Lord Ela Lesson Plans For Learning Segment

Name: Grade: Fifth Grade
Rachel Lord
Lesson Composing a Title Date: 02-13-17
Title:
CCGPS or GPS Standard(s):
ELAGSE4W2: Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.
a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting
(e.g., headings), illustrations, and multimedia when useful to aiding comprehension
Classroom/Lesson Context (please check the following that apply):
__X__ Whole Group _____ Small Group ___X__ One-on-One __X___ Students with IEPs/504s __X___ ELL
Students
____ Other (Please specify: _______________________________________________________________________)
Please specify the number of students:
___14__ Girls __9__Boys
Individual Education Plan Goal(s) and Benchmarks specific to this lesson:
If needed, students will be provided extra time to complete assignments and have a break if necessary. The
English language learners will be provided with pictures as needed.
Learning - Focus Strategies

Essential Question(s)
1-3 BIG ideas! How How can I compose a title page?
can these questions be
used to guide your
instruction?
Central Students will be able to compose text features in order to write an informational piece.
Focus/Lesson
Objective(s)
Objectives are
measurable and
aligned with the
standard.
Academic Language Language Functions

What is the key Students will be able to compose creative in order to write an informational piece.
language demand?
What academic Language Vocabulary
language will you Title
teach or develop? Title Page
What are the key Publisher
vocabulary words Illustrator
and/or symbols? Text Features
Academic Language Demand
Students will compose creative titles for a variety of informational pieces.
Materials Anchor chart
What resources can be Mentor Text Who Was Dr. Seuss by Janet B. Pascal
used to engage Creative titles brainstorming thinking map
students?
Introduction to - Step 1. Teacher will play the video What is Creativity? by Shots of Awe
Lesson/ https://www.youtube.com/watch?v=tYbA_-mAtUY
Activating Thinking
What is the hook for - Step 2. Teacher will ask the students, Have you ever thought about if a book
the lesson to tap into had no cover, no glossary, and no pictures? Do you think that book would be
prior knowledge and one that you would pick up in the library?
develop students
interests? This should
tie directly into the
- Step 3. Teacher will introduce to the students the following text features that
lessons objective and
standard and should they will be learning about in reference to informational texts. This will be done
promote higher level on an anchor chart with pictures included to help students better understand.
thinking. How will (Creative titles, title page, Illustrations, Captions, Diagrams, Maps, Charts, and
you introduce the a Glossary)
content specific
vocabulary words? - Teacher will introduce the mentor text for the week, Who Was Dr. Seuss by
***Use knowledge of Janet B. Pascal. Teacher will show the students how the title to this book is
students academic, creative because it makes people curious as to who this person was.
social, and cultural Language Syntax
characteristics. n/a
Language Discourse
Students will listen to the video, questions, and teacher explain text features. Students
will discuss why creativity is important and how they would feel about a book with no
text structures.
Modification(s)/Accommodation(s) specific to this lesson
If needed, students will be provided extra time to complete assignments and have a
break if necessary. The English language learners will be provided with pictures as
needed.
Management Plan:
- Students will be seated in their assigned desks during this part of the lesson.
Students will raise hands during discussion and I will call on them.
Body of Lesson/ - Step 1. Teacher will give examples of creative titles for an informational writing
Teaching Strategies piece. Teacher will discuss titles that could be more creative. For example,
What will you have instead of the title Hungry Cheetahs the title could be Voracious Cheetahs.
the students do after
you introduce the - Step 2. Next, Teacher will hand out a creative titles thinking map that asks
lesson to learn the
students to change the dull titles to titles that are creative. This thinking map has
standards? What
questions will you ask a total of six dull titles that need to be changed to creative titles.
to promote higher
level thinking? - Step 3. Teacher will let students have time to think about what they would
change these dull titles to. When students seem to be finishing up teacher will
What opportunities have the class come back together and have the students share their titles with
will you provide for one another.
students to practice
content language/ - Step 4. Teacher will have students turn in their creative titles thinking map.
vocabulary? What Language Syntax
language supports Students will practice creating creative titles for information texts.
will you offer?
Language Discourse
Students will listen to the teacher explain and give examples about creative titles for
informational texts.
Students will take turns sharing the creative titles they created.
needed. Teacher will make sure to walk around the room and conference one on one
with these students.
Management Plan:
The students will be seated at their assigned desks for this part of the lesson. Once
students are finished composing their creative titles teacher will have students come up
to the front of the classroom and share their titles with the class. Teacher will walk
around the room and conference with the students one on one. Teacher will pass out
the thinking maps by row. Teacher will have students pass in the thinking maps without
getting out of their desks.
Closure/ - Step 1. Teacher will have the students come back to a whole group setting.
Summarizing
Strategies: - Step 2. Teacher will discuss why creativity is important.
How will the students
summarize and/or
share what they have
learned to prove they
- Step 3. Teacher will explain that creative titles for informational texts are more
know and understand inviting and welcoming when seen in the library, book store, classroom, etc.
the standard(s) and its Teacher will explain that creating a creative title sets their informational piece
vocabulary? Will you apart from the other students in the class which is a good thing because no one
provide opportunities is the same!
for students to apply Language Syntax
new knowledge while n/a
making connections to Language Discourse
prior learning? Students will listen to teacher explain why composing creative titles is important.
Students will have freedom to discuss along with the teacher why being creative in their
titles is so important.

needed.
Management Plan:
Students will be at their assigned seating for this part of the lesson. Teacher will explain that
tomorrow we will be discussing detailed drawings and how they contribute to making an
informational piece more exciting and inviting to read.
Assessment/ Reminder: Assessment plan must align with objective(s)/standard(s).

Evaluation Assessment Plan for IEP Goals and/or 504 Plans
Every standard listed If needed, students will be provided extra time to complete assignments and have a
above must be break if necessary. The English language learners will be provided with pictures as
assessed and included. needed.
Questions to consider
while planning: Assessment Plan for Learning Objectives (This is a plan and should be written as such;
How will students remember to identify both formative & summative assessments throughout the lesson):
exhibit an
understanding of the
The students will be scored on the following:
lessons objectives?
How will you provide
- The creative titles that they compose during the class period.
feedback? What - Teacher will take up the thinking map at the end of the class period and hand it
evidence will you back out the next day to help with the rest of the weeks lessons.
collect to demonstrate
students
understanding/mastery
of the lessons
objective(s) including
their usage of
vocabulary?

Rachel Lord
Lesson Composing Illustrations Date: 02-14-17
Title:
clearly.
a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting
Students
__14__ Girls ___9__Boys


1-3 BIG ideas! How How can I compose a detailed illustration?
used to guide your
instruction?
Focus/Lesson
Objective(s)
Objectives are
measurable and
aligned with the
standard.

What is the key Students will be able to compose illustrations in order to write an informational piece.
language demand?
language will you Illustration
teach or develop? Detail
What are the key Text Feature
vocabulary words
and/or symbols?
Students will compose illustrations for a variety of informational pieces.
Materials Anchor Chart

used to engage My Text Features Post Thinking Map
students?
Introduction to
Lesson/ Mini Lesson:
Activating Thinking
What is the hook for - Step 1. Teacher will explain what an Illustration is and what it helps the reader
the lesson to tap into do while reading.
prior knowledge and
develop students - Step 2. Teacher will read a few pages from the mentor text that has an
illustration on it and show the students how the illustration helps the students to
lessons objective and know more about the story.
standard and should Language Syntax
promote higher level Language Discourse
thinking. How will
you introduce the Students will listen to the mentor text Who is Dr. Seuss? Students will discuss why
content specific composing detailed illustrations are important to add to informational writing pieces.
vocabulary words?
***Use knowledge of Modification(s)/Accommodation(s) specific to this lesson
students academic,
social, and cultural If needed, students will be provided extra time to complete assignments and have a
characteristics. break if necessary. The English language learners will be provided with pictures as
needed.
Management Plan:
Body of Lesson/ - Step 1. Teacher will show examples on the board of what a detailed illustration
Teaching Strategies looks like and what a non-detailed illustration looks like.
What will you have
the students do after - Step 2. Next, Teacher will hand out a thinking map where students will be able
you introduce the
to practice composing detailed illustrations for certain passages from the mentor
lesson to learn the
standards? What
text.
questions will you ask
to promote higher - Step 3. Teacher will read a passage from the mentor text and have the students
level thinking? compose a detailed illustration for the passage.
What opportunities - Step 4. Teacher will give students time to practice composing a detailed
will you provide for illustration for various passages read or put on the board by the teacher.
students to practice Language Syntax
content language/ Students will practice composing detailed illustrations for informational writing pieces.
vocabulary? What Language Discourse
language supports Students will listen to the teacher explain and give examples about composing detailed
will you offer? illustrations for informational texts.
Management Plan:
The students will be seated at their assigned desks for this part of the lesson. Teacher
will hand out the thinking map where the students will begin to practice composing
their detailed illustrations for informational writing pieces. Teacher will walk around
the room and conference with the students one on one. Teacher will pass out the
thinking maps by row. Teacher will have students pass in the thinking maps without
getting out of their desks.
Closure/ - Step 1. Teacher will have the students come back to a whole group setting.
Summarizing
Strategies: - Step 2. Teacher will discuss why composing detailed illustrations for
How will the students informational writing pieces is important.
summarize and/or
share what they have
learned to prove they - Step 3. Teacher will explain that informational texts often have captions
know and understand
underneath the illustrations. Teacher will tell the students that tomorrow we will
the standard(s) and its discuss what captions are and why they are important.
vocabulary? Will you Language Syntax
provide opportunities n/a
for students to apply Language Discourse
new knowledge while Students will listen to teacher explain why composing detailed illustrations for
making connections to informational writing pieces is important. Students will listen to the teacher explain
prior learning? Teacher will explain that informational texts often include charts, maps, and diagrams
too. Students will have freedom to discuss along with the teacher about this topic.

needed.
Management Plan:
tomorrow we will be discussing charts, maps, and diagrams and how they contribute to
informational pieces.
Evaluation Assessment Plan for IEP Goals and/or 504 Plans
Every standard listed If needed, students will be provided extra time to complete assignments and have a
above must be break if necessary. The English language learners will be provided with pictures as
assessed and included. needed.
Questions to consider
while planning: Assessment Plan for Learning Objectives (This is a plan and should be written as such;
How will students remember to identify both formative & summative assessments throughout the lesson):
exhibit an
understanding of the The students will be scored on the following:
lessons objectives?
- The illustrations they compose during the class period.
feedback? What - Teacher will take up the thinking map at the end of the class period and hand it
evidence will you back out the next day to help with the rest of the weeks lessons.
students
of the lessons
their usage of
vocabulary?

Rachel Lord
Lesson Composing Captions for Illustrations Date: 02-15-17
Title:
clearly.
b. Introduce a topic clearly and group related information in paragraphs and sections; include formatting
Students
__14__ Girls __9__Boys

1-3 BIG ideas! How How can I compose a caption for my illustrations?
used to guide your
instruction?
Focus/Lesson
Objective(s)
Objectives are
measurable and
aligned with the
standard.

What is the key Students will be able to compose captions for illustrations.
language demand?
language will you Illustration
teach or develop? Caption
What are the key Text Features
vocabulary words
and/or symbols?
Students will compose captions for their illustrations.

used to engage My Text Features Poster Thinking Map
students?
Introduction to
Activating Thinking
What is the hook for - Step 1. Teacher will explain the definition of caption.
the lesson to tap into
prior knowledge and - Step 2. Teacher will read a few pages from the mentor text that has an
develop students illustration with a caption on it and show the students how the caption works
with illustration helps the students know more about the informational text.
standard and should
Language Syntax
promote higher level
thinking. How will
Language Discourse
you introduce the
content specific
vocabulary words?
Students will listen to the mentor text Who is Dr. Seuss? Students will discuss why
***Use knowledge of adding captions to illustrations are important to add to informational writing pieces.
students academic,
social, and cultural Modification(s)/Accommodation(s) specific to this lesson
characteristics.
needed.
Management Plan:
Body of Lesson/
Teaching Strategies
What will you have - Step 1. Teacher will show examples on the board of what a caption should look
the students do after like and how a caption should be written.
you introduce the
lesson to learn the - Step 2. Next, Teacher will hand out the text features thinking map for students
standards? What to practice composing captions for the illustrations they composed in the
previous lesson.
to promote higher
level thinking?
- Step 3. If students finish early, there will be pictures shown on the board that
What opportunities students can practice composing captions for.
will you provide for
students to practice
content language/
vocabulary? What Language Syntax
language supports Students will practice composing captions for illustrations in informational writing
will you offer? pieces.
Language Discourse
Students will listen to the teacher explain and give examples about how to write a
caption underneath an illustration to give more detail.
Management Plan:
will hand out the thinking map where the students will begin to practice composing
captions for the illustrations they designed in the previous lesson. Teacher will walk
around the room and conference with the students one on one. Teacher will pass out
the thinking maps by row. Teacher will have students pass in the thinking maps without
getting out of their desks. When students are finished composing captions for the
illustrations they designed teacher will have extra pictures on the smart board for
students to practice composing captions for on the back of their paper.
Closure/
Summarizing
Strategies: - Step 1. Teacher will have the students come back to a whole group setting.
summarize and/or - Step 2. Teacher will discuss why captions underneath illustrations for
share what they have informational writing pieces is important.
know and understand
the standard(s) and its - Step 3. Teacher will explain that informational texts often include charts, maps,
vocabulary? Will you
and diagrams too. These text features also look like drawings or photographs,
provide opportunities
for students to apply but they provide different information than just designing a picture does.
new knowledge while Teacher will explain that tomorrow students will learn about these text features.
making connections to
prior learning? Language Syntax
n/a
Language Discourse
Students will listen to teacher explain why writing captions for illustrations in an
informational writing pieces is important. Students will listen to teacher explain that
informational texts often have captions underneath the illustrations. Students will have
freedom to discuss along with the teacher about this topic.

needed.
Management Plan:
tomorrow we will be discussing charts, maps, and diagrams and how they contribute to
informational pieces.
Evaluation
Every standard listed Assessment Plan for IEP Goals and/or 504 Plans
above must be
assessed and included. If needed, students will be provided extra time to complete assignments and have a
Questions to consider break if necessary. The English language learners will be provided with pictures as
while planning: needed.
How will students
exhibit an
understanding of the
lessons objectives? Assessment Plan for Learning Objectives (This is a plan and should be written as such;
How will you provide remember to identify both formative & summative assessments throughout the lesson):
feedback? What
evidence will you The students will be scored on the following:
collect to demonstrate - The captions they write for the illustrations they designed during the previous
students class period.
- Teacher will take up this worksheet at the end of the class period and hand it
of the lessons
back out the next day to help with the rest of the weeks lessons.
their usage of
vocabulary?
Name: Grade: Fourth Grade

Rachel Lord
Lesson Composing charts, maps, and graphs Date: 02-16-17
Title:
clearly.
c. Introduce a topic clearly and group related information in paragraphs and sections; include formatting
Students
___14__ Girls __9___Boys

1-3 BIG ideas! How How can I compose a map, chart, and diagram?
used to guide your
instruction?
Focus/Lesson
Objective(s)
Objectives are
measurable and
aligned with the
standard.

What is the key Students will be able to compose maps, charts, and diagrams for informational texts.
language demand?
language will you Diagram
teach or develop? Chart
vocabulary words
and/or symbols?
Students will compose maps, charts, and diagrams for informational texts.

used to engage Diagrams, Maps, and Charts Blank Sheets of Paper
students?
Introduction to
Activating Thinking
What is the hook for - Step 1. Teacher will explain the definition of map, chart, and diagram. Teacher
the lesson to tap into will use pictures and the anchor chart to help students understand the difference
prior knowledge and
between each of these text features.
develop students
- Step 2. Teacher will read a few pages from the mentor text that has chart, map,
lessons objective and or diagram within the reading and discuss with the students how these text
standard and should features help students to understand informational text on a deeper level.
thinking. How will Language Syntax
you introduce the n/a
content specific Language Discourse
vocabulary words? Students will listen to the teacher explain the definitions of the following text features:
***Use knowledge of map, charts, and diagrams. Students will listen to the mentor text Who is Dr. Seuss?
students academic, Students will discuss how these text features help students to understand informational
social, and cultural text on a deeper level.
characteristics.
needed.
Management Plan:
Body of Lesson/ - Step 1. Teacher will show an example from the mentor text.
Teaching Strategies
What will you have - Step 2. Next, Teacher will discuss with students that charts, diagrams, and maps
the students do after help readers to learn more information about the text. Teacher will explain that it
you introduce the is important to not overlook these text features when they come across them in
lesson to learn the
an informational text.
standards? What
to promote higher - Step 3. Next, teacher will explain that there is three steps when students come
level thinking? across one of these text features.
What opportunities Step one: read the text

will you provide for Step two: read the chart, diagram, or map
students to practice Step three: ask yourself, What is this text feature showing/telling me?
content language/
vocabulary? What - Step 4. Teacher will ask students to discuss with one another where and how
language supports they would format these text features within an informational text. Teacher will
will you offer? ask students to think about the three steps with each of these text features and
discuss what each feature is showing/telling them. Teacher will have students
compose a chart, map, or diagram on a blank sheet of paper that students could
potentially use for their informational writing pieces.
Language Syntax
Language Discourse
Students will listen to the teacher explain how maps, charts, and diagrams contribute to
an informational text. Students will identify visually each of the text features on the
handout. Students will discuss orally how they would format certain text features and
what the text features may be showing or telling them.
Management Plan:
will hand out the blank sheet of paper. Teacher will walk around the room and
conference with the students one on one. Teacher will pass out the blank sheet of paper
by row. Teacher will have students pass in their sheet of paper without getting out of
their desks.
Closure/
Summarizing
summarize and/or - Step 2. Teacher will discuss how charts, graphs, and diagrams contribute to an
share what they have informational text.
know and understand
the standard(s) and its
vocabulary? Will you - Step 3. Teacher will explain that sometimes in an informational text readers will
provide opportunities come across words they dont know the meaning of. When this happens, more
for students to apply often than not, an informational text will contain a glossary. Teacher will
new knowledge while explain that tomorrow students will be learning about a glossary.
making connections to
prior learning? Language Syntax
n/a
Language Discourse
Students will listen to teacher explain how charts, graphs, and diagrams contribute to an
informational text. Students will have freedom to discuss along with the teacher about
this topic.

needed.
Management Plan:
tomorrow we will be discussing glossaries and how they contribute to informational pieces.
Evaluation
above must be
How will students
exhibit an
understanding of the Assessment Plan for Learning Objectives (This is a plan and should be written as such;
lessons objectives? remember to identify both formative & summative assessments throughout the lesson):
feedback? What The students will be scored on the following:
evidence will you
- How students use the three steps to figure out what they chart is telling them.
students - How students discuss with their classmates information about formatting these
understanding/mastery text features.
of the lessons - How students compose their own charts.
their usage of
vocabulary?

Rachel Lord
Lesson Composing a Glossary Date: 02-17-17
Title:
clearly.
d. Introduce a topic clearly and group related information in paragraphs and sections; include formatting
Students
__14___ Girls __9___Boys

1-3 BIG ideas! How How can I compose a glossary for an informational text?
used to guide your
instruction?
Focus/Lesson
Objective(s)
Objectives are
measurable and
aligned with the
standard.

What is the key Students will be able to compose a glossary for an informational topic they have chosen
language demand? from a previous lesson.
What academic
language will you Language Vocabulary
teach or develop? Glossary
vocabulary words
and/or symbols?
Students will compose a glossary for an informational topic they have chosen from a
previous lesson.
Materials Anchor Chart

used to engage Glossary Thinking Map
students?
Introduction to
Activating Thinking
What is the hook for - Step 1. Teacher will explain the definition of glossary and where students can
the lesson to tap into find a glossary.
prior knowledge and
develop students - Step 2. Teacher will read a few pages from the mentor text and have the
students pick out words that may need to be placed in a glossary.
Language Syntax
standard and should
n/a
Language Discourse
thinking. How will
you introduce the
content specific Students will listen to the teacher explain the definition of a glossary. Students will
vocabulary words? listen to the mentor text Who is Dr. Seuss? Students will discuss which words out of the
***Use knowledge of passages read may need to be placed in a glossary.
students academic,
social, and cultural Modification(s)/Accommodation(s) specific to this lesson
characteristics.
needed.
Management Plan:
Body of Lesson/
Teaching Strategies
What will you have - Step 1. Teacher will explain to students that they will be using their
the students do after informational piece that was written in a previous lesson to create their own
you introduce the glossary.
lesson to learn the
standards? What - Step 2. Next, Teacher will orally give an example of this process by reading a
passage from the mentor text, Who is Dr. Seuss? After reading the passages,
to promote higher
level thinking? teacher will place the thinking map on the document camera and show the
students exactly how a glossary should look.
What opportunities
will you provide for - Step 3. Teacher will hand out the glossary thinking map and tell the students to
students to practice begin working.
content language/
vocabulary? What - Step 4. Teacher will give the students time to compose their glossaries.
language supports
will you offer? Language Syntax
Students will compose their glossaries from an informational piece they have written in a
previous lesson.
Language Discourse
Students will listen to the teacher explain how a glossary should look.

Management Plan:
will hand out the glossary thinking map. Teacher will walk around the room and
conference with the students one on one. Teacher will pass out the thinking maps by
row. Teacher will have students pass in the thinking maps without getting out of their
desks when they are finished.
Closure/
Summarizing
summarize and/or - Step 2. Teacher will have students orally share some of the words they chose for
share what they have their glossary.
know and understand
the standard(s) and its
- Step 3. Teacher will explain that glossaries are a great text feature to include in
vocabulary? Will you
provide opportunities
their informational writing. Teacher will explain that some students may know
for students to apply some words, but not others and vice versa. A glossary can help the readers better
new knowledge while understand the text.
making connections to Language Syntax
prior learning? n/a
Language Discourse
Students will listen to teacher explain how charts, graphs, and diagrams contribute to an
informational text. Students will have freedom to discuss along with the teacher about
this topic.

needed.
Management Plan:
Students will be at their assigned seating for this part of the lesson. Students will raise their
hands and be called on by the teacher to share a word from their glossary.
Evaluation
above must be
How will students
exhibit an Assessment Plan for Learning Objectives (This is a plan and should be written as such;
understanding of the remember to identify both formative & summative assessments throughout the lesson):
lessons objectives?
How will you provide The students will be scored on the following:
feedback? What
- The glossaries the students compose from their informational pieces they wrote
evidence will you
collect to demonstrate in a previous paper.
students
of the lessons
their usage of
vocabulary?

Lord Ela Lesson Plans For Learning Segment

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Name: Grade: Fifth Grade

Classroom/Lesson Context (please check the following that apply):

____ Other (Please specify: _______________________________________________________________________)

Please specify the number of students:

___14__ Girls __9__Boys

Individual Education Plan Goal(s) and Benchmarks specific to this lesson:

Learning - Focus Strategies

Academic Language Language Functions

Modification(s)/Accommodation(s) specific to this lesson

Modification(s)/Accommodation(s) specific to this lesson

Assessment/ Reminder: Assessment plan must align with objective(s)/standard(s).

Name: Grade: Fifth Grade

Classroom/Lesson Context (please check the following that apply):

____ Other (Please specify: _______________________________________________________________________)

Please specify the number of students:

__14__ Girls ___9__Boys

Learning - Focus Strategies

Academic Language Language Functions

Students will compose illustrations for a variety of informational pieces.

Materials Anchor Chart

Modification(s)/Accommodation(s) specific to this lesson

Name: Grade: Fifth Grade

____ Other (Please specify: _______________________________________________________________________)

Please specify the number of students:

__14__ Girls __9__Boys

Individual Education Plan Goal(s) and Benchmarks specific to this lesson:

Learning - Focus Strategies

Academic Language Language Functions

Students will compose captions for their illustrations.

Materials Anchor chart

Modification(s)/Accommodation(s) specific to this lesson

Modification(s)/Accommodation(s) specific to this lesson

Name: Grade: Fourth Grade

Classroom/Lesson Context (please check the following that apply):

____ Other (Please specify: _______________________________________________________________________)

Please specify the number of students:

___14__ Girls __9___Boys

Individual Education Plan Goal(s) and Benchmarks specific to this lesson:

Learning - Focus Strategies

Academic Language Language Functions

Materials Anchor chart

What opportunities Step one: read the text

Modification(s)/Accommodation(s) specific to this lesson

Modification(s)/Accommodation(s) specific to this lesson

Name: Grade: Fifth Grade

____ Other (Please specify: _______________________________________________________________________)

Please specify the number of students:

__14___ Girls __9___Boys

Individual Education Plan Goal(s) and Benchmarks specific to this lesson:

Learning - Focus Strategies

Academic Language Language Functions

Materials Anchor Chart

Modification(s)/Accommodation(s) specific to this lesson

Modification(s)/Accommodation(s) specific to this lesson

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