Lesson Plan: Recognition of Words Related to Sports

Name:
Title: Methods and Materials For Teaching Students With Disabilities - Lesson Plan Part 1

DATE

LEVEL: Grade 3

TOPIC: Recognition of Words Related to Sports

ENDURING UNDERSTANDINGS:
* Students will understand that sports are activities that involve physical exertion and skill.
* Students will recognize and identify words related to different sports.
ESSENTIAL QUESTIONS:
* What are sports?
* How can we recognize and identify words related to different sports?

Summative Assessment:
* Students will create a sports-themed word collage using words related to different sports.
* They will demonstrate their understanding by correctly identifying and labeling sports-related words in the collage.

Objectives (Common Core/ Next Gen Standards):
1 Students will identify and recognize words related to different sports.
2 Students will demonstrate an understanding of the meaning of sports-related words.
3 Students will apply their knowledge of sports-related words in creating a word collage.

LESSON OUTLINE:
Summary:
* In this lesson, students will learn to recognize and identify words related to different sports.
* They will engage in various activities to build their vocabulary and understanding of sports-related words.
* The lesson will culminate in a hands-on activity where students create a sports-themed word collage.
Materials:
* Chart paper or whiteboard
* Markers
* Sports-related flashcards or word cards
* Magazines or printed pictures of different sports
* Glue sticks Construction paper or poster board
Steps / Procedure:
Warm-Up/Opener:
* Display a picture of a sports field or arena and ask students to share what they see and know about sports.
* Engage students in a brief discussion about different sports they are familiar with and ask them to name some sports-related words they know.
Procedure:
Step 1: Introducing Sports-related Vocabulary
* Show flashcards or word cards with sports-related words (e.g., basketball, soccer, swimming).
* Pronounce each word clearly and have students repeat after you.
* Use the words in sentences and ask students to identify the sport associated with each word.
* Discuss the meaning of the words and ask students to provide examples or descriptions of each sport.
Step 2: Vocabulary Building Activity
* Divide the class into small groups.
* Provide each team with a set of sports-related flashcards or phrase cards.
* Circulate the groups, supplying assistance and feedback as needed.
* After the activity, overview the fits as a whole class, discussing challenging phrases or concepts.
Step 3: Word Collage Creation
* Distribute building paper or poster board to every student.
* Explain that they will be creating a sports-themed phrase collage.
* Provide magazines or printed pix of exceptional sports.
* Encourage students to encompass the sports-related phrases they have realized in the collage.
* Allow students to work on their collages, providing help and preparation as necessary.
Closing/Wrap-up:
* Have students share their word collages with the class, explaining the sports-related words they included.
* Lead a discussion about the different sports represented and their associated words.
* Summarize the lesson by emphasizing the importance of recognizing and understanding sports-related words.

Note how differentiation/individualization will be achieved (content/process/product)
Summary:
The summary can be differentiated by offering extra explanations or visible aids for students with disabilities. Simplified language can be used to ensure grasp for all students.
Materials:
Adapted materials can be provided for students with disabilities, such as enlarged flashcards or word cards, visual supports, or alternative preferences for collage materials.
Steps / Procedure:
The steps and procedure can be differentiated by providing additional support, scaffolding, or modified duties for students with disabilities. Clear and concise guidelines must be given, and greater time can be allotted for students who may also require it.
Warm-Up/Opener:
The warm-up activity can be differentiated using providing a couple of entry points for students with distinctive abilities. Students can participate by sharing their knowledge orally, writing down their responses, or using visible aids to assist their understanding.
Procedure:
During the vocabulary-building activity, individualized support can be supplied to students with disabilities. This can encompass simplified language, visuals, or additional practice opportunities. Differentiated grouping can additionally be implemented, pairing students with disabilities with peers who can grant support.
Closing/Wrap-up:
The closing discussion can be differentiated by permitting students to share their appreciation in several formats. Students can express their getting to know through oral explanations, written responses, or visible representations.

Grouping:
Small groups for vocabulary building activity and word collage creation.

Grouping can be differentiated using careful thinking about the needs and abilities of students with disabilities. Pairing students with stronger language capabilities or providing additional guidance can create an inclusive studying environment.

Technology:
* Assistive technology devices.

Technology can be utilized as a device for differentiation. For students with disabilities, assistive science units or purposes can be used to support their participation and comprehension. Technology can also furnish choice formats for statistics or engage students in interactive mastering activities.

Formative Assessments:
* Observations during class discussions and vocabulary activities.
* Informal checks for understanding during the vocabulary-building activity.
* Individual feedback and assistance during the word collage creation.

Formative assessments can be differentiated by supplying several potentials for students to demonstrate their understanding. Students can express their learning through written responses, oral explanations, or visible representations, depending on their abilities. Additional supports, such as sentence frames or photo organizers, can be supplied to students with disabilities. Individual comments and aid must be provided to tackle man or woman's wants and promote growth.

Homework:
Assign students to find one sports-related word or picture at home and bring it to share with the class in the next session. Encourage them to use their new vocabulary.

Notes:
* Adaptations and accommodations will be provided based on individual student's needs, such as modified materials, extended time, or additional support during activities.
* Use concrete examples and visuals to support comprehension for students with disabilities.
* Provide opportunities for students to use their communication skills and actively engage in the lesson.
Framework
1 Context for Learning: (Attention to students’ backgrounds, interests, and needs).
* WHO are the students in this class (or in this group)?
* How many students will you be teaching? How many males? Females?
The average classroom has around 25 students and is roughly equally gendered. I will be teaching around 12 male students and 13 female students.
* What is the age range or grade level(s) of the students?
The grade level of the students is grade 3 while their age range is 7 to 8 years old.
* What are the identified English language proficiency levels of the students? What do you know about the students conversational and academic English? How do you know?
The identified English language proficiency levels of the students is around grade 2. The learners are already in the intermediate stage of language proficiency and can perform relatively sophisticated communication tasks.
* What prior knowledge, skills, and academic background do students bring to the lesson (consider previous learning experiences, assessment, data, etc.)? How do you know?
The students are familiar with a few sports vocabulary and will bring other previous learning experiences that will be useful in vocabulary building activity and word collage creation. Prior knowledge should also include motor skills, which will be useful when creating the collage.
* What additional needs might students have (describe any special considerations and/or exceptional needs)? How many students have Individualized Educational Plans or 504 plans?
Some additional needs students might have ESL students and learners with cognitive disabilities. The teacher will make instructional and assessment provisions for these students including additional time, word banks, and concept maps.
* WHAT conditions might impact the planning and delivery of the lesson?
* Describe conditions/limitations that might impact the planning and delivery of your lesson, pacing, texts or instructional practices.
Some conditions that might im...