LESSON PLANS
LESSON PLANS
Jacky Mansour
Danielson Framework
Planning and Preparation
1b: Demonstrating Knowledge of Students
InTASC Standard
The teacher uses understanding of individual differences and
diverse cultures and communities to ensure inclusive learning
environments that enable each learner to meet high standards
Standard 2: Learning Differences
Reflection
I place great importance on understanding students’ individual differences and valuing diverse cultures and communities where the students come from. I also understand how important it is to set high standards for each student. Differentiation looks different amongst all my students, however, it is important for the teacher to attend to the needs and expand the strengths of the students. The artifacts I have chosen for this standard represent how I am able to differentiate among all the subjects that I have taught. I strongly encourage each student to reach his or her fullest potential by using a variety of strategies in order to achieve the goal for each concept learned in class. Amongst my lesson planning, I always make sure to have a Plan A, B, or C if possible to make sure I am supporting the student to my highest capability. As a bilingual teacher, I am able to sympathize with my English Language Learners and accommodate as much as I can for them.
Reading
During reading time, I teach the same mini-lesson to all my students, however, I differentiate by having students apply the lesson to their own reading level.
Students get their own choice in book selection, however, I direct them to get 3 books in their reading level and 2 books to choose from anywhere in the classroom library.
During the reading workshop, all the students have different resources that they need. For example, my struggling students will have the alphabet chant chart while my accelerated students will have a speech bubble to add more text to the reading.
Ways I Differentiate
Content
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Variety of learner outcomes
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Assessing and supplementing background knowledge
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Front-loading vocabulary
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Text readability levels
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Student interest
Process
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Tiered activities
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Graphic organizers
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Manipulatives
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Length of time
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Variety of materials (paper, whiteboard, etc.)
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Variety of formats (using the 5 senses)
Environment
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Chose in seating option around the classroom
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Defined roles in student groups
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Small group instruction
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Peer tutoring
Pictures of students are posted around the classroom to remind them what an avid reader looks like
Math
Struggling Students
Accelerated Students
The "We do, You do, I do" model is something I strongly follow in Math. For example, as students learned addition and subtraction, some students needed more scaffolding compared to others. Eureka Math was excellent in providing scaffolding.
For the ELL learners, I verbalize and point to all symbols. I incorporate movement with different symbols like adding or subtracting. Creating a number bond song, allowed the students to differentiate between a whole and a part.
Accelerated students were able to work with partners and do peer teaching. Along with that, I would differentiate in allowing students to draw pictures or use their fingers. The chose in manipulatives, allowed the students the flexibility to try different perspectives.
For my students with disabilities would receive one on one assistance from their aid. Along with that, I would make sure to keep it repetitive to make them familiar with the process.
For the ELL learners, I verbalize and point to all symbols. I incorporate movement with different symbols like adding or subtracting. Creating a number bond song, allowed the students to differentiate between a whole and a part.
Accelerated students were able to work with partners and do peer teaching. Along with that, I would differentiate in allowing students to draw pictures or use their fingers. The chose in manipulatives, allowed the students the flexibility to try different perspectives.
For my students with disabilities, they would receive one on one assistance from their aid. Along with that, I would make sure to keep it repetitive to make them familiar with the process.
"Repeat after me..."
Writing
In writing, all students receive the same lesson, but then they are able to incorporate their writing on their own individual level. I pull small groups of writing to work with myself or my cooperating teacher, while the other teacher is assisting the other students. In doing so, we are able to tailor the skill to that individual. students during writing. All students are seen at least one time a week in a small group.
Most importantly, every student must have a goal to complete by the end of writing. All students are held to the same expectation that they have to try their best to accomplish that goal.
For my strivers (students who need support), I have their writings be very repetitive and follow the same pattern. I also encourage them to kid write during free play. For my accelerated students, I suggest to they choose 2 goals to accomplish by the end of writing and they are able to create longer sentences with less assistance.
Students who are differently abled work with an aid during writing. My student with Autism has boxes around her writing and also prewrites in her landing class in the morning. My student with ADHD, has a timer that helps him stay on track to complete one goal at a time.
High-Flyers
(Students who need a challenge)
Strivers
(Students who need support)
Student who is
differently abled
English Language Learner Adaptation
01
Make it Visual
Instruction is always written on the board whenever possible. Challenging concepts are supported with pictures as well. Nonlinguistic representation of modeling will improve comprehension for ELL students.
02
Build in Group Work
ELL students need to be engaged. Therefore, whenever I can partner an ELL student with other students, I always do so. In doing so, it allows the students to create a positive peer interaction and help improve the ELL student's English language.
03
Use Sentence Frames
All students, not just ELLs, need practice with academic conversations. Using sentence frames with Kindergarteners shows students how to structure language in a formal way. Making it a normal part of the classroom environment, the students are able to incorporate it on their own.
A sentence starter students use during disagreements with peers:
" _____ this hurt my feelings"
" _____ I'm sorry"
" I accept your apology, but please do not do it again."
