One critical aspect of the artifact, 'A Persuasive Argument' is that the product and process accommodations for all students including ELLs, physically and mentally disabled, gifted and multi-level mainstream students, are based on individual student writing goals that are pre-determined, documented and revised periodically in ongoing student/teacher personal interview. These goals are based on prior documented product strengths and weaknesses and teacher and student input for specific aspects of writing that the student and teacher have decided to set a specific goal for improvement. This lesson plan for 'A Persuasive Argument' addresses mastery of related academic language, expository writing content knowledge and skills practice, and it  maximizes learning opportunities for all students by encouraging interpersonal appreciation and interaction in various grouping and discussion settings . During large, small and paired group discussions, as well as outside discussions with families and friends we use the 'hot' topic of homework to learn to build an argument meanwhile we exercise the opportunity to all learn a great deal about everyone’s’ abilities, ideas, interests and aspirations. To this end, all students, including those with specific language and learning needs,  have the opportunity to prepare vocabulary definitions and source material to facilitate maximum speaking, listening, reading and  writing participation. This is maximized by the optimally correlated content and function design of the lesson, ie: expository structures : persuasive argument that is particularly appealing to 7^th graders, and is of course adaptable to all ages.

        The homework topic brings in critical time management issues for 7^th graders, so students will take advantage of the opportunity to vent and tell others how they think students should spend homework time and why, and the topic exploration and argument building process helps with initial outline organization, and requires them to exercise literal, inferential, and evaluative skills practice. Particularly stressful and wonderful homework experiences will inevitably be shared during the large group discussion, and in regular personal student/teacher interviews for which I will model  flexibility to be able to discuss scaffolding and document a  plan of action for the range of special student needs concerning process and product  as they arise. This particular lesson plan will serve to convey to students that their opinion and needs are important to the teacher and/or to the  classroom ‘community', and the larger community, thus perhaps notably influence their perspective in shaping their argument.

        In my practice, I will work hard to acknowledge and document an ongoing plan of action that addresses individual student needs.With this in mind, I will work hard to create and re-create lesson plans like this one that address many learning standards and that include and embed effective and productive accommodations for diverse and multi-level learners. Please also view the other attachments that demonstrate my ability to accommodate my students' diverse developmental, and academic needs.

        The initial artifact I have attached to demonstrate my planning capabililties is a  collaborative  Interdisciplinary Unit Plan that implements differentiated core activities, and student self-monitoring with guided goal setting and documentation of progress.

Also it includes ample reading, writing, speaking and listening activities that include visual, auditory and kinesthetic or manipulative options. For example, the core activities upon which the week of history-social science lessons that incorporate the other content areas is: a weekly formatively assessed Dialogue Journal as part of guided practice ; An Historical Timeline Project based on the many historical approaches to a topic as part of independent practice; and a weekly reading, writing, listening and speaking goal revision interview with me. These core activities are used from unit to unit, allowing multi-level individual learners to respond in many ways to consistency, thus students are more able/apt to take charge of their learning and progress. At the same time, innovations from student input, and/or inter-disciplinary collaboration are always possible, and may be included in student learning activities.

        The aim of the Dialogue Journal entry content will include posted Timeline Project depictions (History) and interdisciplinary activities. These are listed on 2 sample weekly calendars included in this artifact to demonstrate at a glance how I am  able to  address both a broad or narrow scope of interdisciplinary Content Standards by using the different content areas to support comprehension of one another.

        When I become a Middle Level teacher, dialogue journal entries and posted representations such as Timeline visual depictions will be produced by diverse individual students using a variety of complementary learning approach grouping strategies in which process and product are easily tailored to different learning levels and approaches with close teacher monitoring.  All product for continual individual assesment will be journalized and routinely assessed in a brief routine personal interview where student’s weekly goals based on needs and strengths are revised, and the outcome of which are explicit goals made by the student with teacher guidance. Student weekly goal revision is documented and specifically based on the evidence from student’s journalized product. This kind of product and process is easily and effectively tiered or adapted for multi-cultural, multi-lingual and  multi-level learners including all ELD levels and flexible considerations for students with impairments, and the gifted. This plan continually invites innovation with inter-disciplinary thinking and student input, and offers a multitude of options for SDAIE implementations. All of the preceding can always be alive and well in a classroom  using  versatile and flexible core and enrichment activities, and student goal driven lesson and unit planning. These are the premises of the following Artifacts: Week #1 of 8^th gr. Science with 3 interdisciplinary mini-lessons,  followed by Week #2 of 8^th gr. History with 3 interdsciplinary mini-lessons. These Artifacts show how planning can invite and enhance interdisciplinary collaboration for seemingly infinite possibilities of teaching and learning in a classroom of multi-level learners. Please view the attached primary artifiact, an Interdisciplinary Unit Plan, as well  as several other artifacts that demonstrate my ability to plan effectively to address diverse needs in my classroom.