Adaptations special needs ESOL etc ESOL Different language students who are

Adaptations special needs esol etc esol different

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Adaptations (special needs, ESOL, etc.): ESOL Different language students who are listening to the song I could find another audio in another language or put subtitles. Higher Order Thinking Questions: Analyze: Students will be able to distinguish different habitats Understand : Students will have to connect the words to the photos or in context. Remember: T he life cycle steps and the preliminary vocabulary; eggs, hatchling, juvenile, and adult that go along. Gardner’s Intelligences Covered: The lesson will cover the following intelligences: Picture smart, logic smart, and word smart.
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Lesson Plan 3 ORIGINAL UCF-Early Childhood Development and Education Program DOK 2: Relate certain habitats to other turtles in other environments. Types of Assessments: Formative Assessment With the formative assessment the teacher is able to check on the students’ comprehension. During the lesson the students are supposed to go over the important terms in turtle’s life. The teacher will check the students understanding by checking their journals on their observations and sentences. With that task involved the teacher is able to assess the student in other ways. Follow-up Activities: As a follow up activity, the teacher can provide index cards with different terms and scenarios on them. Then, from the lesson ask for groups of two to arrange a matching game. In this way they are able to connect and review the material learned. Home Connection: Instead of bringing home worksheets and activities. At home students can observe other different outdoor habitats. When finding other habitats, they can connect the information learned at school to their home environment. Self-Assessment and Reflection: Teacher’s self – assessment questions: Content questions - Did the students understand the definitions of the key vocabulary? - Were students able to connect the song to the vocabulary we have already discussed? - Were students able to observe and record about the turtle’s habitat? Social-Emotional needs development - Did students engage in the activities? - Do students collaborate with their group/friends when asked to collaborate? - Did the students feel any excitement with the song? - Were students happy about the baby turtle? Organization - Did I have all the materials? - Was the lesson good with timewise? - Was the topic close to student’s interest? - Did materials help students complete their tasks?
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  • Spring '16
  • Bonnie Olinto
  • nonfiction, The Turtles

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