ELA_Benchmark_PlanSPD_580.docx ELA Plan SPD 580 GCU Part 1: Lesson Prep Teacher Can

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ELA_Benchmark_PlanSPD_580.docx ELA Plan SPD 580 GCU Part 1: Lesson Prep Teacher Candidate:Chanel Walker Grade: 7th Unit/Subject:Language Arts Unit and Brief Summary: This unit will focus o... nunderstanding writing using bio-cubes and graphic organizers. This unit will help students in the areas of comprehension, retell, and other content areas while listening to and using biographies of others and themselves. Classroom/Student Factors and Grouping: This classroom is a self-contained environment, consisting of students working on a variety of goals, and come from many grade-levels. This classroom supports children on both IEPs and 504s, who have impairments that include but are not limited to; ADHD, test taking, and task completion. Grouping within the classroom environment and specifically this unit will include whole class instruction, small group instruction, and peer PAL one on one groups. Day 1 Day 2 Day 3 Day 4 Day 5 National/State Learning Standards “Utah State Standard: RL.7.10 – By the end of the year, read and comprehend literature in the grades 6-8 text complexity band proficiently “(Granite School District, n.d.). “Utah State Standard: W.7.2 – Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content” (Granite School District, n.d.). “Utah State Standard: W.7.5 – With some guidance and support from peers and adults, develop and strengthen writing as . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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