Running head: STUDENT POPULATIONS Edwards 1 STUDENT POPULATIONS Edwards 9 21st Century Instructional Plan: Student Populations Markis’ Edwards EDU 645: Learning & Assessment for the 21st Century Instructor: Dr. Christopher Bogiages April 8, 2017 Part 1: Common Core Aligned Lesson Plan Template Subject: Math Teacher: Mr. Edwards Grade: 2nd Classroom Demographics: 27 students Two pupils are diagnosed with Specific Learning Disabilities (SLD) in Reading and Math. One pupil has Attention Deficit Hyperactivity Disorder (ADHD) One new pupil is not fluent in English (ELL) Common Core Learning Standard(s) CCSS.MATH.CONTENT.2.NBT.A.1-4 Understanding Place Value Learning Target(s) One purposeful question posed by teacher to promote critical thinking? Pupils will be able to think analytically, to be able to comprehend and identify the position value of numbers. Pupils will be able to think analytically, to be able to interpret the place value and will be capable of illustrating and enlarging a specific number. ISTE-T Facilitate and Inspire student learning and creativity, model digital age work and learning, design and develop digital age experiences and assessments (ISTE, 2016). Assessment Two ways to assess including Authentic Formative Assessment Journals Instructor-Student Observations Exit Folder Pupil Presentations Activities/Tasks: What learning experiences will there be for students. -Pupils will differentiate odd numbers from even numbers based on ending place value digit -Pupils will work in small groups to complete the activity “I Spy Numbers”-this activity will have pupils work in a group of three or four, create a picture drawing of an animal using crayons/markers/pencils, write hidden odd and even numbers in different place values within image to see who can identify the most numbers in another group. This idea of this game is to aid student in being able to identify odd and even numbers place values within peer illustrations. Gradual Release of Learning Focused Instruction: Pupils will understand the resolution of the lesson, learn new methods, skills, and tools that will aid them in being able to critically think. Guided Instruction: (Recall) Pupils will partake in independent and small group discussions to build critical thinking skills through instructor-student questioning. Collaborative Learning:(Skills and Concepts) Pupils will work in small groups of three or four to identify a list of odd/even place value numbers and answer the needed information. Independent Learning: (Strategic Thinking) Pupils will use the methods, skills, and tools from prior practices and activities to create an exit portfolio. Differentiation of Instruction The diffe ...

1. Running head: STUDENT POPULATIONS
Edwards 1
STUDENT POPULATIONS
Edwards 9
21st Century Instructional Plan: Student Populations
Markis’ Edwards
EDU 645: Learning & Assessment for the 21st Century
Instructor: Dr. Christopher Bogiages
April 8, 2017
Part 1:
Common Core Aligned Lesson Plan Template
Subject: Math
Teacher: Mr. Edwards
Grade: 2nd
Classroom Demographics: 27 students
Two pupils are diagnosed with Specific Learning Disabilities
(SLD) in Reading and Math.
One pupil has Attention Deficit Hyperactivity Disorder (ADHD)
One new pupil is not fluent in English (ELL)
Common Core Learning Standard(s)
CCSS.MATH.CONTENT.2.NBT.A.1-4 Understanding Place
Value

2. Learning Target(s) One purposeful question posed by teacher to
promote critical thinking?
Pupils will be able to think analytically, to be able to
comprehend and identify the position value of numbers.
Pupils will be able to think analytically, to be able to interpret
the place value and will be capable of illustrating and enlarging
a specific number.
ISTE-T
Facilitate and Inspire student learning and creativity, model
digital age work and learning, design and develop digital age
experiences and assessments (ISTE, 2016).
Assessment
Two ways to assess including Authentic Formative Assessment
Journals
Instructor-Student Observations
Exit Folder
Pupil Presentations
Activities/Tasks: What learning experiences will there be for
students.
-Pupils will differentiate odd numbers from even numbers based
on ending place value digit
-Pupils will work in small groups to complete the activity “I
Spy Numbers”-this activity will have pupils work in a group of
three or four, create a picture drawing of an animal using
crayons/markers/pencils, write hidden odd and even numbers in
different place values within image to see who can identify the
most numbers in another group. This idea of this game is to aid
student in being able to identify odd and even numbers place
values within peer illustrations.
Gradual Release of Learning

3. Focused Instruction: Pupils will understand the resolution of
the lesson, learn new methods, skills, and tools that will aid
them in being able to critically think.
Guided Instruction: (Recall) Pupils will partake in independent
and small group discussions to build critical thinking skills
through instructor-student questioning.
Collaborative Learning:(Skills and Concepts) Pupils will work
in small groups of three or four to identify a list of odd/even
place value numbers and answer the needed information.
Independent Learning: (Strategic Thinking) Pupils will use the
methods, skills, and tools from prior practices and activities to
create an exit portfolio.
Differentiation of Instruction
The differentiation of instruction process will begin upon pupils
completing the lesson and assessment for
comprehension. The pupils will work in small groups of three
to four while the instructor evaluates
methods and distributes assistance anywhere needed. Pupils
will utilize 21st-century technology and
classroom tools to complete their content understanding. Each
pupil will have access to all tools and
technologies utilized within this lesson, such as, computers, I-
Pads, computerized learning games
(Dreambox.com, classroom games (I Spy Numbers), writing
utensils (crayons, pencils, markers),
construction paper, and a Smart Board to assist them in
completing their learning. The ELL pupil will
utilize an I-Pad, I-Pod, computer, or handheld translator
device.
The two pupils with SLD will be studied from an altered module
than their peers and given a one-on-one teacher-student
assistance and allotted numerous activities.

4. The ELL pupil will be furthered assisted in downloading
translator apps, such as, Google Translate,
iTranslate Voice, or the SayHi app in offering a speech-to-
speech translation that will be kept with the
individual at all times.
The pupil obtaining ADHD will have the option to select their
assigned seating, simplified instructions will be given by having
the pupil complete one step before introducing the next, provide
positive feedback on all improvements/achievements, and
provide the pupil with his/her own checklist (to do’s) for all
assignments and activities. The pupil will be given flashcards
by the instructor and will be expected to utilize them for
retaining old and new information. The pupil will also be
distributed positive reinforcements for staying on task and
completing all assignments for comprehension.
Evidence of purposeful rigor and student thinking
-Pupils will be given the terms of place value for certain
numbers and expected to identify odd and even numbers based
on place value ending number
-Pupils will comprehend place value and round numbers to
whole numbers
-Pupils will create a small group illustration utilizing hidden
odd and even numbers within the image and another group will
be expected to identify all odd and even numbers in image.
At least one purposeful question posed by instructor to promote
critical thinking.
What are some different place value numbers you can use if you
are given at least seven digits? (millionths, thousandths,
hundredths, tenths, ones, etc.)
Part 2: Synopsis
In completing this assessment, one will be elucidating the
lesson objectives for the Common Core Aligned Lesson Plan, as
the goal is for the instructor to aid the 2nd-grade pupils in

5. comprehending place value in being able to work independently
and within small groups to exhibit their understanding of
numbers, rounding, and place value. At the completion of this
lesson, the pupils within Mr. Edwards class will be able to
independently recognize numbers and differentiate how place
value works. The pupils will gain learning experience in
comprehending and performing the expected needs being met
within this lesson and future understanding of place value.
“Student performance serve as a basis for information” …and
all “technology used” within this lesson is “for instruction and
assessment purposes to help provide feedback to the teacher and
learners to assist in teaching the learning process” (Lefrançois,
2013). Mr. Edwards class is comprised of twenty-seven
students, one new pupil obtaining ELL, one being identified
with ADHD, and two identified with SLD. The following
instructional plan will provide one with the knowledge of
working with Special Populations within the classroom along
with various accommodations, activities, teaching methods, and
tools.
Accommodations and Modifications
In aiding and meeting all the students’ needs in Special
Populations and individuals that are not, the Common Core
Aligned Lesson Plan and Differentiated Instruction (DI) are the
best approaches to teaching any individual. Teachers who
differentiate instruction recognize…students differ…in prior
knowledge and experiences, readiness, language, culture,
learning preferences, and interest (Hackett & Hasty, 2012).
Hackett & Hasty (2012) continues in stating teachers realize
they must differentiate instruction in order to reach all
students…and DI students will achieve the same learning goals.
The reasons stated above are why Common Core Aligned
Lesson Plan and DI is the best approach in teaching all
individuals.

6. In working with these pupils, one will have to conduct special
accommodations for individuals with SLD, the ELL pupil, and
the ADHD pupil to ensure they are able to learn from the
strategies, methods, and tools of being small groups designed as
zones of proximal development (ZDP). The pupils with the
following diagnoses will be helped and thoroughly analyzed.
Each of the pupils mentioned above will be provided the best
accommodations and modifications an instructor is able to offer
in ensuring they are provided a positive and engaging learning
environment that will meet all of their students’ needs.
The learners that are identified as obtaining SLD will be offered
the best methods, tools, and resources that will beneficial in
ensuring they gain new skills and techniques. The pupils have
been identified as individuals struggling in math/reading. As an
educator, it is their goal to seek all needed resources and tools a
pupil will need to master the objective in learning. The pupils
will be allotted the opportunity to learn from their peers as
sometimes pupils comprehend better from someone within their
age range. The SLD pupils will ultimately be provided with
grouping strategies alongside their peers through the use of
collaborative learning in explaining any information
misunderstood from the instructor.
The pupil identified with ADHD will be given the best
accommodations and modifications within the classroom
setting. For example, in order to eradicate the need for the pupil
to stay in his/her assigned seat, the instructor is able to provide
the individual with their own section. The pupil will be placed
in a designated area by the instructor to ensure he/she can
maneuver as they please without being deemed out of their
seating arrangement. The individual will also be given color-
coded flashcards on the lesson, colorful construction paper with

7. checklist with his/her “to do list”, a colorful hand stretching
ball, and the pupil will be expected to complete specific
computer learning strategies (Dreambox.com) within a given
time period based on the activity for the day. The following
accommodations will be utilized to confirm the student is
provided a positive learning environment and given a
modification to ensure he/she is engaged at all times with the
lesson and not as unfocused with other aspects within the
classroom.
The ELL pupil will be accommodated in the lesson plan
through continuous contact to terminology and language
provision. The instructor will have to ensure the pupil is
applying prior skills and knowledge and utilizing graphic
organizers to aid the individual in their success. The pupil will
be expected to utilize Dreambox.com and the different
translator apps, such as Google Translate, iTranslate Voice, or
the SayHi app in offering a speech-to-speech translation. The
pupil will be instructed to bring an I-pad or I-pod to class each
day to utilize this as his/her translator “talker” and if the pupil
does not have one, the instructor is expected to speak to
someone about donating one or possibly purchase one to
provide to the individual only in class. These tools and
strategies will allow the instructor to properly assist the pupil in
being able to utilize English terminology. It should be the
educator goal to seek different ways to ensure all students’
needs are met at all times.
Gradual Release of Responsibility
In utilizing the Gradual Release of Responsibility in this lesson,
one is able to identify proper use of modeling content, guided
instruction, collaborative learning, and independent learning
activities assist the pupils through the leadership and support of
the instructor. The educator utilizes their teaching methods,
strategies, and tools to educate the pupils in this lesson through
the use modeling the skills needed in completing all given task.

8. The pupils are always highly engaged in the classroom and all
activities, as the instructor provides all the learners with
experience through different activities mentioned in part 1.
These activities are brought about so that the pupils will have a
better understanding of the information they are currently being
educated on. The learners are able to experience collaborative
learning in being able to work one-on-one with the instructor if
needed or in small groups with their peers to get a better
understanding of the lesson. The goal for using Gradual Release
of Responsibility it to have the learners be able to perform all
task without the leadership or support of the instructor by
applying the methods, tools, and strategies modeled within the
classroom. We must give students support that they can hold on
to as they take the lead—not just push them onto the path and
hope they find their way (Fisher & Frey, 2008).
Depths of Knowledge and Student Rigor
As an educator, one will utilize the Depths of Knowledge to
guarantee pupils are properly educated on using different
methods, strategies, skills, and tools on being able to
analytically think. In order to be a successful and effective
instructor, one will provide the best methods in self-
assessments, instruction, and teacher-student observations to
ensure the pupils are analytically thinking and learning through
various activities/task that will assist them in meeting their
needs. The instructor must be able to understand what it is the
pupil is struggling with and what prior knowledge the individual
possess to be able to effectively assess any of the learners. If
the educator is successful in meeting all the students’ needs,
then their pupils will become more knowledgeable in all areas
they are being assessed on. An educator is effective if he/she is
able to have their pupils express all aspects of comprehension in
a multitude of ways, such as oral presentations, testing, formal
and informal assessments, and formative and/or summative
assessments.
References

9. CCSS Common Core State Standards. (2016). Number &
Operations in Base Ten.
http://www.corestandards.org/Math/Content/NBT/
Fisher D. & Frey, N. (2008). Releasing
responsibility. Educational Leadership, 66 (3), 32-37.
Hackett, N., & Hasty, E. (2012, March). Differentiated
instruction: How to ensure
success for all students. Retrieved from
http://irvington.k12.nj.us/depts/sdv/post_sub/12-
13_Diff_Instr_Handbook.p
International Society for Technology in Education. ISTE
Standards Teachers. Retrieved from
http://www.iste.org/standards/iste-standards/standards-for-
teachers
Lefrançois, G. R. (2013). Of learning and assessment. San
Diego, CA: Bridgepoint Education.
Mississippi Department of Education. (2009). Webb’s depth of
knowledge guidance.
http://www.aps.edu/rda/documents/resources/Webbs_DOK_Guid
e.pdf