Action and Expression

Which checkpoint did you incorporate?

Checkpoint 4.1 Vary the methods for response
and navigation

Checkpoint 5.1 Use multiple media for

communication

Checkpoint 5.3 Build fluencies with graduated

levels of support for practice and performance

How and why?

The students will be responding as a
team, individually to the class, and
individually to the teacher during
assessment. This varies the methods for
response and offers a variety
accommodating for all students
preferences.
The teacher will be writing and orally
speaking out all feedback and responses
throughout this lesson. There will be
visual and auditory enhancements to this
lesson.
The teacher starts the lesson with
introducing adjectives and helping
students to point out the adjectives, then
they work together to find the correct
adjectives, then they use adjectives they
discovered together, and finally use their
own adjectives to write sentences.

Action and Expression

Activity
Acting out sentences

Technology for sentence building

Creating another list of adjectives at the end

How would this help students meet the

goal?
Students will be able to act out the
adjectives as best as they can. This would
help students think about the adjectives
in a critical manner to be able to express
it.
This would allow for spell check options,
and text to speech software. This can
help students to use multiple tools to
construct their sentences (checkpoint 5.2)
Creating a second list will be a selfmonitoring process for students. They
will be able to see how many adjectives
they originally thought of then after the
lesson they will see that their list grew
even more.