Differentiation and character principle
Assignment Requirements
Using the Lesson Plan Template, plan the differentiation (student population) and character principle for the five-lesson thematic unit. Fill out the differentiation and character principle sections on the template for all five lessons Below are listed the specific instructions for each section.
Student Population:
Describe the group for whom the lesson is being prepared. Identify cultural groups, learning style groups, ability groups, and any special needs groups represented. Define any special groupings to be addressed during the lesson. Cut and paste into each lesson.
Character Principle:
Choose a character trait that applies to the lesson. State the principle in children’s terms, a correlated verse (or an appropriate excerpt for young children), and the Scripture reference (even if you are teaching in a public school). The character principle must also be included in the lesson.
you will fill this information in on all five plans in the attachment.This information must be your own not copied from another source, it should be specific and not broad and should apply to each of the lessons.
Lesson Plan One
| Lesson Plan: | |
| Teacher Candidate: Denya Hankerson
|
Course: EDUC 556 |
| LESSON PREPARATION [Before the lesson] | |
| Topic: Weather and Climate
|
Specific Strategy: Differentiated instructions strategy |
| Subject:
1) Weather elements and extreme weather elements 2) Changes in weather elements in various weather conditions evident in Mexico. 3) The earth’s climate history 4) Use of English expression in discussing main concepts related to weather such as temperature, humidity, rainfall and wind Climate change activities |
Grade: 3rd |
| State Standard/Common Core: Standard 6.2 Global studies: All students in Mexico shall acquire the necessary knowledge and skills to think analytically and also systemically on people’s interactions, their cultures and environmental impacts across time and cultures. This knowledge is essential in that it helps students make informed decisions on weather elements and its impacts to the environment (Davies, 2011).
Standard 6.3: All students in the 21st century must acquire knowledge and skills to be active citizens in addressing the various challenges imposed by changes in weather and climate (Davies, 2011). |
|
| National Standard: | |
| Primary Objective:
1) All students should list and describe five weather elements and match them with extreme weather conditions. To develop reading skills, as well as preparing for learning homework, the students shall be expected to write and also repeat verbally the sounds of weather expressions on the whiteboard (Davies, 2011).
2) All students should describe five changes in weather elements in various weather conditions evident in Mexico. The students shall be expected to match the weather labels and also fill in all missing words in the printed weather expressions. 3) All students should be able to use English expression in discussing main concepts related to weather such as temperature, humidity, rainfall and wind (Davies, 2011). 4) Each student should explain the formation of hurricanes in Mexico using a graphic organizer. To develop speaking skills, flash cards will be used, and students shall be expected to mention corresponding weather expressions. The students shall be working in instructional groups whereby each group will be supposed to say the corresponding weather expression; this will be followed by an individual’s expression (Davies, 2011).
|
|
| Classroom Diversity and Differentiated Instruction: | |
| Children’s Literature Selection (optional): | |
| Materials/Equipment: All students should have the Grade 3 science textbook, student’s activity sheets, and flash cards to develop speaking skills, a PowerPoint presentation in a small brainstorming session, Science journals, small strips of light blue construction paper, plastic bags, seven hula hoops/ropes to make circles, two bandanas or hats to designate the hawks. (Davies, 2011). | |
| Technology Integration: In a brainstorming session, a PowerPoint presentation shall be used to enhance the learners learning skills.
Character Principle: |
|
| LESSON PRESENTATION [during the lesson, be very detailed; add PARs at the end not in template] | |
| Set: The plan, therefore, uses differentiated instructions to explore the various characteristics of student’s difficulties in learning and also help address their individual needs. Differentiated classrooms will comprise of an array of activities to help address the need of individual students with learning challenges. Grouping activities shall be planned; the individual and group oriented learning activities shall be planned to ensure that each individual needs are efficiently addressed. Learning activities comprising of instructional activities shall also be planned to include rehearsals, modeling, choral, chanting and educational games. This will ensure that all students with a learning disability are involved in different activities to help in identifying their strong points. The approach will help them improve on their learning ability. Activating the learning process shall include introductory activities focusing on the content to be learned, and relating the already learned content with previously learned content, ensuring that students can understand the significance of the content instructed to them. This motivates students to learn because they are eager to learn contents based on the current level of understanding (Davies, 2011). | |
| Teacher Instruction/Modeling: Learning activities will be achieved as individual, in pairs, small groups and in large groups. In inclusive classes shall be used and the teacher will rely on instructional groups of twenty students during each learning lesson (Davies, 2011). | |
| * Optional – Read Children’s Literature Selection: | |
| Guided Student Practice: | |
| Independent Student Practice: Informal and formal assessment shall be done. Informal assessment will include work samples, observation, classrooms assessments, interviews, file reviews, and systematic observation to ensure that the best level of academic skill development is adopted and also try to identify the strengths and weaknesses during the learning process (Davies, 2011).
Work samples will be used in order to indicate the level of success achieved by a student in a given area. It will involve checking student’s notes, unit tests and written assignments, and if any difficulties are realized; for instance, difficulties in copying notes and interpretation, this will help in addressing the individual needs (Davies, 2011). Observation checklists are also recommended in assessing the effectiveness of the learning process as it can measure a student’s strengths, as well as weaknesses in a given skill evident in various learning behaviors experienced by students with disabilities. Formal assessment will be done, and it will take into consideration standardized tests on educational achievement, standardized tests on information processing and standardized tests on intellectual functioning (Davies, 2011). |
|
| Closure: Students will determine their knowledge on the topic and using the differentiated learning instruction the teacher will change the classroom organization, the curriculum, assessment procedures, and instructional methods to ensure that the individual needs of all students are identified. The student teacher relationship shall remain the basis of instruction for differentiation in order to offer an effective basis for learning (Davies, 2011). | |
| Summative Assessment: The assessment process shall also use IEP, which is a documented plan designed for students with learning disabilities, and it describes individualized goals, modifications and services offered to students. IEP will have three functions: planning, tracking and recording. Teachers shall also face all students with learning disabilities in their respective classes. Tried and tested teaching strategies will have the usual effect, and the action approach will help in developing the learning practices that will increase understanding of students needs (Davies, 2011). | |
| LESSON REFLECTION [after the lesson]– Completed assignments and tests are to be analyzed to determine the student’s strengths and weaknesses. Performance assessments will provide opportunities to help students understand the context. | |
| Describe the outcome of the lesson. | |
| Describe student performance and state the number of students who achieved the objective. | |
| Describe an alternative approach for this lesson. | |
| Describe an appropriate lesson to follow this lesson. | |
Lesson Plan Two
| Lesson Plan: | |
| Teacher Candidate: Denya Hankerson
|
Course: EDUC 556 |
| LESSON PREPARATION [Before the lesson] | |
| Topic: Living Systems: Structural Adaptations in Animals
|
Specific Strategy: Differentiated instructions strategy |
| Subject:
1) Aquatic ecosystems 2) Terrestrial ecosystems 3) Populations and communities 4) Human role in conserving living things
|
Grade: 3rd |
| State Standard/Common Core: Standard 6.2 Global studies: All students in Mexico shall acquire the necessary knowledge and skills to think analytically and also systemically on people’s interactions, their cultures and environmental impacts across time and cultures. This knowledge is essential in that it helps students make informed decisions on weather elements and its impacts to the environment (Davies, 2011).
Standard 6.3: All students in the 21st century must acquire knowledge and skills to be active citizens in addressing the various challenges imposed by changes in weather and climate (Davies, 2011). |
|
| National Standard: | |
| Primary Objective:
1) All students will investigate and also understand animal adaptations that help them meet their daily needs and also respond to the environment. The core concept in this topic is the behavioral adaptation. 2) All students should investigate and understand that ecosystems do support a diversity of ecosystem (animals and plants) sharing limited resources. The key concept in this subject is population and communities.
|
|
| Classroom Diversity and Differentiated Instruction: | |
| Children’s Literature Selection (optional): | |
| Materials/Equipment: All students should have the Grade 3 science textbook, student’s activity sheets, and flash cards to develop speaking skills, a PowerPoint presentation in a small brainstorming session, Science journals, small strips of light blue construction paper, plastic bags, seven hula hoops/ropes to make circles, two bandanas or hats to designate the hawks. (Davies, 2011). | |
| Technology Integration: In a brainstorming session, a PowerPoint presentation shall be used to enhance the learners learning skills.
|
|
| Character Principle:. | |
| LESSON PRESENTATION [during the lesson, be very detailed; add PARs at the end not in template] | |
| Set: The plan, therefore, uses differentiated instructions to explore the various characteristics of student’s difficulties in learning and also help address their individual needs. Differentiated classrooms will comprise of an array of activities to help address the need of individual students with learning challenges. Grouping activities shall be planned; the individual and group oriented learning activities shall be planned to ensure that each individual needs are efficiently addressed. Learning activities comprising of instructional activities shall also be planned to include rehearsals, modeling, choral, chanting and educational games. This will ensure that all students with a learning disability are involved in different activities to help in identifying their strong points. The approach will help them improve on their learning ability. Activating the learning process shall include introductory activities focusing on the content to be learned, and relating the already learned content with previously learned content, ensuring that students can understand the significance of the content instructed to them. This motivates students to learn because they are eager to learn contents based on the current level of understanding (Davies, 2011). | |
| Teacher Instruction/Modeling: Learning activities will be achieved as individual, in pairs, small groups and in large groups. In inclusive classes shall be used and the teacher will rely on instructional groups of twenty students during each learning lesson (Davies, 2011). | |
| * Optional – Read Children’s Literature Selection: | |
| Guided Student Practice: | |
| Independent Student Practice: Informal and formal assessment shall be done. Informal assessment will include work samples, observation, classrooms assessments, interviews, file reviews, and systematic observation to ensure that the best level of academic skill development is adopted and also try to identify the strengths and weaknesses during the learning process (Davies, 2011).
Work samples will be used in order to indicate the level of success achieved by a student in a given area. It will involve checking student’s notes, unit tests and written assignments, and if any difficulties are realized; for instance, difficulties in copying notes and interpretation, this will help in addressing the individual needs (Davies, 2011). Observation checklists are also recommended in assessing the effectiveness of the learning process as it can measure a student’s strengths, as well as weaknesses in a given skill evident in various learning behaviors experienced by students with disabilities. Formal assessment will be done, and it will take into consideration standardized tests on educational achievement, standardized tests on information processing and standardized tests on intellectual functioning (Davies, 2011). |
|
| Closure: Students will determine their knowledge on the topic and using the differentiated learning instruction the teacher will change the classroom organization, the curriculum, assessment procedures, and instructional methods to ensure that the individual needs of all students are identified. The student teacher relationship shall remain the basis of instruction for differentiation in order to offer an effective basis for learning (Davies, 2011). | |
| Summative Assessment: Students will fill an exit slip whereby he/she will be expected to name one animal with a physical adaptation. The students will describe the adaptation of the animal, and explain how the animal meets its needs for instance, its feeding habit.
All students will choose an animal and research on its various needs such as food, shelter, water and space. The students will be expected to identify carnivores, herbivores, omnivores, and predators, and create a model of their feeding habits including behavioral adaptations. |
|
| LESSON REFLECTION [after the lesson]– Completed assignments and tests are to be analyzed to determine the student’s strengths and weaknesses. Performance assessments will provide opportunities to help students understand the context. | |
| Describe the outcome of the lesson. | |
| Describe student performance and state the number of students who achieved the objective. | |
| Describe an alternative approach for this lesson. | |
| Describe an appropriate lesson to follow this lesson. | |
Lesson Plan Three
| Lesson Plan: | |
| Teacher Candidate: Denya Hankerson
|
Course: EDUC 556 |
| LESSON PREPARATION [Before the lesson] | |
| Topic: Soil Layers
|
Specific Strategy: Differentiated instructions strategy |
| Subject:
1) The components of the soil 2) The origin of the soil 3) The importance of soil to animals and plants
|
Grade: 3rd |
| State Standard/Common Core: Standard 6.2 Global studies: All students in Mexico shall acquire the necessary knowledge and skills to think analytically and also systemically on people’s interactions, their cultures and environmental impacts across time and cultures. This knowledge is essential in that it helps students make informed decisions on weather elements and its impacts to the environment (Davies, 2011).
Standard 6.3: All students in the 21st century must acquire knowledge and skills to be active citizens in addressing the various challenges imposed by changes in weather and climate (Davies, 2011). |
|
| National Standard: | |
| Primary Objective:
1) Students must understand the main components of the soil, the origin of the soil, and its significance to living things that are animals and plants including human beings 2) Students must understand the different types of soil such as clay, topsoil, silt, sand, rock and humus. 3) Students will be able to apply scientific reasoning, the nature of science and logic in making observations on soil layers.
|
|
| Classroom Diversity and Differentiated Instruction:
|
|
| Children’s Literature Selection (optional): | |
| Materials/Equipment: All students should have the Grade 3 science textbook, student’s activity sheets, and flash cards to develop speaking skills, a PowerPoint presentation in a small brainstorming session, Science journals, small strips of light blue construction paper, plastic bags, seven hula hoops/ropes to make circles, two bandanas or hats to designate the hawks. (Davies, 2011). | |
| Technology Integration: In a brainstorming session, a PowerPoint presentation shall be used to enhance the learners learning skills.
Character Principle:. |
|
| LESSON PRESENTATION [during the lesson, be very detailed; add PARs at the end not in template] | |
| Set: The plan, therefore, uses differentiated instructions to explore the various characteristics of student’s difficulties in learning and also help address their individual needs. Differentiated classrooms will comprise of an array of activities to help address the need of individual students with learning challenges. Grouping activities shall be planned; the individual and group oriented learning activities shall be planned to ensure that each individual needs are efficiently addressed. Learning activities comprising of instructional activities shall also be planned to include rehearsals, modeling, choral, chanting and educational games. This will ensure that all students with a learning disability are involved in different activities to help in identifying their strong points. The approach will help them improve on their learning ability. Activating the learning process shall include introductory activities focusing on the content to be learned, and relating the already learned content with previously learned content, ensuring that students can understand the significance of the content instructed to them. This motivates students to learn because they are eager to learn contents based on the current level of understanding (Davies, 2011). | |
| Teacher Instruction/Modeling: Learning activities will be achieved as individual, in pairs, small groups and in large groups. In inclusive classes shall be used and the teacher will rely on instructional groups of twenty students during each learning lesson (Davies, 2011). | |
| * Optional – Read Children’s Literature Selection: | |
| Guided Student Practice: | |
| Independent Student Practice: Informal and formal assessment shall be done. Informal assessment will include work samples, observation, classrooms assessments, interviews, file reviews, and systematic observation to ensure that the best level of academic skill development is adopted and also try to identify the strengths and weaknesses during the learning process (Davies, 2011).
Work samples will be used in order to indicate the level of success achieved by a student in a given area. It will involve checking student’s notes, unit tests and written assignments, and if any difficulties are realized; for instance, difficulties in copying notes and interpretation, this will help in addressing the individual needs (Davies, 2011). Observation checklists are also recommended in assessing the effectiveness of the learning process as it can measure a student’s strengths, as well as weaknesses in a given skill evident in various learning behaviors experienced by students with disabilities. Formal assessment will be done, and it will take into consideration standardized tests on educational achievement, standardized tests on information processing and standardized tests on intellectual functioning (Davies, 2011). |
|
| Closure: Students will determine their knowledge on the topic and using the differentiated learning instruction the teacher will change the classroom organization, the curriculum, assessment procedures, and instructional methods to ensure that the individual needs of all students are identified. The student teacher relationship shall remain the basis of instruction for differentiation in order to offer an effective basis for learning (Davies, 2011). | |
| Summative Assessment:
Assessment questions 1) Explain the different layers of the soil 2) Which layer of the soil is more fertile 3) Which layer of the soil plants grow best 4) Complete the layers of the soil diagram
|
|
| LESSON REFLECTION [after the lesson]– Completed assignments and tests are to be analyzed to determine the student’s strengths and weaknesses. Performance assessments will provide opportunities to help students understand the context. | |
| Describe the outcome of the lesson. | |
| Describe student performance and state the number of students who achieved the objective. | |
| Describe an alternative approach for this lesson. | |
| Describe an appropriate lesson to follow this lesson. | |
Lesson Plan Four
| Lesson Plan: | |
| Teacher Candidate: Denya Hankerson
|
Course: EDUC 556 |
| LESSON PREPARATION [Before the lesson] | |
| Topic: Lunar Phases
|
Specific Strategy: Differentiated instructions strategy |
| Subject:
1) Basic patterns occurring in nature such as day and night, tides, simple phases of the moon and seasonal changes 2) Revolution of the earth 3) phases of the moon (first quarter of the moon, full moon, last quarter moon and new moon)
|
Grade: 3rd |
| State Standard/Common Core: Standard 6.2 Global studies: All students in Mexico shall acquire the necessary knowledge and skills to think analytically and also systemically on people’s interactions, their cultures and environmental impacts across time and cultures. This knowledge is essential in that it helps students make informed decisions on weather elements and its impacts to the environment (Davies, 2011).
Standard 6.3: All students in the 21st century must acquire knowledge and skills to be active citizens in addressing the various challenges imposed by changes in weather and climate (Davies, 2011). |
|
| National Standard: | |
| Primary Objective:
1) All students will investigate and understand basic patterns and cycles which occur in nature such as the day and night, the phases of the moon, seasonal changes and tides 2) All students will demonstrate an understanding of scientific reasoning, nature of science and also apply logic by planning and conducting an investigation on natural events. |
|
| Classroom Diversity and Differentiated Instruction:
|
|
| Children’s Literature Selection (optional): | |
| Materials/Equipment: All students should have the Grade 3 science textbook, student’s activity sheets, and flash cards to develop speaking skills, a PowerPoint presentation in a small brainstorming session, Science journals, small strips of light blue construction paper, plastic bags, seven hula hoops/ropes to make circles, two bandanas or hats to designate the hawks. (Davies, 2011). | |
| Technology Integration: In a brainstorming session, a PowerPoint presentation shall be used to enhance the learners learning skills.
Character Principle:. |
|
| LESSON PRESENTATION [during the lesson, be very detailed; add PARs at the end not in template] | |
| Set: The plan, therefore, uses differentiated instructions to explore the various characteristics of student’s difficulties in learning and also help address their individual needs. Differentiated classrooms will comprise of an array of activities to help address the need of individual students with learning challenges. Grouping activities shall be planned; the individual and group oriented learning activities shall be planned to ensure that each individual needs are efficiently addressed. Learning activities comprising of instructional activities shall also be planned to include rehearsals, modeling, choral, chanting and educational games. This will ensure that all students with a learning disability are involved in different activities to help in identifying their strong points. The approach will help them improve on their learning ability. Activating the learning process shall include introductory activities focusing on the content to be learned, and relating the already learned content with previously learned content, ensuring that students can understand the significance of the content instructed to them. This motivates students to learn because they are eager to learn contents based on the current level of understanding (Davies, 2011). | |
| Teacher Instruction/Modeling: Learning activities will be achieved as individual, in pairs, small groups and in large groups. In inclusive classes shall be used and the teacher will rely on instructional groups of twenty students during each learning lesson (Davies, 2011). | |
| * Optional – Read Children’s Literature Selection: | |
| Guided Student Practice: | |
| Independent Student Practice: Informal and formal assessment shall be done. Informal assessment will include work samples, observation, classrooms assessments, interviews, file reviews, and systematic observation to ensure that the best level of academic skill development is adopted and also try to identify the strengths and weaknesses during the learning process (Davies, 2011).
Work samples will be used in order to indicate the level of success achieved by a student in a given area. It will involve checking student’s notes, unit tests and written assignments, and if any difficulties are realized; for instance, difficulties in copying notes and interpretation, this will help in addressing the individual needs (Davies, 2011). Observation checklists are also recommended in assessing the effectiveness of the learning process as it can measure a student’s strengths, as well as weaknesses in a given skill evident in various learning behaviors experienced by students with disabilities. Formal assessment will be done, and it will take into consideration standardized tests on educational achievement, standardized tests on information processing and standardized tests on intellectual functioning (Davies, 2011). |
|
| Closure: Students will determine their knowledge on the topic and using the differentiated learning instruction the teacher will change the classroom organization, the curriculum, assessment procedures, and instructional methods to ensure that the individual needs of all students are identified. The student teacher relationship shall remain the basis of instruction for differentiation in order to offer an effective basis for learning (Davies, 2011). | |
| Summative Assessment:
Assessment questions 1) Does the moon produce its own light, or does it get from other sources? Why or why not? 2) List the different phases of the moon 3) When does the moon occur: during the day or during the night? 4) What are some of the factors why the moon changes as we look at it every day? 5) Create a moon chart showing the four phases of the moon in the correct order
|
|
| LESSON REFLECTION [after the lesson]– Completed assignments and tests are to be analyzed to determine the student’s strengths and weaknesses. Performance assessments will provide opportunities to help students understand the context. | |
| Describe the outcome of the lesson. | |
| Describe student performance and state the number of students who achieved the objective. | |
| Describe an alternative approach for this lesson. | |
| Describe an appropriate lesson to follow this lesson. | |
Lesson Plan Five
| Lesson Plan: | |||||||||||||||||
| Teacher Candidate: Denya Hankerson
|
Course: EDUC 556 | ||||||||||||||||
| LESSON PREPARATION [Before the lesson] | |||||||||||||||||
| Topic: Earth Resources
|
Specific Strategy: Differentiated instructions strategy | ||||||||||||||||
| Subject:
1) Different sources of energy (sunlight, water and the wind) 2) Renewable sources of energy (water, sun and the wind) 3) Non-renewable sources of energy (wood and biomass) Grade: 3rd |
|||||||||||||||||
| State Standard/Common Core: Standard 6.2 Global studies: All students in Mexico shall acquire the necessary knowledge and skills to think analytically and also systemically on people’s interactions, their cultures and environmental impacts across time and cultures. This knowledge is essential in that it helps students make informed decisions on weather elements and its impacts to the environment (Davies, 2011).
Standard 6.3: All students in the 21st century must acquire knowledge and skills to be active citizens in addressing the various challenges imposed by changes in weather and climate (Davies, 2011). |
|||||||||||||||||
| National Standard: | |||||||||||||||||
| Primary Objective:
1) Students will investigate and understand the different sources of energy 2) Students will investigate and understand the various uses of the naturally occurring energy such as wind, water and sun 3) Students will investigate and understand the advantages and disadvantages of solar energy, water energy and wind energy Classroom Diversity and Differentiated Instruction: |
|||||||||||||||||
| Children’s Literature Selection (optional): | |||||||||||||||||
| Materials/Equipment: All students should have the Grade 3 science textbook, student’s activity sheets, and flash cards to develop speaking skills, a PowerPoint presentation in a small brainstorming session, Science journals, small strips of light blue construction paper, plastic bags, seven hula hoops/ropes to make circles, two bandanas or hats to designate the hawks. (Davies, 2011). | |||||||||||||||||
| Technology Integration: In a brainstorming session, a PowerPoint presentation shall be used to enhance the learners learning skills.
|
|||||||||||||||||
| Character Principle:. | |||||||||||||||||
| LESSON PRESENTATION [during the lesson, be very detailed; add PARs at the end not in template] | |||||||||||||||||
| Set: The plan, therefore, uses differentiated instructions to explore the various characteristics of student’s difficulties in learning and also help address their individual needs. Differentiated classrooms will comprise of an array of activities to help address the need of individual students with learning challenges. Grouping activities shall be planned; the individual and group oriented learning activities shall be planned to ensure that each individual needs are efficiently addressed. Learning activities comprising of instructional activities shall also be planned to include rehearsals, modeling, choral, chanting and educational games. This will ensure that all students with a learning disability are involved in different activities to help in identifying their strong points. The approach will help them improve on their learning ability. Activating the learning process shall include introductory activities focusing on the content to be learned, and relating the already learned content with previously learned content, ensuring that students can understand the significance of the content instructed to them. This motivates students to learn because they are eager to learn contents based on the current level of understanding (Davies, 2011). | |||||||||||||||||
| Teacher Instruction/Modeling: Learning activities will be achieved as individual, in pairs, small groups and in large groups. In inclusive classes shall be used and the teacher will rely on instructional groups of twenty students during each learning lesson (Davies, 2011). | |||||||||||||||||
| * Optional – Read Children’s Literature Selection: | |||||||||||||||||
| Guided Student Practice: | |||||||||||||||||
| Independent Student Practice: Informal and formal assessment shall be done. Informal assessment will include work samples, observation, classrooms assessments, interviews, file reviews, and systematic observation to ensure that the best level of academic skill development is adopted and also try to identify the strengths and weaknesses during the learning process (Davies, 2011).
Work samples will be used in order to indicate the level of success achieved by a student in a given area. It will involve checking student’s notes, unit tests and written assignments, and if any difficulties are realized; for instance, difficulties in copying notes and interpretation, this will help in addressing the individual needs (Davies, 2011). Observation checklists are also recommended in assessing the effectiveness of the learning process as it can measure a student’s strengths, as well as weaknesses in a given skill evident in various learning behaviors experienced by students with disabilities. Formal assessment will be done, and it will take into consideration standardized tests on educational achievement, standardized tests on information processing and standardized tests on intellectual functioning (Davies, 2011). |
|||||||||||||||||
| Closure: Students will determine their knowledge on the topic and using the differentiated learning instruction the teacher will change the classroom organization, the curriculum, assessment procedures, and instructional methods to ensure that the individual needs of all students are identified. The student teacher relationship shall remain the basis of instruction for differentiation in order to offer an effective basis for learning (Davies, 2011). | |||||||||||||||||
| Summative Assessment:
Assessment questions 1) Identify three sources of energy 2) What source of energy is commonly used at home 3) What is the most available source of energy for a person living in a desert region? Why? 4) Fill the chart by giving two advantages, two disadvantages and one use of the listed sources of energy
|
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| LESSON REFLECTION [after the lesson]– Completed assignments and tests are to be analyzed to determine the student’s strengths and weaknesses. Performance assessments will provide opportunities to help students understand the context. | |||||||||||||||||
| Describe the outcome of the lesson. | |||||||||||||||||
| Describe student performance and state the number of students who achieved the objective. | |||||||||||||||||
| Describe an alternative approach for this lesson. | |||||||||||||||||
| Describe an appropriate lesson to follow this lesson. | |||||||||||||||||
Reference
Davies, D. (2011). A Programmatic Approach to Teaming and Thematic Instruction. North
Carolina Middle school Association Journal, Vol.26, No
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