JMM2 Task One: Instructional Strategies KBT2, Differentiated Instruction, Task 1 Western Governors University Introduction (6pages)

The instructional setting addressed is an 8th grade English class of 30 students from Elm Community School. The topic of study in this lesson plan is Figurative Language, which is part of a larger literary unit where students have learned about plot elements, character motivations, setting, and themes. In this lesson students are expected to distinguish between literal and figurative language, providing examples of figurative language and identifying the seven types of figurative language. The lesson plan evaluated will address and adjust to the differentiated needs of two students: Vincente Flores with an English Language Learner Student Education Program and Grace Jenkins with an IEP, (WGU, n.d.). Lesson Plan Aspects of the Curriculum Instruction for Vincente Vincente is twelve years old and his Current English Language Proficiency Level is at a 2 (Emerging) which indicates that he is able to use general language related to content areas, process, understand, produce or use phrases or short sentences, and oral or written language; however, he reads and writes below grade level. His first and native spoken language is Spanish. Based on Vincente’s level of proficiency and learning needs, one element of this instructional plan that does not meet his needs is the review vocabulary words and introduction of new words. According to his ELL Plan, Vincente needs critical content vocabulary to be kept in a notebook or flashcards and it needs to be pre-taught. As students are expected to form groups and participate in the review Graffiti activity and continue to fill out examples of figurative