Differentiated
Instruction • Special Needs: Students will receive extra time to complete the task. They will do fewer descriptive details.
• ADHD: When the story is read allow this student to sit near the educator. Redirection may be needed in order to keep the student on track with the rest of the students. Allow an aide to assist while writing.
• Enrichment: Students will type up their essay and add pictures for the Internet.
EEI (ESSENTIAL ELEMENTS OF INSTRUCTION) - LESSON PLAN ELEMENTS REQUIRED:
Objective • The students will be able to listen and comprehend the story “In Like a Lion Out Like a Lamb” by Marion Dane Bauer.
• The students will be introduced to the vocabulary words which can describe a lion and a lamb.
• The students will be able to answer questions as who, what, and demonstrate their understanding of the story.
• The students will be able to write opinion piece.
• The students
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Anticipatory Set First ask the students to brainstorm what they think of when they think about the month March (i.e. windy, cold, St. Patrick’s Day, lambs, lions, etc.). Allow a few students to share their thoughts then, explain that March is known as the month that either comes in like a lion and goes out like a lamb. Read the story “In Like a Lion Out Like a Lamb” by Marion Dane Bauer. Ask the students comprehensive questions when the story is finished.
Draw a line down the middle of the board; write lion and lamb on the top of either side of the line. As a class come up with words describing a lion. Write these words on the board under the lion (i.e. angry, mad, big, brave, fierce, strong, etc.). Do the same of lamb (i.e. shy, quiet, gentle, friendly, etc.). Educator needs to write down words (on paper) in case a student was unable to complete task. Inform the class that they will be writing a multiple paragraph
This task should be fun and interesting for the students. It is my hope that this activity proves to be successful for my students and helps them to understand the necessary learning objectives set forth.
Objective 3: Having read one children’s literature story, A Bad Case of Stripes by David Shannon, the students will demonstrate an understanding of the text by being able to write 5 sentences describing the main themes of the story with 95% accuracy.
An activity that can be used to attain proficiency in the objective, would be for the students to read the book “Henry’s Freedom Box” independently. After each student has read the book and understands the context of the book. Each student will be given a handout that is a paper divided in half and one side says “same” and the other says “different” that they need to complete. After that, the class will be divided into two groups.
With that in mind, we worked out several ideas and decided to use contrast in colors as our metaphor. Because of this decision I wanted to do a little research on the issue of racism. I once again turned to my grandfather and my reading to dig up what information I could. I did two small paragraphs on this issue to give the rest of the team some background into the issue; one paragraph on the racism of African Americans and one on the Japanese. Everyone knows the basics of the racism towards the Japanese after the attack on Pearl Harbor; Japanese were placed into internment camps in the mainland of the United States and on the island of Hawaii, where the attack occurred. On the subject of African Americans, it was the standard racism that everyone is familiar with before the civil rights movement. I did find it interesting however that African American soldiers were not allowed to be placed in high level positions and they were often given simple tasks and
There are many similarities to be found between the books written by Dr. Seuss and my original work . For this project I decided to mimic the writing styles that can be found within The Cat in the Hat and One Fish Two Fish Red Fish Blue Fish, two of his most popular books. In 1954 Life magazine published a report about illiteracy among school children. This article stated that children were bored by the books that were available to them at the beginning reader level. His publisher sent Mr. Geisel a list of 400 words that he thought were important for “new readers” to learn. Geisel used 220 of the words and wrote the infamous book titled The Cat in the Hat. This book was an instant success among children and parents. While writing my original work for this project I wrote myself a list of 300 words that I thought would be important for new readers to learn. Out of the 220 words that I selected I utilized approximately 125 of them within my book. In the Dr. Seuss book titled One Fish Two Fish Red Fish Blue Fish there is no plot that is carried throughout the entire book. Each page is a ...
... Short Stories for Students. Ed. Kathleen Wilson. Vol. 1. Detroit, MI: Gale, 1997. 105-107.
Cloran (n.d.) suggest teachers need to have a broad understanding of giftedness and learning disabilities, a variety of identification measures and the ability to modify the curriculum and implement differentiated teaching strategies to meet the unique needs of all students. A graduate teacher recognises that students learn in their own way and should understand and be able to identify a number of teaching strategies to differentiate and meet the learning needs of all students. They may create groups based on previous assessment results and set clear or modified instructions for each group based on ability or learning styles. To address the specific learning needs of all student abilities, multi-sensory strategies using charts, diagrams, outside lessons and videos, as well as posters around the room or information on the desk could be used. Tomlinson (1999) suggests that differentiated instruction aims to build on student’s strengths and maximize their learning by adjusting instructional tasks to suit their individual needs. Ensuring teaching and instructions are clear, revising and prompting students during lessons and providing templates and assisting student in breaking down tasks into achievable, systematic chunks are some additional examples. Lucas, (2008) suggests highlighting key vocabulary within the text to focus students on the central concepts within the text. Quick finishing students should be provided with the opportunity to extend themselves with extension tasks that have a specific purpose and
Bertonneau, Thomas. "An overview of “Lamb to the Slaughter”." Short Stories for Students. Detroit: Gale, 2002. Literature Resource Center. Web. 30 Jan. 2014.
In 'The Secret Lion'; by Alberto Alvero Rios, the young boys are filled with wonder and fascination about the world. Throughout this story everything in these boys' lives changes.
"Robert daydreamed so much that he was pulled out of school. Frank went into such trancelike dreams that one had to shout at him to bring him back. Equally problematic were Sam's restlessness and verbal diatribes. Virginia, too, demonstrated a tendency to talk on and on. Thomas experienced school problems, in part because of his high energy. Nick's tendency to act without thinking caused him to have several scrapes with death and near-tragedies, such as plunging to the earth from the roof of a barn, clutching an umbrella” (Cramond). These are examples of situations that are common to many children with Attention Deficit Hyperactivity Disorder (ADHD). Children with ADHD tend to have creative and unique was of thinking, and many problems focusing on one task, especially in school situations. Today children with this disorder are frequently prescribed medications to control their attention and/or hyperactivity. But are we doing what is in the best interest for children, or making it easier on the adults who have to deal with these children daily?
Tell students that you will be reading them the story of Little Red Riding Hood by Anne Faundez. Tell the children that the story is about a little girl who runs into the Big Bad Wolf on her way to her grandmother’s house. Tell the children that the wolf was very hungry and wanted to eat Little Red Riding Hood and her grandmother and that you’ll read the story to see if he does actually eat Little Red Riding Hood and her
As teachers we plan our lessons and think to ourselves, "my students are going to love this lesson and will be able to understand what I am teaching", but sometimes that isn 't the case. You may plan a lesson in hopes that your students understand but it doesn 't go as planned. Every student learns differently and thinks differently and because of this we, as teachers must learn to differentiate our lessons. This may require us to change the way we deliver our lesson, change the activities for our lessons or even change the wording of our material so students understand. In this paper, I will be differentiating a lesson plan based on student readiness, student interest and student learning profile for content, process, and product.
Writing and Learning Disabilities International: Overcoming Learning Difficulties 6.3 (2006): 347-67. Web. 16 Feb. 2014.
Accommodations will help students achieve these academic goals, which can be instructional or environmental changes that help students to successfully understand and respond to the regular curriculum. These kinds of accommodations may be a change of seating in the classroom, sitting up front during story time or allowing more time on an exam. For example, a child who may have dyslexia needs to have an additional 20 minutes on exams, or have test questions and answers read to them aloud. These are accommodations made in order for the student to have the best chance of success. A student, who does not have a learning disability, doesn’t need those accommodations and would not necessarily benefit if they were given to
Two days a week in the morning, the children participate in a reading and writing block called “literacy and writing workshop.” The classroom is organized into five different levels with one group having one extra person; the levels are based on scoring of reading assessments. The groups are rotated so that each may spend 15 minutes cycles with either the teacher or Para-educator. The groups not with an instructor were to work on the “Daily-5” (explanation later) until their scheduled lesson. After the students finish their lesson, they are to fill the remainder of the workshop time working on “Daily-5.” This workshop is part of a regular routine. The students understand that after a reading a story with the teacher, they are verbally given a writing assignment. The assignment is usually to write a five sentence paragraph and color a picture related to the reading.