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Retrieve your lesson from NT 700.4PBP
Transfer/Copy the following sections from your previous project to the 700.5 Template
For this project, you will plan for differentiation, accommodations, and modifications with these three students in mind. These three students must be addressed in both of your lesson plans:
Angelo – Special Education. He has a learning disability and processes information slowly. He's usually happy and helpful.
Nancy – English Learner. She’s new from Korea and doesn’t yet speak English fluently. She’s a beginner in speaking and writing, and intermediate in listening and reading.
Corinne – Gifted and Talented. She’s bright but has a history of behavioral challenges. She was suspended three times last year for fighting. In class, she is friendly but may escalate if she feels disrespected.
❓ Include 6 Formative Questions in Your Lesson Plan
Your lesson should clearly show that students are actively engaging with the material and that you are checking for understanding throughout.
Here’s what to do:
✅ Include at least 6 specific questions in your lesson plan.
???? These questions should match the require students to go beyond "recall of facts" and engage in higher-order thinking (Bloom's Taxonomy)
???? Highlight each question in green so your instructor can find them easily
Where should you put them?
You don’t need to put all the questions in one place. Spread them out naturally across your lesson, such as:
At the beginning, to check prior knowledge
During instruction to guide learning
During activities or discussions
As part of your assessment
Next, you will plan for differentiation. Take time to review differentiation here Download herebefore completing.
Notice how the template directs you to differentiate in content or process for each of the different groups of students.
The plan should include a brief description of how this assessment either is or can be differentiated for academically challenged and EL learners.
Provide accommodations that are clearly matched to the specific needs of each student population—Nancy (English Learner), Angelo (Special Education), and Corinne (Gifted and Talented). These should focus on supports that help students access grade-level content without changing the learning goals. Examples may include but are not limited to learning aids, visual supports, oral directions, flexible grouping, or extended time.
For modifications, focus only on Angelo, who receives special education services. Describe any changes to the content, expectations, or materials that would be necessary to meet his individual learning needs—only if grade-level goals are not appropriate, even with accommodations.
Clearly label accommodations and modifications separately so it is easy to see that you understand the difference. These supports reflect legal and instructional responsibilities for meeting the needs of diverse learners in your classroom.
Answer the reflection questions that follow the lesson plan template in 1-3 paragraphs each:
Explain the prerequisite skills students need to be successful in this lesson.
Explain how your answer to the above question influenced your decisions regarding the differentiation strategies used.
Explain how your instructional strategies, accommodations, modifications, and assessments(s) address the needs of English Learners, including Nancy.
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