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Summary Instructional Strategies Task 1.docx KBT2 Instructional Strategies Differentiated Instruction KBT2 Task 1 Western Governors University The instructional setting is an 8th grade English class consisting of thirty students with various ethnicities, bac$7.49
Summary Instructional Strategies Task 1.docx KBT2 Instructional Strategies Differentiated Instruction KBT2 Task 1 Western Governors University The instructional setting is an 8th grade English class consisting of thirty students with various ethnicities, bac
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Instructional Strategies Task KBT2 Instructional Strategies Differentiated Instruction KBT2 Task 1 Western Governors University The instructional setting is an 8th grade English class consisting of thirty students with various ethnicities, backgrounds, and ability levels. Learning levels ran...
instructional strategies task 1docx kbt2 instructional strategies differentiated instruction kbt2 task 1 western governors university the instructional setting is an 8th grade english class cons
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KBT2
Instructional Strategies
Differentiated Instruction KBT2 Task 1
Western Governors University
The instructional setting is an 8th grade English class consisting of thirty students with
various ethnicities, backgrounds, and ability levels. Learning levels range from one grade below
grade level to two grades above grade level. This classroom also consists of students with
Individualized Learning Plans (IEP), as well as English Language Learners (ELL). The
classroom is set up in a way that the instructor can easily navigate between rows of students and
is able to teach from any point in the room. The students with IEPs have preferential seating
near the front of the room. The lesson on figurative language focuses on the following three
different objectives:
● Students will be able to distinguish between literal and figurative language
● Students will create examples of figurative language
● Students will identify seven different types of figurative language
Vincent Flores is an 8th grade ELL student in this English class with his primary
language being Spanish. The ELL plan indicates that Vincent´s English proficiency level is
emerging and often produces language with errors which hinders his ability to produce and
understand meaningful conversations. Vincent has difficulty understanding and speaking
English, which is impacting his ability to grasp academic concepts.
One aspect of this English lesson plan involving figurative language is that it relies
, heavily on the understanding of vocabulary terms. Figurative language is often a difficult
concept to grasp without learning deficits, but with English not being Vincent´s native language,
he is subject to even more obstacles to tackle. The graffiti activity would have been challenging
for Vincent given that it focused on terms that Vincent was likely not familiar (or able to read)
with and required him to write examples associated with those terms. In addition to the graffiti
activity, it would have been difficult for Vincent to read and comprehend the provided cartoons
and poems later in the lesson. Providing him with grade level text would require him to not only
recall the vocabulary and figurative language concepts, but also to be able to read and
comprehend the given passages. Based on the information in his ELLSEP, Vincent would
struggle immensely with this lesson due to his language barrier and his inability to understand
complex passages.
With the lack of vocabulary knowledge that Vincent demonstrates, I would suggest
modifying the lesson to include pre-teaching the vocabulary. This can easily be accomplished in
a variety of ways. I would suggest providing Vincent with a graphic organizer that includes the
word, definition, an example, and an illustration. With this information, Vincent would be able
to participate in more of the activities, thus making him more responsible for his learning and
making it more meaningful. Another easy modification that can be applied in the class, would be
to provide Vincent with a peer tutor. This would allow Vincent the opportunity to build his
knowledge about figurative language, as well as interact and communicate with another student
to narrow the language barrier.
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