TI Name: Mashwiyat Rahman

Day & Date: Tueday-Friday Feburary 21-24

Subject Area & Grade Level: 6th Grade Social Studies
Number of Students in Class: 102
Each section of the Learning and Assessment Plan must be addressed; plans with missing or deleted components will not be accepted.

Day 1: Learning and Assessment Plan

Select the Mode of Instruction: Face to Face / Online Synchronous / Online Asynchronous / Hybrid
Curriculum Standards
GSE (Georgia Standards of Excellence), County, National Content ISTE Technology Standard
Curriculum Standards
SS6H1 Explain conflict and change in Latin America. 1.3 Knowledge Constructor
b. Describe the influence of the Spanish and the Portuguese on the language a. Students plan and employ effective research strategies to locate
and religions of Latin America information and other resources for their intellectual or creative pursuits.

Learning Objective/Goal(s) Assessment

Learning Objectives & Historically Responsive Literacies (HRL) Formative & Summative
● Identities: Students will be able to understand why people speak the 1. Students will be asked general and probing questions to gauge their
language they do in Latin America. Students will be able to relate their understanding of the material.
findings to themselves and figure out why they speak the language they 2. Students will take a test on the content next week.
do.
● Skills: Students will be able to describe the influence of the Spanish and
Portuguese on the language and religions of Latin America.
● Intellect: Students will be smarter about how and why people speak the
languages they do, as well as why people in a region that was colonized
believe in a religion found in other places.
Learning Activities
Introduction or Student Spark (5 minutes) Body (30 minutes) Closure (5 minutes)
Students will enter the classroom after getting a Students will transition into the next part by taking Students will be instructed to put their worksheets
sticky note for the mood meter to a slightly different out their pencils and taking out their Chromebooks. away into the notes section and to pack up their
desk arrangement. Students will sit down and do Instructions will be given as papers are passed out stuff. Students will have everything they have on
their warm-up. The warm-up will have students to students. Students will then work together to fill their desks and sit quietly as they wait to be
discuss with their group mates and answer the out worksheets based on the Powerpoint. Students dismissed by the teacher. Entire groups must be
questions on their own sheets of paper. Once time will be able to work at their own pace with 3 peers quiet before being dismissed.
is up, students will come back as a class and share and engage in a discussion of the PowerPoint. The
their answers for the teacher to confirm of correct. teacher will walk around the room and check in on
students as they work. The teacher will also ask
questions to encourage students to think deeper
about the content they are consuming. Any content

Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Middle and Secondary Education Fall 08.22.2022 Page 1
TI Name: Mashwiyat Rahman
Day & Date: Tueday-Friday Feburary 21-24
Subject Area & Grade Level: 6th Grade Social Studies
Number of Students in Class: 102
Each section of the Learning and Assessment Plan must be addressed; plans with missing or deleted components will not be accepted.

that isn't finished in the class period will be

assigned as homework.
Differentiation, Modification & Accommodation
Differentiated instruction (DI): provides all learners access to content and serves to meet all students’ learning needs – it is for all learners – and ensures active
and meaningful student participation. DI can and should occur anywhere within and across the learning continuum, from introduction to the body/learning activity,
closure, and assessment.

● Content (what the teacher teaches/what the student is asked to learn)

● Process (what students do to how students make sense of what they are asked to learn/sometimes activity or learning task are synonyms to process)
● Product (how students show what they have learned/evidence students generate when they complete a significant segment of content.)
● Environment (alterations to the physical or digital learning setting, e.g., stations, rotations, etc.)

Modification & Accommodation: Some modifications and accommodations are legally required for special education students, multilingual learners and students
who may need individualized, specific learning supports.
Differentiated instruction (DI) Modification & Accommodation
1. Students will be able to work with peers in a new type of warm-up 1. Students with visual impairments will be able to use their aid devices
from the usual. Students will be able to work by themselves if they for the work. Students are able to read out loud with their group
wish to. mates if reading is a difficulty. Students will be placed in seats where
2. Students work at their own pace to take in information via reading they need to sit (such as near the teacher).
and discussion. 2. Students with visual impairments will be able to use their aid devices
3. No DI needed for pack up. for the work. Students are able to read out loud with their group
mates if reading is a difficulty. Students will have access to
Resources: Tomlinson, C. and/or Universal Design for Learning UDL co-teacher and/or paras if needed. Students will be placed in seats
where they need to sit (such as near the teacher).
3. Students who need more time will be given time without penalty to
other group mates. Students will be placed in seats where they need
to sit (such as near the teacher).
Facilitation & Safety
Classroom facilitation identifies specific structures of classroom community, physical structure, and organization that you will employ to facilitate the lesson – to
make the class run smoothly and maximize instructional and learning time.

1. Write the following components of the classroom facilitation and operation here:
● Students will be told instructions and clarification will be given as needed.
● Distractions and interruptions will be addressed and students will be guided back to the work.
● I will check in with students who are not doing work or looking out of it and speak individually with them to work out a solution.

Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Middle and Secondary Education Fall 08.22.2022 Page 2
TI Name: Mashwiyat Rahman
Day & Date: Tueday-Friday Feburary 21-24
Subject Area & Grade Level: 6th Grade Social Studies
Number of Students in Class: 102
Each section of the Learning and Assessment Plan must be addressed; plans with missing or deleted components will not be accepted.

● I will use the school universal finger signs when students get too loud or rowdy and will announce transition actions (“Take out a paper and
piece of paper”).
● Students will be expected to follow classroom norms and breaking them will result in warnings, with silent lunches being given out for
repeated warnings.
● Pencils will be given and names will be written down to make sure pencils are returned. Due to running out of spare paper, students will have
to ask their peers for paper.
● Students with the Co-teacher are placed near their desk and students are in groups of four, facing each other.
References
Layered Texts and Other Learning Materials
1. List the tool(s) students need to meaningfully participate and access the materials in the lesson.
- Pencil
- Paper
- Viewboard
- Notebooks
- Chromebooks
- Powerpoint Worksheet
2. Write a detailed (pearled) list of all the multimedia/materials/resources/links/technology students need to meaningfully participate in this
lesson.
- Canvas (DeKalb Country student resource)
- Culture of LA Slideshow

Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Middle and Secondary Education Fall 08.22.2022 Page 3
TI Name: Mashwiyat Rahman
Day & Date: Tueday-Friday Feburary 21-24
Subject Area & Grade Level: 6th Grade Social Studies
Number of Students in Class: 102
Each section of the Learning and Assessment Plan must be addressed; plans with missing or deleted components will not be accepted.

3. Attach all instructional support handouts, presentations, citation/copy of texts, etc. and assessment items.

-
- [Template] Cultural Characteristics of LA Questions
- Latin America Culture/ Test Review February 21-24
Research & Theory References
1. Cite course readings and research knowledge to justify your pedagogical and curricular choices here. Use APA formatting
- Tracey, D. H., & Morrow, L. M. (2012). Lenses on reading: an introduction to theories and models. 2nd ed. New York, The Guilford Press.

Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Middle and Secondary Education Fall 08.22.2022 Page 4