Sample Differentiated Language Arts Lesson Plan Template Page 2
ADVERTISEMENT
1
22
Work Period /Groupings for Differentiation = (Approximately 60 minutes)
Pairs for alternate reading
Groups for jigsaw (
Jigsaw reading should already have been taught and rules posted on the walls,
.)
so all you have to do for discipline is to point to the wall
Small groups for direct instruction
Independent or learning center
(During quiet reading, always make sure the rest of the class is
COMPLETELY QUIET. They are learning now.)
Closing Period = (Approximately 20 minutes)
Present graphic organizers (recall)
Present Pictures (comprehension)
Read summaries (analysis)
Read new closings (synthesis)
Stage debates (evaluation)
*homework: work that students can do at a higher level, but that can be done at home=you shouldn’t have to
necessarily need a text book, and it shouldn’t be new learning.
GRADING
The primary purpose of assessment/grading is to communicate with students (and parents) about
their learning progress and to report on the quality of students work. Students should be
provided with grading criteria (rubrics) before the work period so that they understand what is
expected and how they will be graded. Train students on Standards and post on wall, then make your
rubrics around the Standards. The rubric should be:
1.
Clear and concise
2.
Student friendly
3.
Reflect high expectations
4.
Include examples, when appropriate
5.
Shown to students in advance
Don’t forget, differentiating tasks are only one form of assessment. Students continue to be
graded traditionally on tests, quizzes, portfolio assessment, etc.
Example: Martin Luther King Speech Rubric
For the MLK speech, your product must show evidence of the following:
1.
Neat and Legible
10 pts.
2.
The main idea of the speech
20 pts.
(at least 2 examples)
3.
King’s use of repetition
20 pts.
(at least 2 examples)
4.
Points of persuasion
20 pts.
5.
King’s challenge to America
30 pts.
HOW TO GET STARTED DIFFERENTIATING…
1. Start Small - Try one subject, one class, or one strategy.
2. Start Where You Are – Do you already use student groupings, do you already vary work
assignments?
3. Tell Students – That they will be embarking on a new and exciting way of learning and
discuss the expected behaviors, so they know what’s going on.
4. Rearrange classroom – adjust the classroom to make it conducive for pairing, grouping,
and direct instruction.
5. Post Routines – So students understand when and how to move around the room.
6. Keep Parents Informed – Of the new instructional methodology, explain how they can
participate, and how they will be informed of their child’s progress.
ADVERTISEMENT
0 votes
Related Articles
Related forms
Related Categories
Parent category: Education