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So, let's continue our example with our context. Let's say our example lesson objective relates an 11th grade Earth Science class and the following MN Science Standard and benchmark. I've pasted this MN Science Standard here so that you can see it in it's original language:
The objective, then, for this lesson with "Tuaha" could be something like: "Students will be able to (SWBAT) gather and synthesize information related to the how climate change impacts one MN American Indian Tribe through the oral presentation of a guest speaker representing the local tribal indigenous community". For Tuaha and his classmates, I would present the objective as an "I Can" statement using student-friendly language as follows: "I can synthesize the phenomena related to climate change presented by our guest speaker from our (local) tribal community." (See 2.3 Central Focus and Alignment linked here and in this handbook for details on how to create your own "I Can" statements for use with students). I would use this opportunity to familiarize my 11th graders with the term "phenomena", one of the academic language forms they should be able to use when talking about their gathered data.
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Finally then, in our example, I consolidate and list my selected supports and accommodations within the UNW Lesson plan under "Academic Language Supports" using something like the following statements:
"Tuaha" will be provided: Listening Level 2.4 Speaking Level 2.6 |
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| All Students will be provided: |
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More examples of scaffolds, accommodations, and supports that would be helpful for Tuaha are located in the sample "Multilingual Learner Profile" located above and linked again for you HERE for your convenience.
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