Differentiated Lesson Plans Instructions You Are To Create 1

Differentiated Lesson Plans Instructionsyou Are To Create 1 Lesson Pl

You are to create one lesson plan addressing the same theme (chosen in your project proposal). This lesson needs to incorporate specific differentiated instruction within your teaching of the concept as well as the practice of it. Remember that the key to differentiation is not everyone doing the same thing, but learning the same concept by differing your instruction and practice. This means that you must include many different options for your students. For example, if you are teaching the parts of a plant cell, your students could be creating a skit acting out the different parts of a cell, producing a commercial describing the parts of a cell, sketching the parts of a cell, visually representing the parts of a plant cell using craft supplies, or producing a research paper addressing all parts of a plant cell.

For this concept, all students are mastering the parts of the cell but in different ways. All activities must be presented with enough details so that a substitute teacher could teach from the plan. Use the provided template to complete your lessons. Unit theme Monsters · Character principle Equality of Opportunity - “He makes the sun rise on the evil and on the good, and sends rain on the just and the unjust.” (Matthew 5:45) & “The laborer is worthy of his hire.” (Luke 10:7) Grade level for your proposed class Kindergarten Subjects Math Primary SOL (Virginia Standard of Learning) for each subject K.11 The student will a) identify, describe, and trace plane geometric figures (circle, triangle, square, and rectangle); and b) compare the size (larger, smaller) and shape of plane geometric figures (circle, triangle, square, and rectangle).

Paper For Above instruction

Developing a differentiated lesson plan centered on geometry for kindergarten students offers an engaging and inclusive approach to exploring plane figures. This lesson will focus on helping students identify, describe, and compare basic geometric shapes—circles, triangles, squares, and rectangles—aligning with Virginia's Standard of Learning K.11. Incorporating multiple activities tailored to varied learning styles promotes mastery of these concepts, ensuring all students can achieve the learning objectives despite different needs and preferences.

Introduction: To begin the lesson, the teacher will introduce the theme through a story involving monsters, emphasizing the idea that all shapes can be found in their world, and each monster has a shape that is unique and special. The teacher will read a story about monsters that are shaped like circles, triangles, squares, and rectangles, capturing students’ interest and setting a playful tone for the lesson.

Explicit Instruction: The teacher will model each geometric shape using large cutouts or manipulatives, describing features such as number of sides, angles, and overall appearance. Visual aids, including posters and real-world objects, will help students connect shapes to everyday items. The teacher will then demonstrate how to trace the shapes on paper, encouraging students to observe and note differences and similarities among the figures.

Differentiated Activities: Students will choose from several activity options designed to reinforce their understanding of the shapes. Each activity needs to be detailed enough for a substitute teacher to implement successfully:

• Option 1: Artistic Shape Creation: Students will use craft supplies such as colored paper, scissors, glue, and markers to create a collage representing each geometric shape found in their classroom or environment. They will label each shape and describe its features.
• Option 2: Shape Sketching: Students will draw each shape multiple times, focusing on maintaining accurate proportions and identifying key features. They can work individually or in small groups, with support as needed.
• Option 3: Shape Skit: In pairs or small groups, students will act out a short skit where they pretend to be the geometric shapes, describing their attributes and how they are different from or similar to other shapes. This activity encourages kinesthetic learning and oral language development.
• Option 4: Shape Sorting Game: Students will sort various cutouts of shapes into categories based on shape type, size, or other features. For example, they might compare circle sizes or distinguish between rectangles and squares.
• Option 5: Shape Commercials: Students will work in groups to produce a short commercial, using speech or drawing, to promote their favorite shape. This integrates creativity and communication skills.

Assessment: To evaluate understanding, students will complete a shape identification worksheet, matching shapes to objects and describing their features. The teacher will also observe participation in activities and listen to student explanations during skits and discussions. Additionally, the substitute teacher will be provided with a detailed answer key and step-by-step instructions for each activity to ensure seamless delivery.

Conclusion: The lesson will conclude with a class discussion, where students share their favorite shapes and explain why. The teacher will review key points, emphasizing that shapes can be found everywhere and that everyone can learn about geometry in their own way. The lesson fosters an inclusive environment that respects diverse learning styles and promotes a growth mindset around geometry skills.

References

• Virginia Department of Education. (2020). Mathematics Standards of Learning for Virginia Public Schools. Retrieved from https://www.doe.virginia.gov
• Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD.
• Heacox, D. (2012). Differentiated Instruction in Practice: A Resource Guide for Differentiating Curriculum, Grades K–8. Free Spirit Publishing.
• National Council of Teachers of Mathematics. (2014). Principles to Actions: Ensuring Mathematical Success for All. NCTM.
• Wormeli, R. (2006). Differentiation: From Planning to Practice. Stenhouse Publishers.
• Lindsay, J. (2010). Teaching Geometry in Primary Grades. Early Childhood Education Journal, 38(5), 319-324.
• Bray, A. (2017). Engaging Strategies for Differentiated Math Instruction. Journal of Educational Strategies, 22(3), 45-52.
• Boaler, J. (2016). Mathematical Mindsets: Unleashing Students' Potential. Jossey-Bass.
• Schlechty, P. C. (2011). Engaged in Learning: Why Do Students Often Not Learn? Jossey-Bass.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.