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Worksheets Lesson Plan with Differentiated Instruction Template …
Worksheets Lesson Plan with Differentiated Instruction Template
Part 1: Student Profiles
Read each focus student’s profile to learn about their learning, home life/background, and social-emotional characteristics. Having this knowledge will help you select appropriate differentiation and modification strategies that align with their individual and unique needs for this lesson.
Jared
Learning Characteristics
Jared is a student with an IEP for a specific learning disability (SLD) in reading comprehension; he was identified with the disability in second grade. Jared reads fluently at the third-grade level, but his comprehension score is at the early first-grade level. He performs at grade level in math computation but struggles when reading is involved, such as with story problems. He enjoys listening to others and demonstrates strong listening comprehension. He gets very anxious when he feels like he has too much to do and is often overwhelmed with long assignments or more than one or two short tasks. Jared also struggles to remember directions involving more than two steps.
Home Life/Background
Jared is 8 years old and lives at home with his three younger sisters, his mom, and his grandmother. He does not see his father. He likes skateboarding when he’s not in school and he has several neighborhood friends. Jared is responsible for chores at home, such as cleaning his room, feeding the dog, and taking out the trash. His mother reports that he is very responsible about doing chores but not about completing schoolwork.
Social Emotional Characteristics
Jared is a kind boy with many friends. He says he likes school but tends to shut down when asked to read or answer questions, even in 1:1 settings. He is very quiet except when he is skateboarding or playing sports at recess. His main coping skill is to give up and shut down. When he does this, he puts his head on his desk or pulls his hood over his head and face. When he gets an answer wrong, he gets very embarrassed and defensive if his peers laugh. He rarely misses school and always follows school rules.
Thamrong
Learning Characteristics
Thamrong is an English learner who speaks English well enough to interact with friends at recess. In class, his pronunciation often interferes with meaning. Although he can communicate his ideas using some description and detail, he has a limited range of grade-level academic vocabulary and struggles with grammar. He enjoys reading, but often misunderstands figurative language. Thamrong’s textual understanding improves significantly when there are pictures to support the text.
Home Life/Background
Thamrong is an 8-year-old student from Thailand who moved to the United States when he was 5. He speaks English at school but only Thai at home. He lives in a traditional Thai home with his grandmother, mother, father, and two younger siblings. He enjoys spending time playing with his siblings, riding his bike, and swimming. He also spends time with his cousins who live nearby. He speaks only Thai to his cousins even though they occasionally speak English.
Social Emotional Characteristics
Thamrong is very respectful of his parents and teachers and always follows rules. He is hesitant to volunteer to orally answer questions in class but appears to understand most academic discussions as demonstrated through his assignments. He is well-liked by his peers and talented athletically. He has one very close friend who sits near him in class. He often asks his friend to clarify directions when he doesn’t understand what to do. He states that he enjoys school and especially recess when he plays basketball with a group of boys. Although he does speak English with his peers, he tends to be less verbal than other boys his age.
Part 2: Whole Class Lesson Plan
Read the Whole Class Plan column of the Lesson Plan Table below. As you are reading the plan, consider the focus student profiles you just read and begin thinking about how you might differentiate the lesson plan elements to best meet each student’s specific needs during this lesson.
Lesson Plan Table
Lesson Plan Element Prompt
Whole Class Plan
Content Area
Identify the content area you have selected for this lesson plan. Will there be any other subjects covered in the lesson?
Third grade reading comprehension
State and Reading Standards
Identify your state and the main reading standard and sub-standard you will be addressing. Include the coding and wording of the main standard and the sub-standard.
AZ third grade reading
3.RL.2 Recount and paraphrase stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in text.
3.RI.9 Compare and contrast the most important points and key details presented in two texts on the same topic.
Goals/Objectives
A learning goal aligned with the standards for this lesson. To write your learning goal, use the SMART goal writing format: Specific, Measurable, Achievable, Relevant, Timely.
During class instruction, and after reading three culturally different versions of the same fairy tale, students will determine one central theme consistent in all versions and identify the main characters and at least three key details from each version to support their theme.
Resources/Materials
Identify the instructional resources and materials that are needed for the teacher and students (e.g., whiteboards, smartboard, manipulatives, textbook, etc.).
Third grade level texts of one fairy tale (e.g., Cinderella, Snow White, Sleeping Beauty, etc.) from 3 different countries (or cultures) to be used in direct instruction.
Third grade level texts (hard copy and/or digital version) of one fairy tale (e.g., Cinderella, Snow White, Sleeping Beauty, etc.) from 3 different countries (or cultures) to be used for independent activity.
A large class-sized Venn diagram poster
Pads of sticky notes
Blue, green, and red for each student
Blue, green, and yellow for teacher
Dark-colored fine point markers
Individual Venn diagram graphic organizers for students
Technology
Identify the technology devices, software, and/or web-based resources that will be incorporated into the lesson.
ELMO projector
Online versions of fairy tales from multiple countries
Pre-Assessment
Explain how you will determine what prior knowledge, skills, and/or experiences related to the lesson topic the students have had.
Students previously completed Venn diagrams based on family members’ characteristics.
Students have discussed the concepts of fairy tales and have read and briefly discussed the American version of a well-known fairy tale (e.g., Cinderella, Snow White, Little Red Riding Hood etc.).
Lesson Introduction
Describe how you will introduce the lesson and grab the students’ attention. How will you “hook” them on this topic?
Each student will be given blue and green sticky notes and a marker and told to leave all items on their desk.
Students will see a large projection of a Venn diagram on whiteboard or wall.
Each section of the diagram will be labeled with the title of the fairy tale and the country from which it came.
Instruction (I do)
Describe the step-by-step procedures that you will model in the instructional portion of this lesson.
Explain the lesson objective: Identify one consistent theme, main characters, and essential details of different versions of the same story. Identify similarities. Support assertions with details from text.
Review the Venn diagram – what it is and its purpose.
Reintroduce the fairy tale version that was read last week and discuss the main theme, characters, and essential details.
Using the yellow sticky notes, model filling in one part of the Venn diagram by doing the following steps:
Think out loud as you model how to tease out the main theme of the version that was read. For example, say, “Being kind and hard-working will allow you to obtain your dream.
Write the main theme on a yellow sticky note and place it at the top of the large Venn diagram section for the American version.
Think aloud as you identify the important characters and the essential details. Write each on a separate yellow sticky note and add to the chart. Model aloud how you are determining if certain details should be included. For example, “I know that there were beautiful beads and diamonds on her dress, but I don’t think that matters much to the entire meaning of the story, so I will leave those details out. I do know that the way Cinderella was treated by her stepsisters was particularly important to the story because it was the very reason she was not allowed to attend the ball. So I will include that detail.”
Once the main theme, important characters, and essential details are identified and included on the Venn diagram, tell students you will be working together to complete the next section of the diagram based on a different version of the fairy tale.
Check for understanding by asking students to name the components to think about as the class reads the next version.
Guided Practice (We do)
Describe the learning activity the students will do in a group setting that allows them to practice and apply what they have learned.
Read aloud the next version of the fairy tale.
Have students talk with a partner/table group regarding thoughts about the main idea. Direct students to write the main idea/theme on their blue sticky note.
Select volunteers to share what they have written and demonstrate through “thinking out loud” how they developed their idea.
Through discussion, develop a class consensus about the main theme.
Choose one student to place their theme, written on the blue sticky note, on the Venn diagram in the section for the current text version.
Repeat for main characters and essential details.
Review information included in the current version section and ask students to discuss with their partners/table groups whether there are overlapping items from the American version.
Choose students to move the yellow and blue sticky notes to the overlapping section between the American version and the current version.
Independent Practice (You do)
Describe the learning activity the students will do individually that allows them to practice and apply what they have learned.
Assign students to independently read the third version of the fairy tale while keeping in mind the information they will need to complete the final section of the Venn diagram.
Explain that students will complete the third section of the Venn diagram on their worksheet.
Ask students to write the theme, main characters, and essential details of this version on their green sticky notes just like we all did with blue sticky notes for the previous version.
Solicit students to share their ideas. Ask for volunteers to come up and add the green sticky notes to the appropriate Venn diagram section.
Compare similar components and select students to move the notes to the overlapping parts between each version. The sticky notes with the main theme (they should each be the same) should be moved to the center of the Venn diagram.
Lesson Closing
Explain how you will end the lesson and connect prior learning to new learning. Will you have a culminating activity, task, or homework assignment?
Ask students to think about all three versions of the fairy tale. Hold a discussion about the similarities and why there might be more similarities than differences.
Generalize the discussion for life relevancy by asking when there might be more similarities than differences between people or contexts than we might expect.
Ask students to explain how the Venn diagram visually displays their assertions. (More sticky notes in the overlapping sections than in the individual sections.)
Describe the independent assignment.
Students will be given an additional fairy tale with three versions, again from different cultures.
They will use blue, green, and red sticky notes to address each individual version.
They will repeat the process demonstrated in the lesson.
For each version, students will determine one central theme consistent in all versions and identify the main characters and at least three key details from each version to support their theme. Once they have identified all required components, they should move the sticky notes to the overlapping sections of the Venn diagram, as appropriate.
Formative Assessment (Informal)
Describe the strategies/activities (e.g., questioning, observation, game, low-stakes quiz) you will implement during the instructional portion of the lesson to check for student understanding.
Verbal questioning
Entries on sticky notes
Moving sticky notes around
Collective ideas shared
Summative Assessment (Formal)
Identify the type of assessment (e.g., test, written assignment, presentation, project) you will use to evaluate student learning toward the standard(s) and learning goal of the lesson. Describe the assessment and how it measures the student’s learning.
Students’ knowledge and skill of the objectives will formally be assessed through their independent worksheet. The completed worksheet will demonstrate students’ ability to identify important characters, essential details, and overarching themes. Students’ ability to compare and contrast details from texts will be displayed through the placement of the colored sticky notes.
Part 3: Differentiated Lesson Plan
Complete the Differentiated Plan for Jared and Differentiated Plan for Thamrong columns of the Differentiated Lesson Plan Table by responding to the prompts in the Lesson Plan Element Prompt column.
Differentiated Lesson Plan Table
Lesson Plan Element Prompt
Differentiated Plan for Jared
Differentiated Plan for Thamrong
Resources/Materials
Identify the differentiation you will provide each focus student related to the instructional resources that are needed for the lesson (e.g., whiteboard, smartboard, manipulatives, textbook, etc.).
Technology
Identify the differentiation you will provide each focus student related to technology devices, software, and/or web-based resources that will be incorporated into the lesson.
Pre-Assessment
Explain how you will determine what prior knowledge, skills, and/or experiences related to the lesson topic each focus student has.
Lesson Introduction
Describe how you will differentiate the introduction of the lesson and grab each focus students’ attention. How will you “hook” them on this topic?
Instruction (I do)
Describe how you will differentiate the step-by-step procedures of the instructional portion of this lesson for each focus student.
Guided Practice (We do)
Describe how you will differentiate the learning activity that each focus student does in a group setting, allowing them to practice and apply what they have learned.
Independent Practice (You do)
Describe how you will differentiate the learning activity that each focus student does individually, allowing them to practice and apply what they have learned.
Lesson Closing
Explain how you will differentiate the end of the lesson and connect prior learning to new learning with each focus student. Will you have a culminating activity, task, or homework assignment?
Formative Assessment (Informal)
Describe how you will differentiate the strategies/activities (e.g., questioning, observation, game, low-stakes quiz) that you will implement during the instructional portion of the lesson to check for each focus student’s understanding.
Summative Assessment (Formal)
Identify how you will differentiate the type of assessment (e.g., test, written assignment, presentation, project) that you will use to evaluate each focus student’s learning toward the standard(s) and learning goal of the lesson.
