For an 8th grade English subject language specifically persuasive text the lesson objective would be dependent on the subtopic. If for example, the subtopic was on tenses the lesson main objective would be to understand the differences between present simple tense and present progressive text. The lesson objective is very much measurable.
The use of whole group instruction is very much applicable to this lesson plan. Due to the nature of the academic subject area not all the students will have a perfect understanding of the concepts. The teacher will, therefore, be obligated to re-teach some concepts while using supplement materials such as projectors and traditional textbooks.
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In creating small group instructions there are certain things to be considered to ensure all students benefit. One major thing to consider is who needs the teacher most. This will entail using a frequent formative assessment of the students to know their strength and weaknesses. Establishing of strong management routines will also be very crucial in managing the classroom.
A word work learning center activity is an appropriate example of for an English subject language activity. The learning activity is able to help struggling children cope up with the rest of the class. It is an average learning activity. The glow world and writing technology can be incorporated. Using the learning center activity aspects of the small groups is an effective way of ensuring positive classroom management.
Giving the students tests on the topic can assess the success of the lesson plan for the whole group. Small group presentations, on the other hand, are an effective way of assessment during small group learning instructions. Individual brainstorming seasons can be a good way to assess independent work time.
In regards to the universal design for learning principles, the best principle for me would probably be multiple means of engagement. This principle is able to stimulate and motivate children for learning (Karten, 2010). An English class is not like theology and can be characterized by boredom, engaging the students actively will be effective in motivating them.
Reference
Karten, T. (2010). Inclusion strategies that work! Research-based methods for the classroom (2nd ed). Thousand Oaks, CA: Corwin Press
