Differentiating Learning Activities.docx - DIFFERENTIATING...

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DIFFERENTIATING LEARNING ACTIVITIES 1 Steven Lavendier Differentiating Learning Activities ELM-580 April 18 th , 2018 Day 1:
DIFFERENTIATING LEARNING ACTIVITIES 2 Teacher Candidate: Grade Level: Date: Unit/Subject: Instructional Plan Title: Steven Lavendier 2 nd 04-18-2018 Literature Henry And Mudge I. Planning Lesson summary and focus : In this unit 1 lesson, using textual evidence, students will determine how Henry and Mudge are similar and different, as well as forming opinions about the characters while using both vocabulary and spelling words to elaborate opinions and why they feel that way, discussing it in small groups using contextual evidence to support their thoughts. Classroom and student factors : Classroom consists of 4 English Language Learners (ELL) while all being in Tier 2 RTI for reading and one year below grade level in reading performance, with no internet connection, 3 have low parental involvement and 1 has medium parental involvement. 4 Learning Disabled students (LD) and 1 Emotionally Disabled/Disturbed (ED) student(s) with one LD student being in Tier 3 RTI for reading (and math) and at two years below grade level on reading but with high parental involvement but no internet. The other 3 LD students are only 1 year below grade level in reading, two of which have Internet access and 1 that does not, and each one of these have parents at different levels of involvement with low, medium, and high. 1 student has hearing aides but is at grade level. In total, only 8 have no Internet access, 10 have low parental involvement, 16 having medium parental involvement, 3 high involvement and 1 having very highly involved parents. Students will be grouped into 6 pods of 5 tables, grouped together facing each other, high and low academic students mixed so those higher academic students can help lower students to help them with comprehension of material. National / State Learning Standards: CCSS.ELA-LITERACY.W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

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