Your coursework preceding this project will have prepared you for the evaluation

Your coursework preceding this project will have prepared you for the evaluation criteria of this project. Using the knowledge gained in the preceding coursework, revise and submit your plans for initial evaluation in this project. You MUST use the Teachers of Tomorrow template attached below. You must score at least 40 points out of 50 points on each submission to pass this assignment.
s before, this project is much more detailed than lesson plans typically used in the classroom. The performance-based assessments are designed to evaluate candidate skills in a comprehensive way; thus, candidates are asked to provide much more detail than in traditional plans so that the instructor is able to evaluate skills in these areas.
Questioning strategies and feedback
Accommodations and modifications
The extent to which the lesson is differentiated
Assessment for learning
The overall plan
For 700.5P, candidates submit two complete and original lesson plans for feedback and final evaluation. The parts of the lesson plan form that will be scored include Differentiation (Reteach and Extensions) Closure, Questions, Modifications and Accommodations, Assessments, and the Overall Plan.
While each lesson is designed to deliver the state-required content for the grade level, some students require additional learning supports to successfully access this content. Students who are learning the English language, or who have learning disabilities, are especially in need of these supports. There are multiple supports for learning that are available for all students; however, more intensive supports are often required for some learners with greater needs. These more intensive supports fall into two categories; accommodations and modifications.
The components scored in 700.4PBP should still be present here. When complete, these will represent two complete lesson plans.
Each lesson is evaluated on the extent to which it is differentiated to address these learning differences. The process of how students will learn the content can be differentiated for learning modalities, supports for English learners, and those with learning disabilities. We can differentiate the content – what students will learn. This is important because students all come to us with different levels of readiness. We need to plan activities that meet students where they are. Finally, we can differentiate the products that students produce to show us what they have learned. Consider learning styles, prior learning experiences, and any supports needed so that everyone can access the curriculum.
We evaluate the assessment to determine how well it provides information about student learning. Does the candidate include information on the type of assessment, and is the assessment adapted for diverse needs?
This class includes the following students from TCR 300. As you plan your modifications, accommodations and differentiation, be sure to address their needs. You will be scored on this.
Angelo – Angelo is a student with special needs. He has a learning disability and is slow to process information. He is usually happy and helpful.
Nancy – Nancy recently moved from Korea and is well-educated. She does not yet know English. She is at the beginning level for speaking and writing, but at the intermediate level for listening and reading.
Corinne – Corinne is a GT student. She was, however, suspended three times last year for fighting. In class, she is happy and easy-going, but can quickly escalate if she feels disrespected.
DIFFERENTIATION
Thoughtful and explicit differentiation in content or process for the following groups of students. Be sure to review what constitutes differentiation if needed. It is NOT accommodating or modifying, but – rather – delivering and assessing instruction in a manner that helps students access the content.
ELLs
Regular Education students who are struggling and possibly Special Education students
GT students
ASSESSMENT
Formative assessment – questioning. It should be clear throughout the plan that students are engaging with the materials and that the teacher is formatively assessing student learning with developmentally and instructionally appropriate questions that are aligned with the rigor of the learning objective. At least 6 specific questions should be scripted and included in the lesson plan. They do not have to be all in the same part of the plan. Embed them where they would fall in the lesson. For example, if you are checking for prior knowledge as an introduction to the lesson, a few questions may go at the beginning of the lesson. Other questions may come after initial instruction. Others may be part of the assessment. Just be sure to include at least 6 questions total and indicate them according to instructions (highlight them) so that your instructor can find them easily.
End of lesson assessment – can be formative or summative. The candidate should include detailed information about the type of assessment used (observation, multiple choice quiz, exit ticket with two constructed response questions, etc.)
Differentiated assessment for diverse student needs – the plan should include a brief description of how this assessment either is or can be differentiated for academically challenged and EL learners.
ACCOMMODATIONS AND MODIFICATIONS
Accommodations (learning aids, oral test administration, etc.) are detailed and explicitly designed for the needs of the student populations including GT, EL, Special Education.
Modifications – For the purpose of this lesson, you will consider the needs of Angelo, and explain where in the lesson any modifications would be used.
Label the modifications and accommodations separately so that we can see you understand the difference between the two. These are legal obligations for what you must provide for specific students in your class.
Everything is based out of Texas. You would have to use the TEKS for high school History.