Garza Lesson Plans

***Reminder: All fields must be completed prior to submission.
Name: Hannah Garza Grade: 3rd Grade
Lesson Lesson 1 I do, You Watch Date: 3/6/2017

Title:
CCGPS or GPS Standard(s):
CCSS.ELA-LITERACY.RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis
for the answers.
Classroom/Lesson Context (please check the following that apply):
____ Whole Group _____ Small Group _____ One-on-One _____ Students with IEPs/504s _____
ELL Students
____ Other (Please specify:

_______________________________________________________________________)
Please specify the number of students:
___9__ Girls ___3__Boys
Individual Education Plan Goal(s) and Benchmarks specific to this lesson:
I have one IEP student in my small group. The goal I have for this student for this lesson is to
comprehend the text by asking questions. In this lesson I will focus most of this time modeling. My
goal for this student and for every student in this class is to focus on the questions I ask, how I
answered them, and how to categorize the question as a right there, think and search, author and me,
or on my own.
Learning - Focus Strategies

Essential How can I ask questions about the text to gain a better understanding?
Question(s) How can I comprehend the text better?
1-3 BIG ideas! How How do you answer in my head and in the book questions from QAR?
can these questions
be used to guide
your instruction?
Central Students will question the text to gain more comprehension of the text.
Focus/Lesson Students will be able to question the text to comprehend the text better.
Objective(s) Students will be able to identify the type of questions that are being asked and how to
Objectives are answer them.
measurable and
aligned with the
standard.
Academic Language Functions (Identify the purpose for which the language is being used, with
Language attention to goal and audience- the one verb from the standard; ex. demonstrate.)
What is the key
language demand? The language function of this learning segment is questioning. The students will be
What academic questioning to demonstrate understanding of a text, referring explicitly to the text as
language will you the basis for the answers.
teach or develop?
What are the key Language Vocabulary (Identify key, content specific words for this lesson: examples
vocabulary words of vocabulary words- drama, prose, structural elements, verse, rhythm, meter,
and/or symbols? characters, settings, descriptions, dialogue, stage directions. Additionally, include
words within a text necessary for students comprehension.)
Question-Answer Relationships, Right there question, Think and search questions,

Author and me questions, On my own questions, prediction, infer
Academic Language Demand (Identify one of the following: reading, writing,

listening/speaking, or demonstrating/performing. The demand will require more or less
scaffolding support- depending on the needs of the students throughout the lesson.)
listening/speaking.
Materials QAR Anchor Chart, Post-it Notes, Wilfred Gordon McDonald Partridge by Mem Fox
What resources can
be used to engage
students?
Introduction to Teacher will introduce QAR with an anchor chart. Teacher will explain how QAR
Lesson/ helps with comprehension and by asking questions from the text. Teacher will
Activating explain that QAR has two categories: In the book and In my head. There are two
Thinking sub categories in each category. In the category, In the book, there is Right
What is the hook There and Think and Search. In my head, there is Author and Me and On My
for the lesson to tap Own. I will then explain how you find the answer to each question.
into prior knowledge
and develop Right there- you can find the answer to the question in one part of the book, on
students interests? one page, in one spot.
This should tie Think in Search- you are going to have to make connections from different parts
directly into the of the text to draw a conclusion for your answer.
lessons objective Author and Me- The answer is not in the text. It combines the prior knowledge of
and standard and the reader with text information to create an answer.
should promote On My Own- The answer is not in the text. The reader needs their prior
higher level thinking. knowledge and personal
How will you Teacher will give examples of questions from each category
introduce the
content specific
vocabulary words? Language Syntax (set of conventions for organizing symbols, words, phrases into
***Use knowledge structures, sentences): Students will write and copy the anchor chart for reference
of students later.
academic, social,
and cultural Language Discourse (structures of written or oral language; how participants of the
characteristics. content area speak, write, and participate): They will be able to respond to questions I
may ask about the anchor chart
Modification(s)/Accommodation(s) specific to this lesson (Consider students with

IEPs and/or 504s in addition to students below and/or above grade level- cognitive
and/or affective):
We are working as a whole class and the teacher will be modeling the skill of
questioning.
Management Plan:
The class would already have their pencils sharpened and their reading center
folders at their desk.
Body of Lesson/ After explaining QAR and giving example for each category, I will read the book
Teaching Wilfred Gordon McDonald Partridge.
Strategies Teacher will start asking questions while reading the text.
What will you have Who is Wilfred Gordon McDonald Partridge?
the students do after Where does he live?
you introduce the What is a memory according to the characters in the book?
lesson to learn the What is a memory to you?
standards? What What do you think is going to be in the memory box that he gives to Nancy
questions will you Allison Delacourt Cooper?
ask to promote Why is he such a fan of Nancy Allison Delacourt Cooper?
higher level What is the theme to this book?
thinking? As the teacher is asking the questions, she is writing them on post-it notes as a
visual for the students.
What opportunities Once the teacher is finished reading the book, she will go over each of the
will you provide questions and modeling how each answer is found in the text. If the book is
for students to needed or not.
practice content She will then place each question in the respected space and explain why she
language/ place it under that category.
vocabulary? What
language supports Language Syntax (set of conventions for organizing symbols, words, phrases into
will you offer? structures, sentences):
Language Discourse (structures of written or oral language; how participants of the

content area speak, write, and participate): The students will verbally help the
teacher in placing the question in its respected category.

and/or affective):
IEP student will be working with the whole class in categorizing the questions
and explain why the question is placed in the category that it should be.
Management Plan:
Teacher will be reading the book aloud. The students are expected to be superstar
listeners and will raise their hand to be called on if they want to question or help find
the answers to the questions.
Closure/ In closing, we will revisit our anchor chart and discuss each of the categories. The
Summarizing students will then give their own examples of questions for each category.
Strategies:
How will the Language Syntax (set of conventions for organizing symbols, words, phrases into
students summarize structures, sentences):
and/or share what
they have learned to Language Discourse (structures of written or oral language; how participants of the
prove they know content area speak, write, and participate): Students will give examples of questions
and understand the for each of the following categories: Right There, Think and Search, Author and Me,
standard(s) and its and On My Own.
vocabulary? Will
you provide Modification(s)/Accommodation(s) specific to this lesson (Consider students with
opportunities for IEPs and/or 504s in addition to students below and/or above grade level- cognitive
students to apply and/or affective):
new knowledge IEP student will be in the whole class discussion of questioning.
while making
connections to prior Management Plan:
learning? Students are expected to raise their hands to raise their hand to be called on if they
want to question or help find the answers to the questions.
Assessment/ Reminder: Assessment plan must align with objective(s)/standard(s).

Evaluation
Every standard Assessment Plan for IEP Goals and/or 504 Plans (This is a plan and should be
listed above must written as such; remember to identify both formative & summative assessments
be assessed and throughout the lesson):
included. Questions
to consider while
planning: For this lesson, the teacher is focused on modeling the new skill to all the
How will students students. In the closing, the teacher will evaluate the whole class by having
exhibit an them help categorize the questions and giving their own examples for each of
understanding of the the categories.
lessons objectives?
How will you provide
feedback? What Assessment Plan for Learning Objectives (This is a plan and should be written as
evidence will you such; remember to identify both formative & summative assessments throughout the
collect to lesson):
demonstrate
students For this lesson, the teacher is focused on modeling the new skill to all the
understanding/mast students. In the closing, the teacher will evaluate the whole class by having
ery of the lessons them help categorize the questions and giving their own examples for each of
objective(s) the categories.
including their
usage of
vocabulary?
Reflection/Analyzi I felt as if this lesson went very well. I focused most of this lesson for
ng Teaching introducing and modeling this new skill to the students and having them watch. I
Effectiveness love participation in my class and I had a lot of participation. I was not expecting
my students to immediately start participating. Next time I teach this lesson, I
Reflection includes will accommodate to the students who want to participate and ask questions,
characteristics of maybe have post-it notes already at their desk for them to write down the
the lesson and questions they are coming up with. The students were very active and ready to
specific examples prove that they have learned the skill and were ready to show it off. Of course,
on how it can be they would have needed some extra support, but tomorrow they will help as I
improved. question and read the book.
Improvements are
based on the
effectiveness
supported by
evidence on how
well the objectives
were achieved.
Specific examples
to improve future
lessons are
provided.
***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment, Learning
and Equity (SCALE), and Columbus State University.
Name: Grade: 3rd
Hannah
Lesson Lesson 2 - I Do, You Help Date: 3/7/2017
Title:
for the answers.
ELL Students
_______________________________________________________________________)
___9__ Girls ___3__Boys
The IEP student that I have will be working in a small group. In this small group she should write down
questions about the text or work with her group to write down the questions for or with her.

can these questions
be used to guide
your instruction?
measurable and
aligned with the
standard.
What is the key
teach or develop?


Listening/speaking
Materials QAR Anchor Chart, Post-it Notes, The Giant and the Beanstalk by Diane Stanley
What resources can
be used to engage
students?
Introduction to
Lesson/ Teacher will re-introduce QAR with an anchor chart. Teacher will help children
Activating explain how QAR helps with comprehension and by asking questions from the
Thinking text. Teacher will explain that QAR has two categories: In the book and In my
What is the hook head. There are two sub categories in each category. The students will explain
for the lesson to tap that in the category, In the book, there are Right There and Think and Search
into prior knowledge questions. In my head, there are Author and Me and On My Own questions.
and develop Teacher will help students explain how and where you find each question.
students interests?
This should tie Right there- you can find the answer to the question in one part of the book, on
directly into the one page, in one spot.
lessons objective Think in Search- you are going to have to make connections from different parts
and standard and of the text to draw a conclusion for your answer.
should promote Author and Me- The answer is not in the text. It combines the prior knowledge of
higher level thinking. the reader with text information to create an answer.
How will you On My Own- The answer is not in the text. The reader needs their prior
introduce the knowledge and personal
content specific Students will give examples of questions from each category
vocabulary words?
***Use knowledge
of students Language Syntax (set of conventions for organizing symbols, words, phrases into
academic, social, structures, sentences):
and cultural
characteristics. Language Discourse (structures of written or oral language; how participants of the
content area speak, write, and participate):
Students will be speaking during the introduction by answering questions asked by the
teacher and helping to explain QAR with the teacher.

and/or affective):
IEP student works best with small group, so I have placed this student in a
group to allow her to gain the support of her classmates during this activity.
Management Plan:
Students are expected to raise their hands to raise their hand to be called on if they
Body of Lesson/ The teacher has questions prepared already. This lesson will be modeled as I do,
Teaching you help.
Strategies Students will have post-it notes at their desk for them to write questions on them
What will you have to answer and categorize later in the lesson.
the students do after Teacher will introduce the book The Giant and the Beanstalk by Diane Stanley.
you introduce the She will then begin asking questions about the cover and title of the book.
lesson to learn the Teacher will write her questions on post-it notes as a visual for the students.
standards? What Why is this book call Giant and the Beanstalk? What about Jack and the
questions will you Beanstalk? Whose point of view will this book be read in?
ask to promote Teacher will begin reading the book. Teacher will encourage students if they
higher level have questions, start writing them on the post-it notes provided.
thinking? Teacher will pause every few pages while reading in case the students and their
groups want to write down questions they are asking about the text.
What opportunities After reading the text, we will look at all the questions we have come up with
will you provide about the text.
for students to Each group will begin to sort them into the category of Right There, Think and
practice content Search, Author and Me, or On My Own. Students will then come up as a group
language/ and place their questions in the category they believe the questions fall under
vocabulary? What based on how you find the answer.
language supports
will you offer?
Language Syntax (set of conventions for organizing symbols, words, phrases into
structures, sentences):
Students will be writing their questions on post-it notes during the reading.


and/or affective):
IEP students work best with small group, so I have placed this student in a
Management Plan:
Post-it Notes will be at the center of each groups desk. They should have their
pencil sharpened and ready to be superstar listeners.
Closure/ For the closing, we will take a look at our anchor chart that we placed our questions
Summarizing on. We will discuss the amount of questions that we have an each section. Why do you
Strategies: think we have more in a certain sections versus others?
How will the We will then have a recap of our anchor chart and discuss each of the categories.
students summarize
and/or share what Language Syntax (set of conventions for organizing symbols, words, phrases into
they have learned to structures, sentences):
prove they know
and understand the Language Discourse (structures of written or oral language; how participants of the
standard(s) and its content area speak, write, and participate):
vocabulary? Will Students will be speaking and discussing.
you provide
opportunities for
students to apply Modification(s)/Accommodation(s) specific to this lesson (Consider students with
new knowledge IEPs and/or 504s in addition to students below and/or above grade level- cognitive
while making and/or affective):
connections to prior IEP student works best with small group, so I have placed this student in a
learning? group to allow her to gain the support of her classmates during this activity.
Management Plan:
Evaluation
included. Questions
to consider while IEP student will be working with a small group, which is the best environment
planning: for this student. This student is expected to participate by writing questions on
How will students the post-it note and help sort the questions with her group.
exhibit an
understanding of the
lessons objectives? Assessment Plan for Learning Objectives (This is a plan and should be written as
How will you provide such; remember to identify both formative & summative assessments throughout the
feedback? What lesson):
evidence will you
collect to
demonstrate The class will work with their small group to come up with questions, deciding
students how they are answered and categorize them based on how you find the answer.
understanding/mast Students will come up and place the questions under the name of the category it
ery of the lessons falls under on the anchor chart.
objective(s)
including their
usage of
vocabulary?
Reflection/Analyzi One thing that I would change about this lesson is the arrangement of post-it
ng Teaching notes. They were used up very quickly. Within each group, they came up with
Effectiveness about forty questions. It took extra time for them to sort and remove the
duplicates. At the end of the lesson and we were evaluating the amount of
Reflection includes questions in each category. I saw that there was maximal amount of Right There
characteristics of questions and very minimal amounts of Author and Me and On My Own
the lesson and questions. Tomorrow I will need to focus more on the In My Head questions for
specific examples my students.
on how it can be
improved.
Improvements are
based on the
effectiveness
supported by
evidence on how
well the objectives
were achieved.
Specific examples
to improve future
lessons are
provided.

Name: Grade: 3rd Grade
Hannah Garza
Lesson Lesson 3 - You do, I help Date: 3/8/17
Title:
for the answers.
ELL Students

_______________________________________________________________________)
___9__ Girls ___3__Boys
The IEP student that I have will be working in a small group. In this small group she should write down
questions about the text or work with her group to write down the questions for or with her.

can these questions
be used to guide
your instruction?
measurable and
aligned with the
standard.
What is the key
teach or develop?


Demonstrating/performing
Materials QAR Anchor Chart, Post-it Notes, Nothing Ever Happens on 90th Street by Roni
What resources can Schotter
be used to engage
students?
Introduction to Teacher will allow student to explain QAR back to the teacher. The teacher will
Lesson/ focus on the In MY Head category with Author and Me questions and On My Own
Activating questions. Teacher will ask Where do we find the answers to these questions?
Thinking What do we need to use in order to find these answers? DO these answers vary
What is the hook or are they all the same?
for the lesson to tap
into prior knowledge
and develop Right there- you can find the answer to the question in one part of the book, on
students interests? one page, in one spot.
This should tie Think in Search- you are going to have to make connections from different parts
directly into the of the text to draw a conclusion for your answer.
lessons objective Author and Me- The answer is not in the text. It combines the prior knowledge of
and standard and the reader with text information to create an answer.
should promote On My Own- The answer is not in the text. The reader needs their prior
higher level thinking. knowledge and personal
How will you
introduce the
content specific Language Syntax (set of conventions for organizing symbols, words, phrases into
vocabulary words? structures, sentences):
***Use knowledge
of students
academic, social, Language Discourse (structures of written or oral language; how participants of the
and cultural content area speak, write, and participate):
characteristics. Students will be speaking.

and/or affective):
Management Plan:
Body of Lesson/ This lesson is modeled as You do, I help.

Teaching Students will be partnered up with whom they choose.
Strategies
What will you have Teacher will read Nothing Ever Happens on 90th Street by Roni Schotter.
the students do after Teacher will express to the students that she want at least four questions for
you introduce the each category.
lesson to learn the While reading the teacher will allow students to write questions about the text
standards? What while pausing every few pages to allow the students to catch up and finish
questions will you writing their questions.
ask to promote At the end of the story the students will have their questions and discuss them
higher level with their partners.
thinking? They will begin sorting them at their desk and when the group is called on, they
will come up and place their questions on the Anchor Chart.
What opportunities
will you provide
for students to
practice content Language Syntax (set of conventions for organizing symbols, words, phrases into
language/ structures, sentences):
vocabulary? What Students will be writing their questions on post-it notes during the reading.
language supports
will you offer?
Students will be speaking.

and/or affective):
Management Plan:
Post-it Notes will be at the center of each groups desk. They should have their
pencil sharpened and ready to be superstar listeners.
Closure/ As a class we will discuss each of the questions that is placed on our anchor chart and
Summarizing determine if that is where they should be placed. I will then ask why or not. If there are
Strategies: some that are not in the right place the students will explain how the answer is found
How will the and why it belongs to the category it does.
students summarize
and/or share what
they have learned to
prove they know Language Syntax (set of conventions for organizing symbols, words, phrases into
and understand the structures, sentences):
standard(s) and its
vocabulary? Will Language Discourse (structures of written or oral language; how participants of the
you provide content area speak, write, and participate):
opportunities for
students to apply
new knowledge
while making Modification(s)/Accommodation(s) specific to this lesson (Consider students with
connections to prior IEPs and/or 504s in addition to students below and/or above grade level- cognitive
learning? and/or affective):
Management Plan:
Evaluation
included. Questions
to consider while IEP student will be working with a partner, which is the best environment for this
planning: student. This student is expected to participate by writing questions on the post-
How will students it note and help sort the questions with her partner.
exhibit an
lessons objectives?
How will you provide Assessment Plan for Learning Objectives (This is a plan and should be written as
feedback? What such; remember to identify both formative & summative assessments throughout the
evidence will you lesson):
collect to
demonstrate The class will work with their small group to come up with questions, deciding
students how they are answered and categorize them based on how you find the answer.
understanding/mast Students will come up and place the questions under the name of the category it
ery of the lessons falls under on the anchor chart.
objective(s)
including their
usage of
vocabulary?
Reflection/Analyzi
ng Teaching
Effectiveness
Reflection includes
characteristics of
the lesson and
specific examples
on how it can be
improved.
Improvements are
based on the
effectiveness
supported by
evidence on how
well the objectives
were achieved.
Specific examples
to improve future
lessons are
provided.
Name: Grade: 3rd Grade
Hannah Garza
Lesson Lesson 4 - You do, I watch Date:3/9/17
Title:
for the answers.
ELL Students

_______________________________________________________________________)
__9___ Girls __3___Boys
I will allow more time for this student to complete the activity, I will allow for additional breaks, I will
read aloud to this student, and allow her to have her own copy of the book to read along with.
This student is expected to give at least one question for each category. If she could give at least two
it was encouraged.

can these questions
be used to guide
your instruction?
measurable and
aligned with the
standard.
What is the key
teach or develop?


Demonstrating/performing
Materials QAR Anchor Chart, Post-it Notes, I Wanna Iguana by Karen Kaufman Orloff
What resources can
be used to engage
students?
Introduction to Teacher will ask the class to pretend as if the teacher has never heard of QAR
Lesson/ before. How would you explain it to me?
Activating
Thinking
What is the hook
for the lesson to tap Language Syntax (set of conventions for organizing symbols, words, phrases into
into prior knowledge structures, sentences):
and develop
students interests? Language Discourse (structures of written or oral language; how participants of the
This should tie content area speak, write, and participate):
directly into the Students will be speaking.
lessons objective
and standard and
should promote Modification(s)/Accommodation(s) specific to this lesson (Consider students with
higher level thinking. IEPs and/or 504s in addition to students below and/or above grade level- cognitive
How will you and/or affective):
introduce the Extra time will be given to this student. She will also get her own book for
content specific reference.
vocabulary words?
***Use knowledge
of students Management Plan:
academic, social, Students are expected to raise their hands to raise their hand to be called on if they
and cultural want to question or help find the answers to the questions.
characteristics.
Body of Lesson/ Teacher will read aloud I Wanna Iguana by Karen Kaufman Orloff to the students.
Teaching Each student will have his or her own copy of the book. As the teacher reads the
Strategies book she will stop ever couple of pages to allow students to write or complete
What will you have writing their sentences about the text.
the students do after Students will have two sheets of paper. One for jotting down all their questions.
you introduce the The other is divided in four sections. Each section will be named Right There,
lesson to learn the Think and Search, Author and Me, or On My Own. In each section they will place
standards? What the question they had for that category in the space provided.
questions will you
ask to promote
higher level Language Syntax (set of conventions for organizing symbols, words, phrases into
thinking? structures, sentences):
Students will be writing down their questions in a sheet of paper. They will then rewrite
What opportunities their questions in the category they belong to.
will you provide
for students to Language Discourse (structures of written or oral language; how participants of the
practice content content area speak, write, and participate):
language/
vocabulary? What
language supports Modification(s)/Accommodation(s) specific to this lesson (Consider students with
will you offer? IEPs and/or 504s in addition to students below and/or above grade level- cognitive
and/or affective):
Extra time will be given to this student. She will also get her own book for
reference.
Management Plan:
Prior to the read aloud, each student will have their two sheets of paper and one
is already separated in four sections and labeled.
Closure/ In the closing of this lesson, the students will complete writing down their questions.
Summarizing They will begin to sort their questions by going back into the book and using their prior
Strategies: knowledge to answer their questions.
How will the
students summarize Once they have finished sort and categorizing their questions they will turn it in for a
and/or share what grade. It will be the summative assessment.
they have learned to
prove they know
and understand the Language Syntax (set of conventions for organizing symbols, words, phrases into
standard(s) and its structures, sentences):
vocabulary? Will
you provide Language Discourse (structures of written or oral language; how participants of the
opportunities for content area speak, write, and participate):
students to apply Students will be writing down the questions, answering them and categorizing the
new knowledge question in the category of Right There, Think and Search, Author and Me, or On My
while making Own.
connections to prior
learning?
and/or affective):
For the assessment, I will allow more time for this student to complete the
activity, I will allow for additional breaks, I will read aloud to this student, and
allow her to have her own copy of the book to read along with.
This student is expected to give at least one question for each category. If she
could give at least two it was encouraged.
Management Plan:
Students will turn in their paper in orderly.
Evaluation
included. Questions
to consider while
planning: For the assessment, I will allow more time for this student to complete the
How will students activity, I will allow for additional breaks, I will read aloud to this student, and
exhibit an allow her to have her own copy of the book to read along with.
lessons objectives? This student is expected to give at least one question for each category. If she
How will you provide could give at least two it was encouraged.
feedback? What
evidence will you
collect to
demonstrate Assessment Plan for Learning Objectives (This is a plan and should be written as
students such; remember to identify both formative & summative assessments throughout the
understanding/mast lesson):
ery of the lessons
objective(s)
including their Each student is required to give at least two questions about the text for each
usage of category.
vocabulary?
Reflection/Analyzi
ng Teaching
Effectiveness
Reflection includes
characteristics of
the lesson and
specific examples
on how it can be
improved.
Improvements are
based on the
effectiveness
supported by
evidence on how
well the objectives
were achieved.
Specific examples
to improve future
lessons are
provided.

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***Reminder: All fields must be completed prior to submission.

Name: Hannah Garza Grade: 3rd Grade

Lesson Lesson 1 I do, You Watch Date: 3/6/2017

Classroom/Lesson Context (please check the following that apply):

____ Other (Please specify:

Please specify the number of students:

___9__ Girls ___3__Boys

Individual Education Plan Goal(s) and Benchmarks specific to this lesson:

Learning - Focus Strategies

Question-Answer Relationships, Right there question, Think and search questions,

Academic Language Demand (Identify one of the following: reading, writing,

Modification(s)/Accommodation(s) specific to this lesson (Consider students with

Language Discourse (structures of written or oral language; how participants of the

Modification(s)/Accommodation(s) specific to this lesson (Consider students with

Assessment/ Reminder: Assessment plan must align with objective(s)/standard(s).

Classroom/Lesson Context (please check the following that apply):

Please specify the number of students:

___9__ Girls ___3__Boys

Individual Education Plan Goal(s) and Benchmarks specific to this lesson:

Learning - Focus Strategies

Question-Answer Relationships, Right there question, Think and search questions,

Academic Language Demand (Identify one of the following: reading, writing,

Modification(s)/Accommodation(s) specific to this lesson (Consider students with

Language Discourse (structures of written or oral language; how participants of the

Modification(s)/Accommodation(s) specific to this lesson (Consider students with

***Reminder: All fields must be completed prior to submission.

Classroom/Lesson Context (please check the following that apply):

____ Other (Please specify:

Please specify the number of students:

___9__ Girls ___3__Boys

Individual Education Plan Goal(s) and Benchmarks specific to this lesson:

Learning - Focus Strategies

Question-Answer Relationships, Right there question, Think and search questions,

Academic Language Demand (Identify one of the following: reading, writing,

Modification(s)/Accommodation(s) specific to this lesson (Consider students with

Body of Lesson/ This lesson is modeled as You do, I help.

Modification(s)/Accommodation(s) specific to this lesson (Consider students with

Classroom/Lesson Context (please check the following that apply):

____ Other (Please specify:

Please specify the number of students:

__9___ Girls __3___Boys

Individual Education Plan Goal(s) and Benchmarks specific to this lesson:

Learning - Focus Strategies

Question-Answer Relationships, Right there question, Think and search questions,

Academic Language Demand (Identify one of the following: reading, writing,

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_9 Girls _3Boys

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_9 Girls _3Boys

9_ Girls 3_Boys