09 Oct Benchmark – Lesson Planning with Universal Design for Learning
in APA, Education, University
8803Among the most important aspects of English language proficiency development are the integration of ELL cultural values and beliefs into instruction, and the differentiation of instruction to address specific learning needs of all students. These aspects can be accounted for directly within lesson plans.
For this assignment, you will integrate the cultural values and beliefs of ELLs into an English language arts lesson plan that includes components of Universal Design for Learning, using the “COE Lesson Plan Template.”
Using the “Class Profile,” select a grade level within Grades K-8. Include both Arizona ELP and ELA standards within the “National/State Learning Standards” section of the template. Align your learning targets/objectives with these standards.
Your lesson plan must clearly express how the teacher will represent the concepts to be taught, how your ELLs will express what they are learning, and how they will be engaged throughout the lesson.
Your lesson plan should also include:
Differentiated instruction to address your students’ language differences, giftedness, and special education needs listed on the “Class Profile.”
Technology that supports English language development.
Formative and summative assessments for the learning activities within the Multiple Means of Expression section of the template.
Include a 150-250 word rational explaining how the cultural values and beliefs of your ELLs have been accounted for within the lesson.
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
College of Education (COE) program competencies and national standards assessed in the benchmark assignment:
Differentiate instruction and assessment with ELLs’ language differences, giftedness, and special education needs in mind. [TESOL 3.a.1, 3.a.3, 4.a.2, 4.a.5; InTASC 6(h), 6(p), 6(u), 6(v), 7(b), 8(a), 9(h)]
Integrate ELLs’ cultural values and beliefs in the context of teaching and learning. [TESOL 2.a; InTASC 3(f), 4(m)]
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