SIGNATURE ASSIGNMENT 1

Signature Assignment

Blake Allen

Sanford College of Education, National University

ITL 608: Design and Process of Teaching

Prof. Kalina Shatto

September 27, 2020

SIGNATURE ASSIGNMENT 2

STAGE 1: PLANNING YOUR INSTRUCTION

{TEACHER, LEARNER, TARGET}
MY TARGET: Standard, Goals & Outcomes

Teacher: Blake Allen Grade/Subject: Grade Seven, History-Social Science

Academic Content Standards: STATE YOUR STANDARD(S).

7.11- Students analyze political and economic change in the sixteenth, seventeenth,
and eighteenth centuries (the Age of Exploration, the Enlightenment, and the Age of
Reason)
4. Explain how the main ideas of the Enlightenment can be traced back to such
movements as the Renaissance, the Reformation, and the Scientific Revolution
and to the Greeks, Romans, and Christianity (CDE, 2000, p. 32).

Unpack Your Standard

Essential Questions Skills Content/Knowledge

The Enlightenment: Explain the principal ideas The principal ideas of the:
- Who? of the: - Enlightenment
- What? - Enlightenment
- When? The principal ideas of the:
- Where? Recall the principal ideas of - Renaissance
- Why? the: - Reformation
- Renaissance - Scientific
How might the - Reformation Revolution
Enlightenment be connected - Scientific
to the: Revolution The principal ideas of the:
- Renaissance? - Greeks
[7.8] Recall the principal ideas of - Romans
- Reformation? the: - Christianity
[7.9] - Greeks
- Scientific - Romans
Revolution? - Christianity
[7.10]
Analyze the principal ideas
How might the of the Enlightenment in
Enlightenment be connected comparison to the :
to the: - Renaissance
- Greeks? [6.4; - Reformation
7.10] - Scientific
- Romans? [6.7; Revolution
7.1]
- Christianity? Analyze the principal ideas
[6.7; 7.1] of the Enlightenment in
SIGNATURE ASSIGNMENT 3

comparison to the:
- Greeks
- Romans
- Christianity

English Language Development (ELD) Standards:

- Exchanging information and ideas with others through oral collaborative

discussions on a range of social and academic topics.
- Offering and justifying opinions, negotiating with and persuading others in
communicative exchanges.
- Listening actively to spoken English in a range of social and academic
contexts
- Reading closely literary and informational texts and viewing multimedia to
determine how meaning is conveyed explicitly and implicitly through
language
- Analyzing how writers and speakers use vocabulary and other language
resources for specific purposes (to ex- plain, persuade, entertain, etc.)
depending on modality, text type, purpose, audience, topic, and content area
- Expressing information and ideas in formal oral presentations on academic
topics
- Writing literary and informational texts to present, describe, and explain
ideas and information, using appropriate technology
- Justifying own arguments and evaluating others’ arguments in writing
- Selecting and applying varied and precise vocabulary and language
structures to effectively convey ideas
- Understanding text structure
- Understanding cohesion
- Using verbs and verb phrases
- Using nouns and noun phrases
- Modifying to add details
- Connecting ideas
- Condensing ideas (CDEa, 2014)

Assessment:

Students will choose two (one from each trio) of the following:
- Renaissance, Reformation, or Scientific Revolution
- Greeks, Romans, or Christianity

And, in no more than 500 words (one page, single-spaced):

- Explain how the main ideas of the Enlightenment can be traced back to . . .
(insert two choices)
SIGNATURE ASSIGNMENT 4

{LEARNER}
Student Learning Goal/Behavioral Objective

Upon completing 7.11(4) students will be able to:

- Explain the principal ideas of the Enlightenment.
- Analyze the principal ideas of the Enlightenment in comparison to the
Renaissance, Reformation, and the Scientific Revolution.
- Analyze the principal ideas of the Enlightenment in comparison to the
Greeks, Romans, and Christianity.

{TARGET & LEARNER} Barriers to Learning

English Language Learner may have difficulty with:

- English grammar, spelling, and syntax
- Reading comprehension
- Vocabulary development and academic language

Student with Identified Special Needs may have difficulty with:

- Cognitive processing
- Communication
- Social interaction

Student in need of Socio-Emotional Support may have difficulty with:

- Social interaction
- Motivation
- Engagement

{TARGET & LEARNER} Common Misunderstandings/Learner Misconceptions:

Students are unable to recall and/or explain the principals ideas of the:
- Renaissance, Reformation, and the Scientific Revolution
- Greeks, Romans, and Christianity

Students are unable to apply and/or analyze the principals ideas of the:
- Renaissance, Reformation, and the Scientific Revolution
- Greeks, Romans, and Christianity

MY CLASS: ASSETS AND NEEDS

{TEACHER & LEARNER} My Classroom: Whole group

N/A, other than-

- F.S. #1: English Language Learner (Jun)
- F.S. #2: Student with Identified Special Needs (Juan)
SIGNATURE ASSIGNMENT 5

- F.S. #3: Student in need of Socio-Emotional Support (Benji)

{TEACHER, LEARNER, INSTRUCTION, MANAGEMENT}

Accommodations/Adaptations/Interventions
Focus Student #1: English Language Learner (ELL) or Standard English Learner
(SEL)

Bilingual
- Can speak English and Chinese

Hard-worker
- High academic achievement in other classes

Struggles with English writing-

- Poor English grammar, spelling, and syntax

Scored Level 4 “Bridging” on ELPAC

Reading at grade level

Struggles with reading comprehension for grade level texts

- Vocabulary development and academic language support;

Uses scaffolding
- Graphic organizers and sentence stems.

Focus Student #2: Student with Identified Special Needs (IEP; 504; SST)

Specific Learning Disability

Deficits in communication skills and social interactions

Difficulty with explaining thinking and multiple solutions

Accommodations for reading and writing

- Assistive technology (voice to text)

Focus Student #3: Student in need of Social-Emotional Support

Limited social interactions

Observed academic potential

- Grades have suffered recently

Low grades
- Does not turn in homework or study for tests
SIGNATURE ASSIGNMENT 6

Distracted from note-taking

*Highlight learner profiles and assets & needs

{TEACHER, LEARNER, TARGET, ASSESSMENT, INSTRUCTION, MANAGEMENT}

Multiple Means of
Representation Students will be assigned varying texts corresponding to the
(modeling & principal ideas of Enlightenment.
practice) - Individually, students will be given a seven-set Venn
Diagram handout to which they will list perceived
principal ideas of the Enlightenment
o As a class, students and the educator will
explain actual principal ideas of the
Enlightenment.

F.S. #1 will be provided embedded support for vocabulary and

academic language.

F.S. #2 will be provided a private area for completion.

F.S. #3 will be provided a private area for completion.

Multiple Means of
Engagement1 Students will be separated into one of three groups: Renaissance,
Reformation, or Scientific Revolution.
- As a group, students will list the principal ideas [of
their group] onto the corresponding set of the Venn
Diagram handout.

Students will be separated into one of three groups: Greeks,

Romans, or Christianity.
- As a group, students will list the principal ideas [of
their group] onto the corresponding set of the Venn
Diagram handout.

As a class, students and the educator will evaluate and

appropriately fill-in the principal ideas of each group onto the
corresponding sets of the Venn Diagram handout.
- Students will be asked to leave each of the combined
regions of the Venn Diagram handout empty.

F.S. #1 will be provided grammar, spelling and syntax support

SIGNATURE ASSIGNMENT 7

and provided sentence stems.

F.S. #2 will be provided speech to text and extended time for

completion.

F.S. #3 will be provided self-regulatory reminders for

completion, extended time for completion, and opportunities for
individual work.

Multiple means of
Expression2 As a homework assignment, students will choose two (one from
(practice & each trio) of the following:
assessment) - Renaissance, Reformation, or Scientific Revolution
- Greeks, Romans, or Christianity
And, in no more than 500 words (one page, single-spaced):
- Explain how the main ideas of the Enlightenment can
be traced back to . . . (insert two choices).

As a class the following day, the students and the educator will
analyze [using the homework as reference] and appropriately fill-
in the combined regions for each corresponding set of the Venn
Diagram handout.

F.S. #1 will be provided grammar, spelling and syntax support

and provided sentence stems.

F.S. #2 will be provided speech to text and extended time for

completion.

F.S. #3 will be provided self-regulatory reminders for completion

and extended time for completion.

Managing the
Classroom Students are given the first half of the class to complete the
Environment opening. Students are given the second half of the class to
complete the activity. Students are given as much time is needed
the following class to complete the closure.

Students are grouped in accordance to where they sit in the

classroom (split into thirds). Groups are given the opportunity to
meet in varying sections of the classroom or surrounding areas.

Students will be distributed materials in the order they are

needed.
SIGNATURE ASSIGNMENT 8

STAGE 2: TEACHING
{TEACHER, LEARNER, TARGET, ASSESSMENT, INSTRUCTION, MANAGEMENT}
DAILY AGENDA: What is the sequence of your lesson?
1. Opening: Individual assigned text → Class explanation of Enlightenment
2. Activity: Group work → Class Discussion
3. Practice: Homework Assessment
4. Closure: Class Analysis

WHAT MATERIALS WILL I USE?

(List technology, handouts, presentation, videos, etc.)

Varying Texts (one for each student)

Venn Diagram Handout (one for each student)
Loaner Computer (one for each student)

HOW WILL I MONITOR/ASSESS STUDENT LEARNING?

The opening, activity, and closure all conclude with educator-involved classroom
evaluation, all of which directly assess student learning. Likewise, the results provided in
practice directly assesses student learning.

By the end of the first class, students [as a result of opening and activity], should be able
to:
- Explain the principal ideas of the Enlightenment.
By the end of the second class, students [as a result of practice and closure] should be
able to:
- Analyze the principal ideas of the Enlightenment in comparison to the
Renaissance, Reformation, and the Scientific Revolution.
- Analyze the principal ideas of the Enlightenment in comparison to the Greeks,
Romans, and Christianity.

References

California Department of Education. (2000). History-Social Science- Content standards for

California public schools. https://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf

California Department of Education. (2014). California English language development

standards. https://www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf