Differentiated Vocabulary Lesson Plans - Contextual factors (study room elements) contextual elements: thirteen girls sixteen boys 5 ell johanna, wl 3, breanna, wl 3, junior, wl 3, eric, caden wl 3, “wida stage three” mrs. Marshall. Five special desires (iep) diezel, johanna, wl3, wl 3, shelby, wl 3, hector, wl three, deveny wl three, and shania “wida level 3” 3 receive speech offerings hector, wl 3, shania, wl three, and shelby “wida degree 3” mrs. Marshall. 1 behavioral – aj, and caden 1 considered talented but no longer recognized as gifted anna wl4 no incapacity students lecture room environment: classroom may be very small for 30 students, so it's far very difficult to transport around the desks, mainly while she keeps rearranging the desks. If is hard to place the students into one of a kind corporations, however i take advantage of shoulder companion eventualities and that works. Mrs. Marshall has a smart board, and elmo’s and two computers for the students to apply in the classroom. Stroll-away (because of this lesson, what do i need the students to realize, apprehend, and be able to do?) Country wellknown/goal (from unit plan): standard three: students will demonstrate fitness-selling and hazard-decreasing behaviors to prevent substance abuse objective 3 utah fitness/pe: predict the possible consequences of substance use goal 1 language arts: expand language thru listening and talking. Content material walk-away: i can be able to apprehend and pick out tablets and symptoms of substance abuse. Language walk-away: i might be able to listen to statistics on drug abuse, and provide an explanation for what is going to occur while drugs are abused. Vocabulary: marijuana, cocaine, painkillers, inhalants, prescription, methamphetamine, hallucinogens, and regulated assessment proof (what proof do i need to reveal the scholars have found out the walk-away? ) Formative proof (checking for expertise throughout the lesson): i asses the students from their expertise of oral language; by using having the scholars explain what tablets are being used by college students, and what occurs once they come to be abused substances within the body. I asses college students also with the “just say no to pills” worksheet, given on the cease of the lesson, associated to the vocabulary phrases. Content walk-away proof (summative): students will able to apprehend and identify pills and signs of substance abuse, college students will whisper to each different for two minutes and answerer questions about a simply say no to drugs worksheet. Language walk-away evidence (summative): that is why my college students could be capable of recognize facts on drug abuse, and can be able to give an explanation for what's going to take place while tablets are abused, thru listening. Adjustments/accomodations (ell, iep, gate, and so on.) Snap shots of college students on tablets, and photos of the medicine, might be published at the white board, with assist from my behavioral student (caden ), in conjunction with the associated vocabulary word placed below its corresponding photograph. I will additionally have phrases strips that say smoke with cigarette, injected, sniffed, eaten in food, telling how the drug is taken into the body, this could help my ells (johanna & breanna) college students, and suffering (diezel) scholar and my behavioral scholar (caden) (siop four, 5, nine supplementary materials, version of content material, key vocabulary ). I can positioned the students into companies, and my ell, (johanna & breanna), suffering (diezel), will be in a single institution with three other students assisting them, and behavioral (caden) might be in any other group with 5 other college students who can hold him quiet. (Sixteen, 17, opportunity for interplay). .