100%(40)40 out of 40 people found this document helpful
This preview shows page 2 - 4 out of 5 pages.
landmark to them and draw different types of landmarks on the board. I can also show studentspictures of different landmarks through the computer. We will take a short walk around the school neighborhood and students will circle different landmarks that are in the neighborhood on a worksheet. Once in the classroom, students will be able to draw or write in their journals about the walk. They will draw or write about the different landmarks that they saw in the neighborhood and the different types of landmarks that we discussed in class.Formative Assessment: I would have the students do an extension project which means that the student would write in
SOCIAL 3their journal. In their journal, the students would draw a picture of a landmark that they saw orknow of. Then the students could write words or other pictures that describe the landmark. Differentiation for three students on the "Class Profile" (i.e., How will the following threestudents meet the designed objective? What additional choices or options can be offered to address the needs of these students?)At least one student must be below and one must be above grade level.Student name: __Wayne_________ - explanation of differentiation: Wayne will not be required to write down what he knows about landmarks and what he has learned. Instead, he will be allowed to draw pictures. If he wants to add words to his picture, he will be allowed to ask teachers or paraprofessionals for help with words. Wayne will also not be graded off for misspelling or sentences not being in the correct order. Student name: _Yung__________ - explanation of differentiation: Yung will be given the option to choose a landmark that is not in the local area. For instance, Yung could choose to dothe Statue of Liberty. Yung would do research on the Statue of Liberty and then create a poster