Differentiated Instruction
Lesson Plan Format
Lesson Title: Tolerance - KWL Chart
Content Area and Grade Level: Language Arts - Grade 8
Author: Karen Harrington
School District: Mitchell Middle School
Email: [email protected]
Brief Description of the Lesson/Unit:
To determine the students' prior knowledge, I am going to hang 4 pieces of butcher paper
around the room. On them, I will write WWII, Anne Frank, Adolf Hitler, and tolerance.
Students will go around the room in four groups. Each group will have a different
colored marker and write down any information that they know about each topic. This
activity was found on page 20 in Differentiating Instruction in a Whole-Group Setting by
Betty Hollas.
South Dakota Content Standards:
•
Standard numbers and exact wording
8.R.5.3 - Students can combine new information with existing information to
enhance understanding.
8.LVS.1.1 - Students can evaluate information in auditory and visual
communication.
•
Unpacked standards (in student-friendly wording)
I can put together new information with what I already know to enhance
understanding. I will read others' ideas and add information that I know to the
posters. I will listen to what others say and write down the information on a sheet of
paper.
Stage 1 : Identify Desired Results
1. What enduring understandings are desired?
Holocausts are still prevelant in our world.
2. What essential questions will guide this unit and focus both the
teaching and the learning?
Why is tolerance needed in our society?
How can we learn from the mistakes of others so we don't have to repeat history?
3. What key knowledge and skills will students acquire as a result of
this unit?
Students will have to listen to others' opinions. Students will have to read what is
written on the posters and add any new information that they know about the four
topics.
4. What prior learning, interests, misconceptions, and conceptual
difficulties might be brought to this unit by the students?
This activity will bring many misconceptions about the Holocaust to the forefront.
The interest level of the students is high because we relate what happened to the
Children of the Holocaust. Students see that these things happened to children
who are the same age as the students I'm teaching.
Stage 2 : Determine Acceptable Evidence
What evidence will show that students understand?
1. Pre-Assessment (pre-tests, concept maps, KWL, surveys, etc.):
This activity is a pre-assessment.
2. Performance Tasks:
For the unit, students will be completing a time line that shows the relationship
between Anne Frank's life and WWII. They will be going to the Anne Frank
website and learning information about Anne's life.
3. Summative Assessment (Quizzes, Tests, Prompts, Projects, etc.):
The main assessment will be putting together a PowerPoint about the Holocaust.
Students will also have to write a Character Analysis Poem (which is my second
lesson) in which they will have to be one character writing about another
character from The Diary of Anne Frank.
4. Formative Assessment (Dialogues, Observations, Work Samples,
etc.):
We will discuss the different poems and pieces of art work from Children of
Terezin (which is my 3rd lesson). I will observe how the students are progressing
on their powerpoints. I will show student models to help those students who are
struggling to find an idea. Students will show their poetry or art work that they
have produced.
Briefly explain HOW you will use formative assessment and
feedback to redirect and focus your instruction for improving
student achievement. Provide at least one example.
When the students show their art work or poem, we will have a time for students
to ask questions to help clarify understanding. I will also have a writing
workshop the next day to talk to the students individually to see if they have
questions after presenting this to the class or to help me clarify.
5. Student Self-Assessment:
After presenting to the class, the students will know if they were clear in
presenting their ideas. Towards the end of the unit, students will write an essay
about what they have learned throughout this unit.
6. Attach or include specific rubrics being used for this lesson/unit:
I've attached rubrics to my 2nd and 3rd lessons.
Stage 3 : Learning Experiences and Instruction
What sequence of teaching and learning experiences will equip students
to develop and demonstrate the desired understandings?
1. Major Learning Activities:
For the KWL chart, we will have discussion about their prior knowledge at each
center.
2. Materials, Supplies, & Resources (technology & print):
I will need 4 pieces of butcher paper and 4 different colored markers.
3. Classroom Management:
I will walk around the room to make sure that students are on task.
4. Support Services and Special Teacher Notes:
Stage 4 : Differentiated Instruction Strategies
What specific differentiated instruction strategies will be used in the
lesson/unit? Fill in each section that applies.
1. Differentiated Process:
Having students walk around the room to talk about these different topics should
actively engage those students who are kinesthetic learners.
2. Differentiated Content:
Students will have the opportunity to choose a "Child of the Holocaust" that has
the same first letter of their last name. Students will go to the websites of their
choice for the gathering of information.
3. Differentiated Product:
Students will have choices of what they will include in the PowerPoint.