Name: Cassidy Church

Date: 11/20/14
Section: 2
Directions: To complete this chart, please refer to the directions in your lesson plan assignment.
BARRIERS

SOLUTIONS

English Language Learners

Representation: Embed visual, non-linguistic supports for vocabulary clarification (pictures,
video)
Teachers in this lesson will allow ELL students to use Word2Word on their iPads. Word2Word is
an online dictionary in the students native language that helps students build vocabulary,
background knowledge, and develop reading and writing skills.
Checkpoint 2.4 - Promote understanding across languages
Action & Expression: Provide checklists and project planning templates for understanding the
problem, setting up prioritization, sequences, and schedules of steps
Teachers will use the LID strategy listed on The Learning Toolbox website. Students need to
compare and contrast different habitats and animal characteristics. This strategy will improve
students thinking and allow them to understand what they are being asked to do.
L: List items to be compared
I: Identify similarities and differences
D: Draw a graphic representation of the relationship (Venn Diagram)
Checkpoint 6.2 - Support planning and strategy development
Engagement: Vary activities and sources of information so that they can be: culturally relevant and
responsive, and appropriate for different racial, cultural, ethnic, and gender groups.
Teacher will allow students to view WildCam Africa before arriving to the zoo to relate to students
background knowledge and prior experiences. National Geographic brings authentic learning to
the classroom.
Checkpoint 7.2 - Optimize relevance, value, and authenticity

van Garderen & Thomas, 2010

Name: Cassidy Church

Date: 11/20/14
Section: 2
Directions: To complete this chart, please refer to the directions in your lesson plan assignment.
Being placed outside routine and a common
place during the field trip

Representation: Provide checklists, organizers, sticky notes, and/or electronic reminders

Teacher will create an Exploratree which is an interactive thinking guide. The website provides
formats that allows teachers and/or students to organize information to support the students
memory about what is going to happen on the field trip.
Checkpoint 3.4 - Maximize transfer and generalization
Action & Expression: Provide guides for scaffolding goal setting
Teacher will provide students with the worksheet offered by worksheetplace.com. The website
offers templates for goal-setting to use with students to support their organizational skills. The
particular goal organizer that will be used is this lesson is called 5 Ws and H. Students will answer
questions and statements including where will I work on my goal, who will help me reach my
goal, what my goal is, when will I achieve my goal, why is this goal important to me, and
how will I reach my goal?
Checkpoint 6.1 - Guide appropriate goal-setting
Engagement: Variation in the availability of breaks or time outs and/or the timing sequence of
activities
Between activities, students will receive a five minute brain break for completing the previous
activity
Checkpoint 7.3 - Minimize threats and distractions

Amount of Technology and the way students

record information

Representation: Highlight or emphasize key elements in text and graphics

Teacher will provide students with text and graphics about different animals and habitats that they will
see and be able to recognize at the zoo.
Checkpoint 3.2 - Highlight patterns, critical features, big ideas, and relationships
Action & Expression: Provide Sentence Starters
Teacher will provide sentence starter on students graphic organizer for answering questions about
comparisons and differences, as well as for discussing animal and habitat characteristics.
Checkpoint 5.2 - Use multiple tools for construction and composition
Engagement: Engage learners in assessment discussions of what constitutes excellence and generate
relevant examples that connect with the students
Teacher will provide students with a rubric which addresses what the students needs to do to receive 3
points, 2 points, 1 point, and no credit for each expectation.
Checkpoint 8.1 - Heighten salience of goals and objectives

van Garderen & Thomas, 2010

Name: Cassidy Church

Date: 11/20/14
Section: 2
Directions: To complete this chart, please refer to the directions in your lesson plan assignment.

van Garderen & Thomas, 2010

Name: Cassidy Church

Date: 11/20/14
Section: 2
Directions: To complete this chart, please refer to the directions in your lesson plan assignment.

van Garderen & Thomas, 2010