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Strong knowledge of subject matter, deep understanding of how children learn and grow in social contexts, and how to
effectively use teaching methods to teach in schools in neighborhoods near and far
Class Description
Exceptional
Class Ethnicity English Proficiency
Needs/Disabilities
Total Asian: EO: IEP:
Students:
Gender: M- Black/African 504:
American:
F- Filipino: IFEP/RFEP: GATE:
White:
Estimated Learning Goals: (CDE): 10. With prompting and support, read prose and poetry
Time: of appropriate complexity for grade 1.
State Standard
The learner will…read grade-level poems.
TLW Objective
The learner will…create a similar poem.
Differentiation: Auditory processing disorder.
Seating the student close by, be sure to say when you
are saying something important like directions. If an
assistive tool is needed, allow them to use it. Lots of
images need to be used in a lesson, as well as
examples.
15 mins Direct Instruction: Compare poems and stories with the students.
I do Poems are shorter, less words etc. Some rhyme and
max some don’t. Similar to story because it can have a
beginning, middle, and end. Brain storm with
students, move on to introduce what a 5 senses
poem is.
15 mins Guided Practice: We, as a class, continue the topic. Pass out template
We do to get them started on how a 5 senses poem should
be formatted.