Differentiated Lesson

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LESSON PLAN FORMAT WITH MODIFICATIONS FOR DIVERSE LEARNERS
direct link:http://www.west.asu.edu/icaxn/diclsdaie.html


I. Before the Lesson


A. The Basic Lesson Plan

  • What prerequisites (i.e., background information, skills) do students need to have to engage in this lesson?
  • How is the lesson placed in context? Where in the sequence of a unit or course of study does the lesson fall?
  • What are the instructional objectives (cognitive/academic, affective/social, psychomotor, language)?
  • At what level of complexity (i.e. Bloom’s taxonomy) is each objective?
  • How do students demonstrate the instructional objectives?
  • What are the criteria for success? How will learners know that they are successful?
  • What materials are needed?


B. Modifications for Learners with Special Needs

Are modified objectives needed to ensure the success of learners with special educational needs? If so, what are they? (Be specific)

Is there a need for modification of materials? If so, be sure to provide visual, auditory, tactile materials — “realia,” and kinesthetic experiences, as appropriate.

C. Modifications for Learners Acquiring English as a Second Language (Specifically Designed Academic Instruction in English)

Are there modified objectives for learners acquiring English as a second language?

    If so, be sure to state separate English objectives for these learners that

    1) fit with the existing general objectives of the lesson and
    2) do not introduce a new or different lesson component.


    If so, what vocabulary will be learned, previewed, or reinforced? What is the plan for making vocabulary development part of the lesson? (How will you shelter key vocabulary words and concepts that need to be sheltered?)

Is there a need for modification of materials? If so, be sure to provide kinesthetic experiences and visual, auditory, tactile materials — “realia,” as appropriate.

II. Opening the Lesson


A. The Basic Lesson Plan

How will you provide an anticipatory set? How will you open the lesson?

  • an attention getter to focus students’ learning, or
  • a restatement of the objectives in a student-friendly way or
  • a ‘focus question’ to guide the learners thinking process, or
  • a discussion or activity to activate students’ prior knowledge.

Note: Be sure the anticipatory set anchors instruction to past experiences and concepts ( i.e., activating schemata).

B. Modifications for Learners with Special Needs

Are any modifications to the anticipatory set needed for learners with special needs? If so, what are they

C. Modifications for Learners Acquiring English as a Second Language

Are any modifications to the anticipatory set needed for learners acquiring English as a second language? If so, what are they?


III. Steps of Instruction


A. How do you plan to teach to the objective?

For skills, describe in detail the procedures and steps. Provide model(s).
If a concept, provide exemplars and nonexemplars.

Describe guided practice activities.

Describe independent practice activities.

  • Will students work either with partners or in small (cooperative) groups?
  • How will you check for students’ understanding throughout the lesson?
  • What open-ended and/or “high-level” (e.g., application, analysis, synthesis, evaluation) questions will you ask throughout the lesson?


B. Modifications for Learners with Special Needs

Describe any other methodologies used to provide students with special needs access to the core curriculum.

C. Modifications for Learners Acquiring English as a Second Language

Within the steps for instruction, be sure to indicate checking for understanding (ten/ten method) teach for ten minutes, check for comprehension and “with-it-ness” for ten minutes Be sure to check over the entire lesson for the language you will use; do not assume that learners will known or understand “everyday” language. Be sure the activities of the lesson allow learning to occur in context.
Describe any other methodologies used to provide students acquiring English as a second language access to the core curriculum. For example:

IV. Closure


A. How will you have the learners summarize the learnings from the lesson? What are the assessment processes you intend to employ to assess whether or not learners have mastered the objectives?


B. Modifications for Learners with Special Needs

Will you need to modify how learners with special educational needs summarize their learnings? If so, how?
Will you employ any different strategies to assess the achievement of the lesson’s objectives by learners with special needs?

C. Modifications for Learners Acquiring English as a Second Language

Will you need to modify how learners acquiring English as a second language summarize their learnings? If so, how?
Will you employ any different strategies to assess the achievement of the lesson’s objectives by learners acquiring a second language?

V. Independent Practice


A. Will you assign homework (independent practice?) If so, what homework (homefun?) will be assigned?


B. Modifications for Learners with Special Needs

Are there any homework modifications necessary to support students with special needs to engage in independent practice? If so, explain.

C. Modifications for Learners Acquiring English as a Second Language

Are there any homework modifications necessary to support students acquiring a second language to engage in independent practice? If so, explain.
Will you need to modify how learners acquiring English as a second language summarize their learnings? If so, how?
Will you employ any different strategies to assess the achievement of the lesson’s objectives by learners acquiring a second language? If so, explain.

VI. After the Lesson and Reflection

A. Basic Lesson

What went well with the lesson?
What changes would you make, overall, to enhance student learning?

B. Modifications for Learners with Special Needs

What modifications would you make to more successfully engage and assess learners with special needs?

C. Modifications for Learners Acquiring English as a Second Language

What modifications would you make to more successfully engage and assess learners acquiring English as a second language?

Resources:
Madeline Hunter’s Essential Elements of Instruction,
David & Roger Johnson’s Cooperative Learning Group lesson plan format,
Russell Gersten’s research on Direct Instruction, and key researchers’ ideas on Specifically Designed Academic Instruction in English.

Reference:http://www.west.asu.edu/icaxn/diclsdaie.html