Part I: Unpacking the Content Standards

1. GLOBE Implementation Planning:Unpacking the content standards & Considering students with special needsSuccess Strategies in the Inclusive ClassroomModule 3

2. Part I: Unpacking the Content Standards To unpack the content standards, follow these steps: • Connect to the curriculum • Highlight the important words • Form lesson objectives • Develop a challenge question

3. Start unpacking the content standards by connecting to the curriculum. You may access an online, browse-able version of the Maryland Voluntary State Curriculum at http://www.online-iep.com/vsc/vsc/default.aspx 1. Connect to the Curriculum

4. Select the grade, subject, standard, heading, indicator, and objective. View the corresponding assessment limits if applicable. 1. Connect to the Curriculum continued

5. Review the objective and assessment limits. Identify the important words that students need to know and do. Standard: Comprehension of Informational Text Indicator: Develop and apply knowledge of organizational structure of informational text to facilitate understanding Objective: Identify and analyze the organizational patterns of text Assessment Limits:Cause/effect, Problem/solution, Similarities/differences, Transition or signal words and phrases that suggest a specific organizational pattern 2. Highlight the Important Words

6. Examine the identified words. Use these words as a guide to form your lesson objectives. Identified Words: identify, analyze, organizational patterns, cause/effect, problem/solution, similarities/differences, signal words Lesson Objective: Toidentify nonfiction patterns and analyze how they organize information 3. Form Lesson Objectives

7. Translate the lesson objectives into a Challenge Question. This question should help students make connections to previous learning and activate thinking about the upcoming lesson. Lesson Objective: Toidentify nonfiction patterns and analyze how they organize information Challenge Question: How is nonfiction written differently from fiction? 4. Develop a Challenge Question

8. Part II: Considering Students with Special Needs Consider how you can best support your students with special needs. Answer the think-about questions for each step of the GLOBE explicit instruction strategy. Refer to your Class Profile Matrix as a resource.

9. Think About: What do students need to get focused? Are there any physical, visual, auditory, mobility, or attention issues? How might students connect their prior knowledge and learning to the Key Concept? Are all the materials readily accessible? Consider collaboration roles. Tips: Create a concept map showing how previous learning relates to the Key Concept. Students can use a mask cut from a manila folder to focus their attention on the certain parts of the graphic organizer. Get Focused

10. Think About: What strategies will help communicate and demonstrate the Big Ideas? Will students need note-taking assistance or an alternative to writing? Will issues with spelling hinder the student from recording connections? Tips: Modeling, demonstrations, pictures, videos, and other multi-modal presentation strategies can illustrate the Big Ideas. Consider providing a partially completed graphic organizer or writing aids: pencil grip, slant board, handheld spellchecker, computer with word processing software. List Big Ideas

11. Think About: Does the classroom seating arrangement facilitate cooperative learning? Will some students need additional support to fully participate and interact with their peers? What cooperative learning strategies will help structure the brainstorming process? Tips: Strategically select student pairs or groups and carefully assign student roles so that all students will experience success. Potential roles: Facilitator-leads discussion, Recorder-writes potential questions, Reporter-shares questions with whole group, Supply Manager-gathers needed materials, Coach-ensures that all members participate Organize Essential Questions

12. Think About: What response accommodations do students need to best demonstrate their understanding? What organizational accommodations might help students summarize the Key Concept and Big Ideas? Tips: Sentence starters help students construct an organized summary. Example: Nonfiction is written differently from fiction, because________________. Understanding these elements helps me __________________. Color coding the Big Ideas and their corresponding portions of the Summary may help students make connections. See Example Slide Build a Summary

13. Think About: What strategies will assist students in self-reflection and evaluation? What additional supports will students need to successfully complete homework assignments? What happens if students are unable to answer the challenge question? Tips: Encourage students to ask themselves: “What have I learned?” AND “About what do I still have questions?” Throughout the implementation of GLOBE, the teacher circulates and surveys the students’ under-standing of the content. Consider small group instruction for students who are unable to answer the challenge question. Evaluate and Celebrate

14. References • Clapper, A. T. et. al. (2002). Never too Late: Approaches to Reading Instruction for Secondary Students with Disabilities. Research to Practice Brief. • Dickson, S. et. al. Text Organization: Curricular and Instructional Implications for Diverse Learners. Retrieved August 19, 2005, from http://www.cast.org. • Georgia Project for Assistive Technology. (2002). Assistive Technology Consideration Resource Guide. Retrieved from (http://www.gpat.org/GPAT%20Resources%20Documents/Assistive%20Technology%20Resource%20Guide.doc) • Hall, T. Differentiated Instruction. Retrieved August 19, 2005, from http://www.cast.org. • Hall, T. Explicit Instruction. Retrieved August 19, 2005, from http://www.cast.org. • Kame’enui, Edward J. et. Al. (2002). Effective Teaching Strategies that Accommodate Diverse Learners. • Making Learning Easier: Connecting New Knowledge to Things Students Already Know. Retrieved from http://www.teachingld.org/pdf/teaching_how-tos/making_learning_easier.pdf.

15. Branches of the U.S. Government How do the branches of the U.S. government function? Executive The principal runs the school Legislative Parents make the rules at home Judicial A baseball umpire makes calls What is the system of checks and balances? How does the system ensure there is no abuse of power? Is one branch stronger than another? How are members of each branch chosen? Each of the 3 branches of the U.S. government has a function. The executive branch administers (runs) the government. The legislative branch writes laws. The judicial branch decides if laws are constitutional. The system of checks and balances ensures no branch has too much power. Go Back Yes! Complete graphic organizer of the three branches How the system of checks and balances work