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Class Profile Student Name English Language Learner Socioeconomic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No Fatma Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Low Yes Frances No Mid SES White Female No Diabetic Grade level At grade level At grade level Med Yes Francesca No Low SES White Female No None Grade level At grade level At grade level High No Fredrick No Low SES White Male Traumatic Brain Injury Tier 3 RTI for Reading and Math One year above grade level Two years below grade level Two years below grade level Very High No Ines No Low SES Hispanic Female ASD Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No Jade No Mid SES African American Female No None Grade level At grade level One year above grade level High Yes Kent No High SES White Male Emotion-ally Disabled None Grade level At grade level One year above grade level Med Yes Lolita No Mid SES Native American/ Pacific Islander Female No None Grade level At grade level At grade level Med Yes Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade level Low Yes Mason No Low SES White Male No None Grade level At grade level At grade level Med Yes Nick No Low SES White Male No None Grade level One year above grade level At grade level Med No Noah No Low SES White Male No None Grade level At grade level At grade level Med Yes Sharlene No Mid SES White Female No None Grade level One year above grade level At grade level Med Med Sophia No Mid SES White Female No None Grade level At grade level At grade level Med Yes Stuart No Mid SES White Male No ...

Education
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Class Profile Student Name English Language Learner Socioeconomic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No
Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No
Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes
Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No
Fatma Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Low Yes Frances No Mid SES White Female No Diabetic Grade level At grade level At grade level Med Yes Francesca No Low SES White Female No None Grade level At grade level At grade level High No
Fredrick No Low SES White Male Traumatic Brain Injury Tier 3 RTI for Reading and Math One year above grade level Two years below grade level Two years below grade level Very High No Ines No Low SES Hispanic Female ASD Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No Jade No Mid SES African American Female No None Grade level At grade level One year above grade level High Yes
Kent No High SES White Male Emotion-ally Disabled None Grade level At grade level One year above grade level Med Yes Lolita No Mid SES Native American/ Pacific Islander Female No None Grade level At grade level At grade level Med Yes Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade level Low
Yes Mason No Low SES White Male No None Grade level At grade level At grade level Med Yes Nick No Low SES White Male No None Grade level One year above grade level At grade level Med No Noah No Low SES White Male No None Grade level At grade level At grade level Med
Yes Sharlene No Mid SES White Female No None Grade level One year above grade level At grade level Med Med Sophia No Mid SES White Female No None Grade level At grade level At grade level Med Yes Stuart No Mid SES White Male No Allergic to peanuts Grade level One year above grade level At grade level Med
Yes Terrence No Mid SES White Male No None Grade level At grade level At grade level Med Yes Wade No Mid SES White Male No None Grade level At grade level One year above grade level Med Yes Wayne No High SES White Male Intellectually Disabled Tier 3 RTI for Math Grade level One year below grade level Two years below grade level High
Yes Wendell No Mid SES African American Male Learning Disabled Tier 3 RTI for Math Grade level One year below grade level Two years below grade level Med Yes Yung No Mid SES Asian Male No NOTE: School does not have gifted program One year below grade level Two years above grade level Two years above grade level Low Yes © 2019. Grand Canyon University. All Rights Reserved. © 201 9 . Grand Canyon University. All Rights Reserved.
Class Profile Student Name English Language Learner Socio economic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level Math Performance Level
Parental Involvement Internet Available at Home Arturo Yes Low SES Hispanic Male No Tier 2 RTI for R eading Grade level One year below grade level
At grade level Med No Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes Beryl
No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low
SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid SES White Female
No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade
level One year below grade level At grade level Low No Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level
At grade level Med Yes © 2019. Grand Canyon University. All Rights Reserved. Class Profile Student Name English Language Learner Socio economic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level
Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes
Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year
below grade level Med Yes Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes
Trauma and Stressor Related Disorders Trauma and Stressor Related Disorders Additional Content Attribution [MUSIC PLAYING] FEMALE SPEAKER: Well, I just keep thinking what if something happens? I mean I've always had trouble concentrating. But this time, it's different. FEMALE SPEAKER: Different, how? FEMALE SPEAKER: Well, you know how like you were talking on your cell phone or something and it cuts out. You lose the connection. It's kind of like that. My mind just goes blank. And when I'm at the hospital and it happens, I flip out. I could
give the patient the wrong medication or something. What if it's early dementia? I mean I've read about that happening. I read an article just the other day about people in their 30s and 40s getting that. That's horrible. FEMALE SPEAKER: It sounds like you're constantly nervous that you'll go blank and that something bad will happen. You mentioned having other symptoms. Like what? FEMALE SPEAKER: Well, at work, my temper. I flip out on patients sometimes and on other nurses. I just freak out. I even started snapping at my daughter. And that has never happened before. FEMALE SPEAKER: Well, I understand. You're feeling anxious. And you're having some temper issues, which are sort of out of character for you. How are things going at home? FEMALE SPEAKER: Well, I'm not sleeping very well at all. One of my favorite things used to be to curl up at night with a book. But I can't concentrate. I have this whole stack of books by my bedside table. I mean they're history books. And I love reading about history. But I haven't even touched them. And my husband got so upset the other day because he brought
me this kit for scrap-booking, which is something I used to really enjoy doing. But I just took them back to the store. I could not deal with that either. FEMALE SPEAKER: Well, it seems like you're not finding relaxation in the things that used to enjoy doing. Now, when you returned your husband's gift, you said that you couldn't deal with that. What exactly couldn't you deal with? ©2013 Laureate Education, Inc. 1
Trauma and Stressor Related Disorders FEMALE SPEAKER: The expense. You have no idea what these scrap-making materials cost. I could spend that much in groceries in a week. And I thought-- So that I lie in bed at night at 3:00 AM worrying about, just money, money, money, money, money. And my husband and I both work. We work really long hours. But it's just not enough. We really should have started saving for college. I mean my eldest is going to start college in a few years. And I don't know what we're going to do. We don't have the money. FEMALE SPEAKER: Did you talk to your husband about your concerns? FEMALE SPEAKER: Yeah. Yeah. We talk. Alex, my husband, he's 12 years older than me. I mean we get along fine. But I worry about him. I mean at work for example, he's been up for this really big promotion. But now it looks like he's not going to get it. And his health, he's got a whole history of early heart attacks in his family. And I
just worry about that. I mean he hasn't shown any symptoms or anything. But I really, really, worry that one day something might happen to him. I mean the whole thing just feels like a crap shoot. With care reform now, what if they cut back on my hours at work? And what if I lose my job? Doctor, I cannot afford to lose this job. FEMALE SPEAKER: Any idea how long you've been having these symptoms, the lack of concentration, trouble sleeping, problems relaxing? FEMALE SPEAKER: A while. Off and on, I guess. I went to see a counselor when I was in nursing school. I was Ms. Overachiever. I was making straight A's, but I couldn't help but worry that it was never enough. FEMALE SPEAKER:It sounds like you were feeling the pressure of trying to achieve your career goals. Did the counseling help you? FEMALE SPEAKER: Yeah. Yeah. I guess it did. I mean I went for a couple of months. And the counselor had me do this body scan exercise. And he suggested I should start meditating. But who had time to meditate. I was too busy making straight A's. ©2013 Laureate Education, Inc. 2
Trauma and Stressor Related Disorders Trauma and Stressor Related Disorders Additional Content Attribution IMAGES: Images provided by http://www.istockphoto.com/ MUSIC: Creative Support Services Los Angeles, CA Dimension Sound Effects Library Newnan, GA Narrator Tracks Music Library Stevens Point, WI Signature Music, Inc Chesterton, IN
Studio Cutz Music Library Carrollton, TX Special Thanks: Fairland Center/Region One Mental Health ©2013 Laureate Education, Inc. 3 http:http://www.istockphoto.com GCU College of Education LESSON PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name: Eartha Coard Grade Level: 5th grade Date: 12/14/2021 Unit/Subject: Number and Operations-Fractions Domain. Instructional Plan Title: Differentiating Math Activities Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson. National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment. Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments. Include the standards with the performance indicators and the standard language in its entirety. Specific Learning Target(s)/Objectives: Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following: · Who is the audience
· What action verb will be measured during instruction/assessment · What tools or conditions are being used to meet the learning What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are. For example: Given an unlabeled map outlining the 50 states, students will accurately label all state names. Academic Language In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson. Resources, Materials, Equipment, and Technology: List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning Anticipatory Set Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson. In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson. For example: · I will use a visual of the planet Earth and ask students to describe what Earth looks like. · I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located. Time Needed Multiple Means of Representation Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different l earners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc.
In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson. For example: · I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story. · I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner. Explain how you will differentiate materials for each of the following groups: · English language learners (ELL): · Students with special needs: · Students with gifted abilities:
· Early finishers (those students who finish early and may need additional resources/support): Time Needed Multiple Means of Engagement Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc. In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose. For example: · I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence. · I will model one example of solving a number sentence on the white board before having students search for the matching card. · I will then have the partner who has the number sentence explain to their partner how they got the answer.
Explain how you will differentiate activities for each of the following groups: · English language learners (ELL): · Students with special needs: · Students with gifted abilities: · Early finishers (those students who finish early and may need additional resources/support): Time Needed Multiple Means of Expression Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment. In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For
example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments. Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising.Underline the names of any formative assessments. For example: Students will complete a one-paragraph reflection on the in- class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning. Explain how you will differentiate assessments for each of the following groups: · English language learners (ELL):
· Students with special needs: · Students with gifted abilities: · Early finishers (those students who finish early and may need additional resources/support): Time Needed Extension Activity and/or Homework Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template. Time Needed © 2021-2022. Grand Canyon University. All Rights Reserved.
GCU College of Education LESSON PLAN TEMPLATE © 20 21 - 2022 . Grand Canyon University. All Rights Reserved. Section 1 : Lesson Preparation Teacher Candidate Name: Eartha Coard Grade Level: 5 th grade Date:
12/14/2021 Unit/Subject: Number and Operations - Fractions D omain. Instructional Plan Title: Differentiating Math Activities Lesson Summary and Focus: In 2 - 3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors ( IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2
- 3 sentences and the information should i nform the differentiation components of the lesson. National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment. Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must addres s learning initiatives from one or more content areas, as well as align w ith the lesson’s learning targets/objectives and assessments. GCU College of Education LESSON PLAN TEMPLATE © 2021-2022. Grand Canyon University. All Rights Reserved. Section 1: Lesson Preparation Teacher Candidate Name: Eartha Coard
Grade Level: 5 th grade Date: 12/14/2021 Unit/Subject: Number and Operations-Fractions Domain. Instructional Plan Title: Differentiating Math Activities Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment. Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.

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Class ProfileStudent NameEnglish Language LearnerSoc

  • 1. Class Profile Student Name English Language Learner Socioeconomic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No
  • 2. Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No
  • 3. Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes
  • 4. Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No
  • 5. Fatma Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Low Yes Frances No Mid SES White Female No Diabetic Grade level At grade level At grade level Med Yes Francesca No Low SES White Female No None Grade level At grade level At grade level High No
  • 6. Fredrick No Low SES White Male Traumatic Brain Injury Tier 3 RTI for Reading and Math One year above grade level Two years below grade level Two years below grade level Very High No Ines No Low SES Hispanic Female ASD Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No Jade No Mid SES African American Female No None Grade level At grade level One year above grade level High Yes
  • 7. Kent No High SES White Male Emotion-ally Disabled None Grade level At grade level One year above grade level Med Yes Lolita No Mid SES Native American/ Pacific Islander Female No None Grade level At grade level At grade level Med Yes Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade level Low
  • 8. Yes Mason No Low SES White Male No None Grade level At grade level At grade level Med Yes Nick No Low SES White Male No None Grade level One year above grade level At grade level Med No Noah No Low SES White Male No None Grade level At grade level At grade level Med
  • 9. Yes Sharlene No Mid SES White Female No None Grade level One year above grade level At grade level Med Med Sophia No Mid SES White Female No None Grade level At grade level At grade level Med Yes Stuart No Mid SES White Male No Allergic to peanuts Grade level One year above grade level At grade level Med
  • 10. Yes Terrence No Mid SES White Male No None Grade level At grade level At grade level Med Yes Wade No Mid SES White Male No None Grade level At grade level One year above grade level Med Yes Wayne No High SES White Male Intellectually Disabled Tier 3 RTI for Math Grade level One year below grade level Two years below grade level High
  • 11. Yes Wendell No Mid SES African American Male Learning Disabled Tier 3 RTI for Math Grade level One year below grade level Two years below grade level Med Yes Yung No Mid SES Asian Male No NOTE: School does not have gifted program One year below grade level Two years above grade level Two years above grade level Low Yes © 2019. Grand Canyon University. All Rights Reserved. © 201 9 . Grand Canyon University. All Rights Reserved.
  • 12. Class Profile Student Name English Language Learner Socio economic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level Math Performance Level
  • 14. At grade level Med No Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes Beryl
  • 15. No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low
  • 16. SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid SES White Female
  • 17. No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade
  • 18. level One year below grade level At grade level Low No Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level
  • 19. At grade level Med Yes © 2019. Grand Canyon University. All Rights Reserved. Class Profile Student Name English Language Learner Socio economic Status Ethnicity Gender IEP/504 Other Age Reading Performance Level
  • 20. Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes
  • 21. Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year
  • 22. below grade level Med Yes Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes
  • 23. Trauma and Stressor Related Disorders Trauma and Stressor Related Disorders Additional Content Attribution [MUSIC PLAYING] FEMALE SPEAKER: Well, I just keep thinking what if something happens? I mean I've always had trouble concentrating. But this time, it's different. FEMALE SPEAKER: Different, how? FEMALE SPEAKER: Well, you know how like you were talking on your cell phone or something and it cuts out. You lose the connection. It's kind of like that. My mind just goes blank. And when I'm at the hospital and it happens, I flip out. I could
  • 24. give the patient the wrong medication or something. What if it's early dementia? I mean I've read about that happening. I read an article just the other day about people in their 30s and 40s getting that. That's horrible. FEMALE SPEAKER: It sounds like you're constantly nervous that you'll go blank and that something bad will happen. You mentioned having other symptoms. Like what? FEMALE SPEAKER: Well, at work, my temper. I flip out on patients sometimes and on other nurses. I just freak out. I even started snapping at my daughter. And that has never happened before. FEMALE SPEAKER: Well, I understand. You're feeling anxious. And you're having some temper issues, which are sort of out of character for you. How are things going at home? FEMALE SPEAKER: Well, I'm not sleeping very well at all. One of my favorite things used to be to curl up at night with a book. But I can't concentrate. I have this whole stack of books by my bedside table. I mean they're history books. And I love reading about history. But I haven't even touched them. And my husband got so upset the other day because he brought
  • 25. me this kit for scrap-booking, which is something I used to really enjoy doing. But I just took them back to the store. I could not deal with that either. FEMALE SPEAKER: Well, it seems like you're not finding relaxation in the things that used to enjoy doing. Now, when you returned your husband's gift, you said that you couldn't deal with that. What exactly couldn't you deal with? ©2013 Laureate Education, Inc. 1
  • 26. Trauma and Stressor Related Disorders FEMALE SPEAKER: The expense. You have no idea what these scrap-making materials cost. I could spend that much in groceries in a week. And I thought-- So that I lie in bed at night at 3:00 AM worrying about, just money, money, money, money, money. And my husband and I both work. We work really long hours. But it's just not enough. We really should have started saving for college. I mean my eldest is going to start college in a few years. And I don't know what we're going to do. We don't have the money. FEMALE SPEAKER: Did you talk to your husband about your concerns? FEMALE SPEAKER: Yeah. Yeah. We talk. Alex, my husband, he's 12 years older than me. I mean we get along fine. But I worry about him. I mean at work for example, he's been up for this really big promotion. But now it looks like he's not going to get it. And his health, he's got a whole history of early heart attacks in his family. And I
  • 27. just worry about that. I mean he hasn't shown any symptoms or anything. But I really, really, worry that one day something might happen to him. I mean the whole thing just feels like a crap shoot. With care reform now, what if they cut back on my hours at work? And what if I lose my job? Doctor, I cannot afford to lose this job. FEMALE SPEAKER: Any idea how long you've been having these symptoms, the lack of concentration, trouble sleeping, problems relaxing? FEMALE SPEAKER: A while. Off and on, I guess. I went to see a counselor when I was in nursing school. I was Ms. Overachiever. I was making straight A's, but I couldn't help but worry that it was never enough. FEMALE SPEAKER:It sounds like you were feeling the pressure of trying to achieve your career goals. Did the counseling help you? FEMALE SPEAKER: Yeah. Yeah. I guess it did. I mean I went for a couple of months. And the counselor had me do this body scan exercise. And he suggested I should start meditating. But who had time to meditate. I was too busy making straight A's. ©2013 Laureate Education, Inc. 2
  • 28. Trauma and Stressor Related Disorders Trauma and Stressor Related Disorders Additional Content Attribution IMAGES: Images provided by http://www.istockphoto.com/ MUSIC: Creative Support Services Los Angeles, CA Dimension Sound Effects Library Newnan, GA Narrator Tracks Music Library Stevens Point, WI Signature Music, Inc Chesterton, IN
  • 29. Studio Cutz Music Library Carrollton, TX Special Thanks: Fairland Center/Region One Mental Health ©2013 Laureate Education, Inc. 3 http:http://www.istockphoto.com GCU College of Education LESSON PLAN TEMPLATE Section 1: Lesson Preparation Teacher Candidate Name: Eartha Coard Grade Level: 5th grade Date: 12/14/2021 Unit/Subject: Number and Operations-Fractions Domain. Instructional Plan Title: Differentiating Math Activities Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
  • 30. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson. National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment. Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments. Include the standards with the performance indicators and the standard language in its entirety. Specific Learning Target(s)/Objectives: Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following: · Who is the audience
  • 31. · What action verb will be measured during instruction/assessment · What tools or conditions are being used to meet the learning What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are. For example: Given an unlabeled map outlining the 50 states, students will accurately label all state names. Academic Language In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson. Resources, Materials, Equipment, and Technology: List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
  • 32. Section 2: Instructional Planning Anticipatory Set Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson. In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson. For example: · I will use a visual of the planet Earth and ask students to describe what Earth looks like. · I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located. Time Needed Multiple Means of Representation Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different l earners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc.
  • 33. In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson. For example: · I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story. · I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner. Explain how you will differentiate materials for each of the following groups: · English language learners (ELL): · Students with special needs: · Students with gifted abilities:
  • 34. · Early finishers (those students who finish early and may need additional resources/support): Time Needed Multiple Means of Engagement Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc. In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose. For example: · I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence. · I will model one example of solving a number sentence on the white board before having students search for the matching card. · I will then have the partner who has the number sentence explain to their partner how they got the answer.
  • 35. Explain how you will differentiate activities for each of the following groups: · English language learners (ELL): · Students with special needs: · Students with gifted abilities: · Early finishers (those students who finish early and may need additional resources/support): Time Needed Multiple Means of Expression Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment. In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For
  • 36. example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments. Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising.Underline the names of any formative assessments. For example: Students will complete a one-paragraph reflection on the in- class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning. Explain how you will differentiate assessments for each of the following groups: · English language learners (ELL):
  • 37. · Students with special needs: · Students with gifted abilities: · Early finishers (those students who finish early and may need additional resources/support): Time Needed Extension Activity and/or Homework Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template. Time Needed © 2021-2022. Grand Canyon University. All Rights Reserved.
  • 38. GCU College of Education LESSON PLAN TEMPLATE © 20 21 - 2022 . Grand Canyon University. All Rights Reserved. Section 1 : Lesson Preparation Teacher Candidate Name: Eartha Coard Grade Level: 5 th grade Date:
  • 39. 12/14/2021 Unit/Subject: Number and Operations - Fractions D omain. Instructional Plan Title: Differentiating Math Activities Lesson Summary and Focus: In 2 - 3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors ( IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2
  • 40. - 3 sentences and the information should i nform the differentiation components of the lesson. National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment. Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must addres s learning initiatives from one or more content areas, as well as align w ith the lesson’s learning targets/objectives and assessments. GCU College of Education LESSON PLAN TEMPLATE © 2021-2022. Grand Canyon University. All Rights Reserved. Section 1: Lesson Preparation Teacher Candidate Name: Eartha Coard
  • 41. Grade Level: 5 th grade Date: 12/14/2021 Unit/Subject: Number and Operations-Fractions Domain. Instructional Plan Title: Differentiating Math Activities Lesson Summary and Focus: In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching. Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
  • 42. National/State Learning Standards: Review national and state standards to become familiar with the standards you will be working with in the classroom environment. Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.