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1- Introductory Lessons - Coggle Diagram

- - - - +Top Ss Read, finish standard curricular practice and answer higher order questions. Groupwork. And or alternatively and depending on assessment further develop L2 digital resources to be used by the whole class. After Higher order questions have been demonstrated, potential research initiative or personalized reading would be spectacular to pursue, if a product is needed a reference list or summary could be highly praised and valued. Peer review, annotation, outlining, and inference Q & A could be explored. Ss formatively assessed through observation, direct input, classwork production, and exit ticket likely more open ended in nature.
      - +Middle Ss read book and answer curriculum form and discourse, I mean personalized as much as possible, or engaging as much as possible. Assess engagement. Ss continue to use and build upon unit vocabulary digital resource as it relates to the standard textbook.. Groupwork may be a nice possibility to use vocab resource and answer standard curriculum practice provided in unit. Extension into the same higher order questions as previously mentioned in top Ss. Exit ticket may elicit or tease higher order idea, but assess their ability with curricular practice concept and vocabulary.
        
        b-assessment of curricular practice before extension work, highlighting gaps of vocab or concept.
        
        c-consider any classwork or HW that can be utilized for next class period, recycled, flipped, peer reviewed, extended into think-pair-share
        
        3-Extension of Practice
        
        a-opener for any topic that can be culminatory or or practical application introduced through video, heterogeneous groups to think-pair-share.
        
        b-cool project or practical application/demonstration, I suppose a teacher description of procedure, K-W-L, prediction exercises, More heterogeneous groupings involving higher order ideas and concepts which are engaging and promote global knowledge, although further level consideration could differentiate activity.
        
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      - +Lower Ss begin with practice of matching vocabulary and concept. Objectively assess for ability to address target language. If checking vocabulary make sure the concept is available for them if they already are familiar with concept in L1. Teacher lead reading, followed by pair reading, or pair reading in a later practice lesson. Curriculum based book practice can be modified for making it binary, matching, fill in the blank. Pictures may be used as necessary to modify classwork. Maybe instead of assessing the typical gaps that a student may have, check for gaps you would expect them to know in formative assessment. Perhaps accommodating curriculum practice or initial practice. Exit ticket for target language and concept.