Multicultural Lesson Plan Analysis Essay

When one is comparing the Sheltered English Immersion Lesson Plan vs. the SIOP Lesson Plan, it is clear that there are a few variances. I started my comparison between these two templates by reading a sample of a seventh grade English lesson that focused on figurative language such as similes and metaphors. I chose this particular lesson to begin because I am currently a seventh grade Language Arts teacher and one of the primary focuses this year was to further develop the students’ knowledge of literary devices and figurative language. Therefore, I am very familiar with teaching lessons based on figurative language and I especially appreciate how creative the lesson was for the SIOP sample. I am also very familiar with the state’s current frameworks for ELA and enduring understandings, essential questions, and objectives that my department established to support these standards in the curriculum.

What were the objectives of this lesson? How well do you think your students understood the overall purpose and relevance of the lesson? (APS 4.A–C)

After reading chapters one and two of the book “Exceptional lives”, I could more easily understand special education. As a teacher, I will mostly likely have many students with disabilities in my class throughout my career. With

There are many factors that influence the diverse needs of an individual EAL learner that need to be assessed and taken into account when providing adequate classroom support:

Mrs .Sikkema said she has foyr high achiever students and two students who are on behavioral plans (Sikkema,2015,personal communication). She also said it is important to document and observe the students so you can understand their needs. I like how Mrs. Sikkema meet the learning needs of all the children in her classroom. Mrs.Sikkema help me to do my lesson plan in a timely manner. When I observe the classroom I was shock that the students was well behaved and attentive to the students. I have a lot of expereiences implementing different leson plans which was time consumer but it help me to do be able to implemnent a lesson plan in the future. Differentiated Instruction for Exceptional Learners provides an introduction to children and youth with a wide range of exceptional educational needs. There are five learning style auditory, visual, tactile, kinesthetic, and tactile/ kinesthetic (Differeitate Instructional

Lesson Goal/Objective- The students will learn to identify words with multiple and similar meanings. The students will be able to recognize the meaning of the word using the context of the sentence.

Specific Learning Disability – the teacher could adapt the direct instructions and maters use during the lesson and practice time. The teacher could incorporate partner work for students to collaborate in small groups.

[The unit’s standards all come directly from the ELA Common Core standards of first grade expectations. The ELA Common Core standard mandates what the students will be doing and learning. Each lesson’s learning objective is derived from the ELA Common Core standard. The learning experiences’ purpose also aligns with the learning objectives so students can meet the objective. The standards and learning objectives for my learning segment support children’s active and multimodal learning and language and literacy development in an interdisciplinary context by ensuring that children are learning through a variety of activities and applying their vowel team and vowel sound knowledge to an assortment of learning contexts such as poetry and short

It covers the same information in the text but uses more simple language and includes pictures associated with each vocabulary words. This is supplementary to the text so EL students and English speaking students should each read both the handout and the text. The only exception would be for EL’s who’s language challenges make it impossible for them to gain any comprehension from the text. Most EL students will be encouraged to at least spend some time trying to read and understand the text before goig over the handout.

Section III is the equal access to appropriate categorical and other programs section. It starts that Limited English proficient students are entitled to equal access to other appropriate programs such as compensatory, exceptional, early childhood, vocational, and adult education as well as in dropout prevention and other supportive services, whether provided or funded under federal or state law or through local initiatives. School districts will provide programs described in this section to LEP students in a manner appropriate to their level of English language proficiency. Furthermore, school districts must provide them equal access to the program's subject matter content and benefits including understandable instruction. Extended

The number of school-aged ELLs grows and this brings up the fundamental questions about assessment and instruction for ELLs with special needs. The first and the principal thing is to assess children’s behavior which can help to identify learning disabilities. This can be obtained by various sampling methods such as classroom observation, interviews with students and their parents.

Performance Activity 21: Planning a second mini lesson impacts student learning by how I will teach students how to write a persuasive, opinion-based paragraph. As the preclinical student, I will use the students’ IEP goals, objectives, and use the accommodation list to help me differentiate instruction centered around students’ needs. If I do not consider the students’ needs, the lesson will not be meaningful, nor impactful, because the lesson will not benefit students, if it not in accordance to students’ needs. Ms. Boerema told me the students will need guided support throughout the lesson and I will use graphic organizers and use an example template to use for students to have visual aids, and can refer back to the class example. By providing

     After reading the many articles on the notion of diagnosis and counseling with multicultural/ethnic patients, it has come to my attention that this focus is solely based on stereotypical attitudes. Sure, it can be said that it is important for a therapist to have a background of the patient’s heritage and culture, but doesn’t this necessarily mean that the outlook of the therapist will be put in a box by doing so? I think multicultural competency is a ridiculous way to improve patient-therapist relationships because of several reasons. First off, generalities and race-centralisms only hinder, not improve, the inner workings of a therapy session. Second, there is no real way to test

At the very beginning of the classroom, Ms.Yanik handed me her SIOP Lesson plan to review before the students were pulled out of their mainstream classroom. The big idea was for students to understand how weather can affect people, animals and place.The objectives for this lesson was that students should able able to read weather forecasts and compare forecasts for different cities. A secondary goal was for students to be able to produce sentences about going into the future. Although the teacher did

The United States serves as a culturally rich country who opens its arms to individuals from many different ethnicities, backgrounds, and life experiences. It seeks to be the melting pot of a blended group of people, providing opportunity and equity for all. Consequently, our educational system is the cornerstone for providing equal opportunity for all persons. Therefore, as the United States continues to be immersed with individuals from various cultures, the educational system must consistently seek to assure that educational opportunities are equally distributed to our students. In order for this task to be accomplished, developing a well-defined illustration of what multicultural education is necessary.