TSL 4080 Lesson Plan Modification-‐.docx

TSL
4080
Lesson
Plan
Modification-‐‘The
Taste
of
Yellow’
http://www.amstat.org/education/stew/pdfs/TheTasteOfYellow.p
df
Verb
(Type
the
sentence
from
the
lesson
plan)
Instruction,

procedure
or
task
Slide
or
Tread
Gap
Beginner:
Intermediate:
Advanced:
Support-‐Nonverbal
or
Verbal
(Moderate
or
Elevate)
for
Beginner:
Intermediate:

Advanced:
Universal,
Supplemental
or
Alternative
Time
Pre-‐teach,
teach,
co-‐
teach,
post-‐
teach
Instruction
Provider
Begin
the
lesson
by
formulating

a
hypothetical
situation
Tread
B:
Verbal
and
non-‐
verbal
support
needed
in
order
to
participate
in
the
class
discussion
on
if
they
think
color
affects
taste.

I:
Verbal
support
needed
in
order
to
participate
in
the
discussion.
Define
what
affect
means.
A:
Verbal
support
needed
in
order
to
discuss
if
they
think
color
affects

taste
and
why.
B,
I,
A:
Have
the
students
do
a
gallery
walk
(show
&
connect
background
knowledge
activity)
around
the
room
where
they
can
look

at
different
colored
drinks
in
clear
cups
and
have
them
in
pairs
use
a
chart
with
the
picture
of
the
drink
to
rate
if
they
would
drink
it
or
not.
After

they
have
gathered
all
their
ratings,
have
them
think,
write,
and
share
(Interaction
in
pairs)
based
on
their
ratings
does
color
affect
taste.
Then
go
over
all
the
drinks

and
ask
them
to
raise
their
hands
if
they
would
drink
it
or
not.
Then
tell
them
they
will
do
an
experiment
to
find
out
if
color
really
affects
taste.

Supplemental
Co-‐teach
Teacher
&
ELD
specialist
or
volunteer
The
class
has
been
asked
to
compare
two
drinks
and
indicate
which
one
the
students

prefer.
Tread
Both
B:
Since
this
requires
students
to
listen
to
the
teacher
and
understand
that
they
will
be
comparing.

Non-‐verbal
support
will
be
needed.
I:
Non-‐verbal
support.
A:
No
support
needed
because
they
should
know
what
it
means
to
compare.
B,
I,

A:
Show
the
students
the
two
drinks
in
separate
cups
and
take
a
sip
of
both.
Then
on
the
board
have
three
different
satisfaction
smileys
one
with
a
happy
face

for
excellent,
one
with
a
straight
face
for
satisfactory,
and
one
with
a
sad
face
for
disgusting.
Point
to
the
smileys
on
the
board
for
them.
Tell
the
students

that
they
will
be
doing
an
experiment
by
tasting
the
drinks
and
voting
if
they
like
it
or
not.
Universal
Teach
Teacher
Explain
that
students

will
be
divided
into
two
groups,
one
of
which
will
rate
the
taste
of
one
of
the
drinks
while
the
other
rates
the
taste
of
the
other
drink.

Tread
B:
Verbal
and
Non-‐
verbal
support
will
be
needed
in
understanding
that
the
class
will
be
split
up
and
rating
“different”
drinks.
The
way
the
teacher

showed
them
I:
Verbal
and
Non-‐
verbal
support
needed
as
well
to
understand
the
process
of
splitting
the
class
up.
A:
Verbal
support
only
for
the
word

rate.
B,
I,
A:
Have
a
color
coded
t-‐chart
on
the
board
of
group
1
and
group
2
and
then
show
them
by
pointing
and
gesturing
2

groups.
Tell
the
students
that
Group
1
will
be
blue
and
group
2
will
be
purple
and
they
will
have
those
color
cups.
After
they
rate
their
drinks
each
student

will
come
up
and
place
their
slip
of
paper
with
their
rating
on
the
board
under
the
t-‐chart.
Universal
Pre-‐Teach
Teacher
The

class
will
decide
how
they
should
be
divided
into
two
groups.
Tread
B:
In
this
part,
the
students
will
be
asked
questions
on
how
they
think
they
should

divide
the
two
groups
so
verbal
and
non--‐
verbal
support
is
needed.
I:
Verbal
support
will
be
needed
in
order
to
comprehend
the
questions
on
how
to

divide
the
groups.
A:
No
support
needed
for
the
decision
on
the
groups.
B,
I,
A:
Asking
leveled
questions
for
each
of
the
proficiency
levels.

Beginner:
How
many
people
are
in
class?
(point
to
classmates)
How
many
boys?
How
many
girls?
Intermediate:
Should
everyone
taste
both
drinks?
How
do
we

decide
who
will
be
in
each
group?
Advanced:
Do
you
think
the
groups
should
be
equal
(same
number
of
people
in
each)?
If
so,
how?
Should
we

keep
the
disgusting,
satisfactory,
or
excellent
rating
system?
Universal
Co-‐teach
Teacher
&
ELD
specialist
or
volunteer
Explain
to
the
class
that

they
will
conduct
an
experiment
to
determine
which
drink
tastes
better.
Tread
Slide
B:
Since
this
requires
students
to
listen
to
the

teacher
and
understand
that
they
will
be
comparing.
Non-‐verbal
support
will
be
needed.
I:
Non-‐verbal
support.
A:
No
support
needed
because
they
should
know
what
it

means
to
compare.
B,
I,
A:
Show
the
students
the
two
drinks
in
separate
cups
and
take
a
sip
of
both.
Then
on
the
board
have
three

different
satisfaction
smileys
one
with
a
happy
face
for
excellent,
one
with
a
straight
face
for
satisfactory,
and
one
with
a
sad
face
for
disgusting.
Point
to
the
smileys

on
the
board
for
them.
Then
tell
them
that
they
will
check
off
which
one
is
their
choice
for
their
drink.
Supplemental
Teach
Teacher

Guide
the
students
in
setting
up
an
investigation
to
determine
which
students
will
be
in
each
group
and
what
rating
system
will
be
used.

Tread
B:
Non-‐verbal
support
is
needed
&
verbal
support
will
be
needed
in
order
to
decide
who
should
be
in
each
group.
Pair
student
up
with
native

speaker.
Use
think
pair
share
to
brainstorm
ideas.
I:
Verbal
support
is
needed.
A:
No
support
needed
after
the
review
of
what
the
investigation
is.

B,
I,
A:
Have
the
students
do
a
think,
pair,
share.
Interaction:
Use
think-‐
pair-‐share
cooperative
grouping
strategy
for
them
to
decide
how
to
split
the

class
up
instead
of
having
a
whole
group
discussion.
Universal
Teach
Teacher
Serve
the
prepared
drinks
to
the
two
groups
and
ask
them
to

rate
the
taste.
Slide
Tread
B:
Verbal
support
needed
with
visuals
in
order
to
understand
“rate
the
taste.”
I:
Verbal
support

needed
in
defining
what
rate
is.
A:
No
support
needed
to
comprehend
the
task
already
reviewed.
B,
I,
A:
Show
the
students
the
smileys
they
will
receive

on
a
slip
of
paper
to
rate
the
taste
of
the
drink
they
will
be
tasting
in
their
group.
Once
they
taste
the
drink
they
will
come
up
after
everyone
is

done
without
telling
anyone
if
they
liked
it
or
not
and
place
their
cut
out
smiley
on
the
board
with
tape.
By
showing
them
the
smiley
ratings
with
the

words
disgusting,
satisfactory,
and
excellent
written
above
them
they
are
able
to
connect
the
words
to
the
emotion
(Show
&
connect
to
content
vocabulary
language
activity)

Universal
Co-‐teach
Teacher
&
ELD
specialist
or
volunteer
Explain
that
the
unappealing
drink
is
safe
to
drink
-‐
take
a
sip
to
demonstrate
this

without
indicating
whether
or
not
you
like
it.
Tread
Slide
B:
Non-‐verbal
support
is
needed
to
show
the
students
that
it
is

okay
to
drink
the
ugly
drink.
I:
No
support
needed
because
of
the
demonstration
and
modeling.
A:
No
support
needed
because
of
the
demonstration

and
modeling.
B,
I,
A:
Show
the
students
the
ugly
drink
and
take
a
sip
of
it
without
reacting
if
you
like
it
or
not.
This
way
they

know
its
drinkable.
Universal
Teach
Teacher
After
everyone
has
tasted
and
rated
their
drink,
collect
and
record
the
class
data
Slide

Tread
B:
Non-‐verbal
support
is
needed
for
comprehension
of
the
experiment.
I:
No
support
needed
after
directions
have
been
modeled
and
clearly
explained.
A:

No
support
needed
after
directions
have
been
modeled
and
clearly
explained
B,
I,
A:
The
collection
of
data
will
be
when
the
students
in
each
group
will

line
up
and
go
to
the
board
and
place
their
smiley
with
tape
on
the
board
under
their
group
on
the
t-‐chart
(organizer).
Universal
Post-‐teach
Teacher

One
way
to
collect
the
data
might
be
to
give
students
a
slip
of
paper
to
record
their
rating
along
with
which
group
they
were

in.
Slide
Tread
B:
Visuals
needed
on
the
slip
of
paper
in
order
to
be
able
to
rate
the
taste.

I:
Visuals
can
be
helpful
in
order
to
connect
the
vocabulary
word
to
its
meaning.
A:
No
support
needed
they
will
be
able
to
express
their
rating.

B,
I,
A:
They
will
be
given
a
slip
with
the
smileys
and
the
words
disgusting,
satisfactory,
and
excellent
above
them.
They
will
cut
which
one
is
their

rating
and
turn
it
upside
down
on
their
desk
until
everyone
is
done.
Universal
Post-‐teach
Teacher
As
each
student
tastes
their
drink
they
should
be

reminded
to
not
verbalize
whether
or
not
they
like
it
in
order
to
not
bias
the
responses
of
their
classmates.
Slide
B:
Verbal
support
is
needed

just
to
make
sure
they
don’t
know
each
other’s
ratings.
I:
Verbal
support
is
needed
in
order
to
make
sure
no
one
knows
each
other’s
ratings.
A:
No

support
needed
B,
I,
A:
Tell
the
students
after
they
taste
their
drink
they
must
not
say
anything.
(make
a
silent
gesture
to
cue
that
they
must
not
tell

anyone
their
rating)
Supplemental
Co-‐teach
Teacher
&
ELD
specialist
or
volunteer
One
way
to
record
the
results
would
be
to
prepare
a
tally

sheet
on
a
blackboard
where
students
can
take
turns
recording
their
own
responses.
Tread
B:
Since
the
students
need
to
be
able
to
comprehend

how
to
gather
the
results
the
smileys
help
visualize
rather
than
using
tallies.
Non-‐verbal
support.
I:
Non-‐verbal
support
in
order
to
be
able
to
rate
the
drink

correctly.
A:
Non-‐verbal
support
in
order
to
be
able
to
rate
the
drink
correctly.
B,
I,
A:
Students
will
be
able
to
record
their
answers
on

the
board
and
then
they
will
also
have
their
own
charts
with
the
smiley
on
it
so
all
they
need
to
do
after
the
answers
are
on
the
board
is

to
record
the
amount
of
smileys
for
rating
for
each
group
on
their
chart.
Universal
Post-‐teach
Teacher
Create
a
table
of
the
results
using
the
rating

categories
and
construct
pie
charts
for
the
two
groups.
Slide
B:
Verbal
and
non-‐
verbal
support
is
needed
in
order
for
the
student
to
understand
what
a

pie
chart
is.
I:
Verbal
support
is
needed
in
order
to
understand
the
pie
chart.
A:
Verbal
support
needed
in
order
to
understand
how
the

pie
chart
works.
B,
I,
A:
The
teacher
will
use
the
computer
(technology)
to
create
pie
charts
for
both
groups
with
the
class
in
order
for
everyone
to

understand
how
to
label
it
and
gather.
Then
they
will
be
able
to
compare
it
better
rather
than
a
hand
drawn
chart
on
the
board.
They
will
also
be
required

to
copy
the
pie
charts
in
their
notes.
http://www.meta-‐
chart.com/pie
Universal
Post-‐teach
Teacher
Facilitate
a
discussion
about
which
drink
the
class
thinks
tastes

better.
Tread
B:
Since
this
is
a
discussion
verbal
support
will
be
needed.
I:
Verbal
support
will
be
needed
in
order
to
facilitate
the

discussion
amongst
peers.
A:
Some
verbal
support
will
be
needed
to
make
sure
the
student
is
participating.
B,
I,
A:
Before
receiving
answers
from
the

students
a
think,
pair,
share
(Interaction)
can
be
done
in
order
to
help
the
ELL’s
express
their
thoughts
so
there
is
a
chance
that
they
will
participate.
This
way

they
are
no
overwhelmed
and
can
get
help
from
native
speakers.
Supplemental
Co-‐Teach
Teacher
&
ELD
specialist
or
volunteer
Ask
how
the
pie

charts
differ
and
which
drink
appears
to
taste
better.
Tread
B:
Visuals
and
verbal
support
is
needed
to
help
the
EL
answer
the
questions
and
understand.

I:
Some
verbal
support
will
be
needed
in
order
to
express
thoughts
accurately.
A:
No
support
needed
the
EL
should
be
able
to
answer
the
questions
and

communicate
them
effectively
with
minimal
grammatical
errors.
B,
I,
A:
In
the
same
think,
pair,
share
have
the
students
use
the
charts
to
answer
how
the

charts
are
different
and
which
tastes
better.
Supplemental
Co-‐teach
Teacher
&
ELD
Specialist
or
volunteer
Reveal
that
the
drinks
are
both

lemonade
and
ask
if
the
students
are
surprised
by
the
results.
Tread
B:
Gesturing
and
visuals
are
needed
in
order
to
help
EL
to
comprehend
the

revelation
and
as
to
why
we
did
the
experiment.
I:
Some
verbal
support
is
needed
but
the
show
and
tell
will
help
them
stay
with
the
class.

A:
No
support
needed
because
they
will
be
able
to
grasp
the
concept
behind
the
experiment.
B,
I,
A:
Tell
the
students
that
both
drinks
are
lemonade

and
Show
them
the
bottle
and
then
put
the
food
coloring
into
some
in
a
cup.
Ask
them
if
they
were
surprised
(gesture
a
surprised
face)
by
getting
them
to

raise
their
hands.
Universal
Post-‐Teach
Teacher
Ask
the
students
to
explain
why
the
study
had
to
be
done
this
way.

Tread
B:
Non-‐verbal
and
verbal
support
needed
in
order
to
understand
why
the
experiment
was
done
in
such
a
way.
I:
Some
verbal
support
needed
for

comprehension.
A:
Some
verbal
support
needed
in
order
for
EL
to
communicate
thoughts
effectively.
B,
I,
A:
Interaction
support
where
the
teacher
will
check

on
ELL
for
comprehension.
Have
leveled
questions
with
the
different
drinks.
B:
What
is
this
drink?
(Point
to
the
regular
lemonade)
What
is
this
drink?

(Point
to
the
ugly
lemonade)
I:
Why
did
I
have
you
think
the
drinks
were
different?
Why
use
two
different
colors
for
the
drinks?
A:
To
find

out
how
appearance
(looks)
affect
taste
why
do
you
think
I
told
you
they
were
different
drinks?
Why
is
it
important
to
use
the
same
drink
with
two

different
colors?
Alternative
Post-‐teach
Teacher
Calculate
the
percentage
of
each
group
that
rated
the
drinks
as
Disgusting,
Satisfactory
and
Excellent.

Tread
B:
Since
this
requires
math
non-‐verbal
and
verbal
support
will
be
needed
in
order
to
find
the
percentages
accurately.
I:
Non-‐verbal
and
verbal
support
needed

in
order
to
comprehend
how
to
calculate
percentages.
A:
Some
verbal
support
will
be
needed
to
understand
how
to
find
the
percentages.
B,
I,
A:
Show

the
students
the
step
by
step
procedures
on
how
to
calculate
the
percentages
by
using
different
colors
on
the
board.
Universal
Co-‐teach
Teacher
&
ELD

Specialist
or
volunteer
Produce
a
pie
chart
for
each
group.
Slide
B:
Non-‐verbal
and
verbal
support
is
needed
in
order
to
make
and
label
the

pie
chart
correctly.
I:
Some
verbal
support
needed
in
order
to
make
sure
the
EL
can
label
the
pie
chart
correctly.
A:
No
support
needed

after
going
over
the
lesson
with
the
computer
application.
B,
I,
A:
Have
the
students
refer
to
the
pie
charts
made
from
the
class
data
to
label
and

make
the
pie
chart
correctly.
Use
the
computer
(Technology)
application
to
check
their
own
pie
charts
for
their
assessment
after
they
have
created
it
on
paper.
http://www.meta-‐
chart.com/pie

Alternative
Post-‐Teach
Teacher
&
ELD
specialist
or
volunteer
Compare
the
results
for
the
two
groups

Tread
B:
Non-‐verbal
support
is
needed
in
in
order
for
EL
to
compare
the
results.
I:
Some
verbal
support
needed
in

order
to
compare
correctly
A:
No
support
needed
they
should
be
able
to
compare
the
results.
B,
I,
A:
Have
the
students
use
their
pie
charts
on

the
assessment
and
highlight
the
greater
percentage
rating
for
both
drinks.
Have
a
fill
in
the
blank
for
the
students
to
fill
the
percentages.
_____of
the
students
who

tasted
the
Yellow
Drink
rated
it
as
“Excellent”
or
“Satisfactory”
compared
to
_____
of
the
students
who
tasted
the
Ugly
Drink.
(Have
the
smileys
on
the

charts
for
the
assessment
above
the
vocabulary
words)
Universal
Post-‐Teach
Teacher
Materials:
-‐Yellow
lemonade
-‐Other
clear
drinks
and
colored
drinks

-‐Food
coloring
for
coloring
half
the
batch
of
lemonade
-‐Cups
(clear,
purple,
&
blue)
-‐Tape
-‐Smiley
slips
of
paper
-‐Purple
&
blue
markers

-‐Highlighters
-‐Scissors
-‐Computer
-‐Worksheet
Bibliography:
http://serc.carleton.edu/introgeo/gallerywalk/index.html
http://www.eduplace.com/graphicorganizer/pdf/tchart_eng.pdf
http://www.eduplace.com/graphicorganizer/pdf/stepchart_eng.p
df
https://www.google.com/search?q=english+language+learner+e
motion+picture+cards&biw=13
66&bih=667&tbm=isch&tbo=u&source=univ&sa=X&ei=EyN7V

PGJEsmYNtv0gbgK&ved=0CB0Qs
AQ#tbm=isch&q=customer+satisfaction+smiley+faces&facrc=_
&imgdii=_&imgrc=o0zus55k8QIj
mM%253A%3BqX3SBNV3j9Ag3M%3Bhttp%253A%252F%252
Fmooiness.com%252Fimages%25
2Fsmiley-‐sad-‐
faces.jpg%3Bhttp%253A%252F%252Fmooiness.com%252F2008
%252F02%252F16%252Fbad-‐
customer-‐support-‐pisses-‐me-‐off%252F%3B500%3B375
http://www.amstat.org/education/stew/pdfs/TheTasteOfYellow.p
df
http://www.meta-‐chart.com/pie
These
smileys
will
be
used
to
do
the
class
experiment:

EXCELLENT
SATISFACTORY
DISGUSTING

These
smileys
will
be
used
for
the
gallery
walk:
Circle
1
for
each
drink.
DRINK
1
EXCELLENT
SATISFACTORY

DISGUSTING
DRINK
2
EXCELLENT
SATISFACTORY

DISGUSTING
DRINK
4
EXCELLENT
SATISFACTORY

DISGUSTING
DRINK
6
EXCELLENT
SATISFACTORY

DISGUSTING
SUMMARY OF ASSIGNMENT & RUBRIC
POINTS
1
Choose a lesson plan to modify
Must have
2
A. Complete a slide/tread analysis for the directions,
instructions, procedures and/or task in your lesson plan
modification table.
B. Be sure each sentence is in a separate row.
C. Bold the verb(s) in each sentence.
30
3
Complete a Gap Analysis by analyzing the gap for the beginner,
intermediate and advanced for each of the verbs in the
slide/tread analysis.
30
4

For each Gap, Add Support. Be sure to include the following
with bolded headings indicating the type of support:
A. Non-Verbal Supports
B. Verbal Supports
C. Blend of Non-Verbal and Verbal Supports
D. 2 InteractionSupports
-Teacher/ELL (Frequent comprehension checks)
-ELL/ELL - small group work, or partner work
-ELL/native speaker - small group work or partner work
-ELL/interactive computer activity
E. 2 Leveled Questions for each:
Beginner
Intermediate
Advanced
F. Include Show and Connect to Background Knowledge
activity
*Indicate how you will modify for the Beginner,
Intermediate and Advanced EL
G. Include Show and Connect to Content/Academic Language
(if not included in the lesson you choose)
*Indicate how you will modify for the Beginner,
Intermediate and Advanced EL
H. Include atleast one graphic organizer,explaining how it will
be used for the Beginner, Intermediate or Advanced (attach if
you create)
I. Include modified, alternate, or authentic assessment for the
Beginner, Intermediate and Advanced (if not included in the

lesson plan you choose)
J. Include one technology component-explain how it is
implemented for the Beginner, Intermediate and Advanced.
K. Differentiated/Simplified texts (explain what you will use
and where it will come from for the Beginner, Intermediate and
Advanced (if you are no using a different text, explain why)
30
30
30
20
60
10
10
10

10
10
30
5
Attach any worksheets indicating how they will be
accommodated for the Beginner, Intermediate and Advanced. If
no worksheet is included with the original lesson plan, make
one for either the Beginner or Intermediate.
20
6
Attach a list of any supplementary materials not included in the
original lesson plan. This could include pictures, realia,
handouts, games, etc. If your materials cannot be attached, you
can attach a photograph.
20
7
Your headings are bolded and follow the requirements in #4
above.
15
8
References of resources in APA format are included
20
9
Original lesson plan is attached and URL included (if
applicable).
15

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