer to read instructions for the “Battle of
Midway” timeline scramble and handout packet as
prompted by the teacher. Students will move into assigned
groups promptly. When directed by the teacher, students will
open their timeline scramble envelopes. They will each pick
up an event card, read through individual events together,
and deliberate about the proper order of events. Students will
engage kinesthetically with the content through the “Battle of
Midway” timeline scramble by taking cards of randomized
order of events and organizing themselves within their groups
to achieve the proper chronological order of events based on
contextual clues and prior knowledge. This activity will require
students to apply information they already know surrounding
how events unfold and what they were previously taught
regarding Japanese aggression in the Pacific. They will
moreover need to analyze and organize information
collaboratively with this knowledge. After 5 minutes and
standing in the order their group believes is correct, they will
be paired with another group and share their results and
justifications. They will then move back to their seats and
groups and be told the correct order.
in document analysis of a primary source within their groups.
As a group, they will read the document, read the questions,
 assignment as a brief document analysis that is to be
done collaboratively within their groups. The teacher will
give students time to complete the analysis in their
groups. When all groups are finished, the teacher will
facilitate sharing answers as a class, calling on individual
students to share their group’s responses.
discuss answers amongst themselves, and write their
answers. Answers will be discussed as a class after group
discussion. The questions in the document analysis will draw
from Bloom’s Taxonomy asking students to understand,
apply, and analyze information.

Throughout the activities and assignments of the lesson

body, the teacher will walk around the room and check up
on groups and individuals to ensure that students are on
task and understand the content and instructions. The
teacher will answer questions and provide additional
scaffolding as needed.

Lesson Closure

Time Teacher Does Student Does

The teacher will instruct students to move back to their

original seats promptly and will give them time to do so.
The teacher will introduce the final summative
After group document analysis, students will move back to
assignment, which is a short writing assignment at the
their original assigned seating as prompted by the teacher.
end of the “Battle of Midway” timeline scramble and
After seating, students will volunteer to read instructions for
handout packet. The teacher will call on individual
the short writing assignment at the end of the “Battle of
students to read the writing prompt and will emphasize
Midway” timeline scramble and handout packet as
key points of the question that the students need to pay
prompted by the teacher. After reading instructions and
attention to. The teacher will then have individual
listening to additional instructions from the teacher, students
students read portions of the rubric provided on the
will individually and silently work on applying the content they
assignment and will restate instructions to ensure
learned by answering an essential application and
students completely understand them. The teacher will
35 minutes interpretation question, that draws from the “analyze” and
emphasize that this assignment is to be done individually
(additional “evaluate” levels of Bloom’s Taxonomy, in the form of a short
and will ensure productivity and silent working throughout
time as writing assignment. After the allotted time is completed and
the rest of the lesson. The teacher will walk around the
needed for students complete the short writing assignment, they will
room and check up on individuals to ensure that students
students) partner up and peer grade one another’s work according to
are on task and understand the content and instructions.
the performance task rubric provided. They will then compile
The teacher will answer questions and provide additional
their completed “World War II: Battles in the Pacific”
scaffolding as needed. After 30-40 minutes, the teacher
handout and “Battle of Midway” timeline scramble and
will provide space for students to pair up and peer grade
handout packet and hand it into the teacher to be checked
one another’s short writing assignment based on a
and graded. The students will take the “Japan Strikes in the
performance task rubric. The teacher will then collect the
Pacific” homework, read the textbook pages as homework,
completed “World War II: Battles in the Pacific”
and complete the assignment in review of content learned
handout and “Battle of Midway” timeline scramble
about Japanese aggression in the Pacific region. The
and handout packet. The teacher will handout the
homework will be turned in early the next week.
“Japan Strikes in the Pacific” homework, explain its
value and connection to the lesson and unit as a whole,
and share its due date as early the next week.

Instructional Materials, Equipment, and Multimedia

Chromebooks
“World War II Timeline Experience: A Visual History” online interactive map and timeline:
(https://www.abmc.gov/sites/default/files/interactive/interactive_files/WW2/index.html)
Alternative map link in case above link has technological difficulties: https://allaboutworldwarzii.weebly.com/allied-powers-vs-axis-
powers.html
“World War II: Battles in the Pacific” handout
“Battle of Midway” activity pack and timeline scramble cards
Short Writing Assignment Performance Task Rubric
“Japan Strikes in the Pacific” homework
Modern World History: Patterns of Interaction textbook by Roger B. Beck, Linda Black, Larry S. Krieger, Phillip C. Naylor, Dahia Ibo
Shabaka (California Edition, 2003) (Published by McDougal Littell)
Projector screen
Projector
Computer with timer
White board and markers
DIFFERENTIATION
English Learners
English learners are supported
by being placed in groups with
peers of similar ethnic and
linguistic backgrounds to ensure
thorough communication of
ideas and content. Visuals,
interactives, writing, reading,
and activities involving physical supported throughout the lesson
movement are incorporated into in that they will be able to
the lesson to ensure that
students are able to interact with and analysis with peers rather
content in a variety of modes
and are able to express their
learning in different ways as
well. Extra time is given to
complete written assignments to supported as the teacher is
ensure that English learners
have ample time to understand
the content, instructions, and
how to organize thoughts and
content. They will also be
supported as the teacher is
available to answer any
questions to aid understanding
of the readings, vocabulary, and
more.
Striving Readers Students with Special Needs Advanced Students
Students with special needs will
be accommodated by fostering
involvement in the classroom
through group and class
discussions. Extra time is given
to complete written assignments
to ensure that students with IEP
or 504 have ample time to
Striving readers will be Advanced students will be
complete their assignments and
supported throughout the lesson
receive additional aid and
in that, by partaking in
scaffolding as needed. Visuals,
engage in document readings discussion with fellow students
interactives, writing, reading,
and completing assignments
and activities involving physical
than individually. They will be and activities in groups or pairs.
movement are incorporated into
able to receive help from peers They will be able to demonstrate
the lesson to ensure that
as the process is done critical thinking, explain their
students are able to interact with
collaboratively. They will also be thinking and justify it through
content in a variety of modes
discussion with peers, as well
and are able to express their
available to answer any as be challenged to develop
learning in different ways as
questions to aid understanding stronger cooperative character
well. Their learning will be
of the readings, vocabulary, and and skills as they carry out
monitored to ensure that their
more. various tasks with peers.
needs are being met and that
they are receiving an equitable
education. They will also be
supported as the teacher is
available to answer any
questions to aid understanding
of the readings, vocabulary, and
more.