Direct Instruction
Independent study. If a student has a different historical event or author, or both, they would prefer to study and apply to a different text of their choice, the teacher would gladly set this up for them as long as they still meet the objective of recognizing historical influences the event had on the author’s text.
Concept Development or Attainment
Tiered activities. My lesson plan is made so that each person is contributing and understanding the same amount as his or her peers, though they could do this in different ways, this activity allows each student to pick a particular challenge based on a level of complexity. This could be used for the homework assignment especially. Some students may be required to use a more complex book than others. Having the students choose whichever book they would like helps this homework assignment already have a type of tiered activity incorporated. This is good because the students are choosing for themselves how they would like to complete the task.
Inquiry
I would prefer to personalize the approach. At the end of my lesson I expect students to be able to read a text and other information and be able to successfully analyze a text. Instead of solely handing students a sheet of paper with information, students may research the information about the author and time period themselves. This would help for students who prefer more analytic tasks.
Cooperative Learning
Flexible grouping. This type of differentiation would help students because this lesson requires primarily group work. These groups can be at random, so a student does not feel they are always with a particular group of people, or assigned by the teacher strategically, placing students together who work well together, or have similar interests, so that students who may be struggling, can relate to students who may not be struggling and may be able to participate because they share something in common with other students in his or her group.
Vocabulary Acquisition
Much of the vocabulary words in the textbook are for struggling readers. Because this lesson will be the first lesson of the unit, all students will be learning these vocabulary words, and the students who struggle with vocabulary will be especially encouraged keep the notes and flashcards they are required to make throughout the entire unit so they can refer back to them if they need to.
For additional help, students may take the vocabulary words studied and go to www.quizlet.com to create online flashcards to help with vocabulary words giving them difficulty.
Independent study. If a student has a different historical event or author, or both, they would prefer to study and apply to a different text of their choice, the teacher would gladly set this up for them as long as they still meet the objective of recognizing historical influences the event had on the author’s text.
Concept Development or Attainment
Tiered activities. My lesson plan is made so that each person is contributing and understanding the same amount as his or her peers, though they could do this in different ways, this activity allows each student to pick a particular challenge based on a level of complexity. This could be used for the homework assignment especially. Some students may be required to use a more complex book than others. Having the students choose whichever book they would like helps this homework assignment already have a type of tiered activity incorporated. This is good because the students are choosing for themselves how they would like to complete the task.
Inquiry
I would prefer to personalize the approach. At the end of my lesson I expect students to be able to read a text and other information and be able to successfully analyze a text. Instead of solely handing students a sheet of paper with information, students may research the information about the author and time period themselves. This would help for students who prefer more analytic tasks.
Cooperative Learning
Flexible grouping. This type of differentiation would help students because this lesson requires primarily group work. These groups can be at random, so a student does not feel they are always with a particular group of people, or assigned by the teacher strategically, placing students together who work well together, or have similar interests, so that students who may be struggling, can relate to students who may not be struggling and may be able to participate because they share something in common with other students in his or her group.
Vocabulary Acquisition
Much of the vocabulary words in the textbook are for struggling readers. Because this lesson will be the first lesson of the unit, all students will be learning these vocabulary words, and the students who struggle with vocabulary will be especially encouraged keep the notes and flashcards they are required to make throughout the entire unit so they can refer back to them if they need to.
For additional help, students may take the vocabulary words studied and go to www.quizlet.com to create online flashcards to help with vocabulary words giving them difficulty.
Lee
Based on the information I have concerning Lee, this will be a very challenging unit for her. She enjoys lessons that are direct, to the point, and with one concrete answer which is opposite of this unit. Because she has such a difficult time making choices, I will give her more concrete suggestions to choose from; to narrow it down from hundred of ideas, to three or four.
For analysis questions and requirements, I will do something similar to what I mentioned above. Give her a few different ways the text can be analyzed, so instead of having to come up with something entirely on her own, she can have some sort of structure and use her knowledge from the lessons to assist her in making analytical connections with references from the text and outside sources.
Interest Groups: Because a few of the activities that are planned in the lessons throughout the unit include group work, I could easily accommodate by putting Lee in the same group as someone with the same interests or academic level as her, so all students will have equal opportunity for involvement. Having students relate to one another in a group will help strengthen participation.
Flexible grouping: This is an easy, beneficial accommodation for Lee. It is discrete so Lee will not feel as if there are special tasks, organization, and activities just for her.
Multiple Levels of Questions: Because Lee has expressed a disinterest in critical thinking, providing her with questions that, though still have more than one answer, are much simpler than what a deep analysis could consist of. This way she is still having to do some critical and analytical thinking, but on a more general level, and is also still challenging herself.
Choice Boards: This could be used to help Lee choose what she would prefer to do most. That way, even though the overall task is something she dislikes, she can at least be in charge of choosing an assignment that may be more interesting to her. Overall, seeing her use more critical and analytical thinking skills is the ultimate goal. And of course, lesson plans are not “one size fits all.”
Based on the information I have concerning Lee, this will be a very challenging unit for her. She enjoys lessons that are direct, to the point, and with one concrete answer which is opposite of this unit. Because she has such a difficult time making choices, I will give her more concrete suggestions to choose from; to narrow it down from hundred of ideas, to three or four.
For analysis questions and requirements, I will do something similar to what I mentioned above. Give her a few different ways the text can be analyzed, so instead of having to come up with something entirely on her own, she can have some sort of structure and use her knowledge from the lessons to assist her in making analytical connections with references from the text and outside sources.
Interest Groups: Because a few of the activities that are planned in the lessons throughout the unit include group work, I could easily accommodate by putting Lee in the same group as someone with the same interests or academic level as her, so all students will have equal opportunity for involvement. Having students relate to one another in a group will help strengthen participation.
Flexible grouping: This is an easy, beneficial accommodation for Lee. It is discrete so Lee will not feel as if there are special tasks, organization, and activities just for her.
Multiple Levels of Questions: Because Lee has expressed a disinterest in critical thinking, providing her with questions that, though still have more than one answer, are much simpler than what a deep analysis could consist of. This way she is still having to do some critical and analytical thinking, but on a more general level, and is also still challenging herself.
Choice Boards: This could be used to help Lee choose what she would prefer to do most. That way, even though the overall task is something she dislikes, she can at least be in charge of choosing an assignment that may be more interesting to her. Overall, seeing her use more critical and analytical thinking skills is the ultimate goal. And of course, lesson plans are not “one size fits all.”