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MN/CC State Standard(s) Health standard 4.G.9: Students will demonstrate the ability to use
- direct quote from MN standards interpersonal communication skills to enhance health and avoid or reduce
documents health risks.
- if only focusing on one part of a MN state standard 9.4.3.9.3 Hemispheric networks intensified as a result
given standard, underline the part of innovations in agriculture, trade across longer distances, the
being focused upon consolidation of belief systems and the development of new multi-ethnic
empires while diseases and climate change caused sharp, periodic
fluctuations in global population. (Post-Classical and Medieval Civilizations
and Expanding Zones of Exchange: 600-1450)
Central Focus The student will evaluate strategies used to prevent conflict.
- derived from standard,
- communicates general goal Compare and contrast the cultures of China (Yuan/ Mongol and Ming) and
Japan (Heian and early Shogunates), including the consolidation of belief
systems. (Post-Classical and Medieval Civilizations and Expanding Zones
of Exchange: 600-1450)
Learning Target for this Lesson Students will be able to identify when they are stressed and actions that
- concisely says what students will be they can take to help relieve that stress in a positive manner.
able to know and do
- start with appropriate language
function (active verb)
Academic Language (AL) a. Domain-specific academic vocabulary: Stressor, Positive response,
a. Domain-specific Acad vocabulary Negative Response, diffusion
b. General Academic vocabulary
(words used in school across many b. General academic vocabulary stress, nonviolence, strategies
subject areas)
c. Syntax Sentence Frame: Example
c. If I am feeling stressed out, instead of acting with a negative response, I
sentence that students can use
to accomplish target will use my personal code and act with a positive response.
d. Point in lesson where students will d. In Lesson Part 4 Assessment (below), students will be asked to build
be given opportunity to use their own “stress code”. While defining their values, they will use one of
Academic Vocabulary (Note: It the key words for relieving stress.
is important that this appear in
TPA videotape segments
Needed modifications/supports fill in the blank notes, Jigsaw the virtues of bushido, we will utilize
a. Identify how some form of preferential seating and speech to text services to increase recall and to
additional support will be produce proficient personal notes and help with communication with peers
provided for some aspect of the for hearing impaired student.
lesson for given student(s)
- visual, graphic, interactive
- reduced text, rewritten text, fill-in the
blank notes, word banks
- graphic organizers, sentence frames
Phase 4 Assessment I will read their answers and make sure that The student will work on
Explain plan to check for ability to they are able to see the structure of adults the code then turn it in.
apply demonstrated around them who are there to help. I will also After they have done
steps/procedures during look for key words and the ways that they are this, they will be able to
independent practice able to develop ideas for positive responses. read what other people
With permission, I will post them around the have said and done in
classroom as a reminder for all students. their project. This will
create unity of the class
as well as identity in the
student base. Students
will also be able to look
back on what they have
done if they are posted
throughout the
classroom.
Phase 5 Restatement & Closure I will ask students to give me a thumb up for full Students will give a
a) Restate learning target understanding and thumbs down for not thumbs up, middle or
b) Explain a planned opportunity understanding. (Thumb up means they are down in accordance of
for students to self-assess understanding, down means they don’t how they feel about
their perceived level of understand. their ability to identify
mastery for the target. when they are stressed
and options that they
can take to help relieve
that stress in a positive
manner.
Phase 6 Summative Next Steps Put an “X” next to people that don’t understand The student will either
Attach a class roster (first names and a “/” next to people who are not fully A. need to talk to me
only) with space to indicate understanding or who might need more help. one on one to see what
for each student the needed I can do to get them up
next steps of instruction. to speed or B. They are
free to go!!
An intervention that focuses on Clint’s ability to focus on what is being said to him as it
happens will help with recall and his ability to communicate with teachers and peers.
Studies done by the National association for the Deaf has shown that receiving post class
notes creates a scenario where the student is not able to interact with the information while
it is being presented. This creates a disconnect between the information and what is being
presented. It also creates a scenario where the student is unable to communicate with their
peer’s due to their inability to keep up with note taking. While not being able to keep up with
notes can hold a student back from doing the best they could, being forced out of social
scenarios due to their disability can be much worse. All students will hand in their in class
notes every two weeks which will take pressure off of Clint from looking different than
everyone else. These notes will be analyzed to make sure that he did not miss anything due
to miss communication. Clint’s parents, teachers, and paraprofessional will monitor progress
and provide feedback as a teach. Teachers will also communicate with other students what
is happening and create a safe place for Clint to learn just like any other child.