lesson plan

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DIFFERENTIATED LESSON 2

DIFFERENTIATED LESSON 2

Running head: DIFFERENTIATED LESSON

Differentiated Lesson Plan
Liberty Student
Liberty University

Differentiated Lesson Plan Liberty University’s Standard Lesson Plan Form

Lesson Plan: Resources

Name: Lillian Mitchell

Course: EDSP 360

LESSON PREPARATION [Before the lesson]

Topic:
Economics

Specific Strategy:
Categorize resources as natural, human, or capital resources.

Subject:
History and Social Sciences

Grade:
2nd Grade

State Standard: VA History and Social Sciences SOL 2.8: The student will describe natural resources (water, soil, wood, and coal), human resources (people at work), and capital resources (machines, tools, and buildings). (Virginia Department of Education, 2015)

National Standard: NSS-EC.K-4.1 Scarcity: Productive resources are limited. Therefore, people cannot have all the goods and services they want; as a result, they must choose somethings and give up others. Productive resources are the natural resources, human resources, and capital goods available to make goods and services. Natural resources, such as land, are “gifts of nature;” they are present without human intervention. Human resources are the quantity and quality of human effort directed toward producing goods and services. Capital goods are the goods that are produced and used to make other goods and services (Education World, 2019).

Primary Objective: Given a list of 10 resources, each student will be able to correctly identify if the resources are a natural, human, or capital resource for at least 8 out of the 10 resources listed by the end of the lesson.

Classroom Diversity and Differentiated Instruction:
· This 2nd grade class is located at a K-6 school in a suburb of Washington DC.
· The class has 22 students comprised of 12 girls and 10 boys.
· The class has a wide range of learning styles represented in the classroom. Therefore, the teacher will vary activities to incorporate visual, auditory, and kinesthetic activities.
· The class has two students who are English Language Learners (ELL) both of whom speak Spanish as their primary language at home.
· The teacher will use photographs of the various resources on the smartboard to aid understanding of the vocabulary of the students who are ELL.
· The teacher also gave a list of vocabulary words from the unit to the ESOL teacher in advance to help pre-teach the English words to the student before beginning the unit.
· One student has been identified as having Attention Deficit Hyperactive Disorder (ADHD) and struggles with inattention.
· The teacher will seat this student at the front of the rug during the lesson to help minimize distractions and their desk will be in the least distracting area possible and near the teacher’s more frequent locations during class time. The

student will also be allowed to choose flexible seating if they are feeling distracted in the space they are in.
· The lesson is designed in a way that students move to different areas of the room to help the students have re-engagement opportunities within the lesson at several points.
· Care will be taken when choosing groups or partners for this student.



One student has been identified as having Autism Spectrum Disorder (ASD).
· Though this student follows all grade level materials, he struggles with social interaction. Care will be taken when choosing which group this student will be placed in.
· This student benefits from having a daily schedule that includes details about activities to help the student feel prepared for the day. The group work activity will be put on the so the student knows that the social interaction is coming.
· The teacher will have the special education teacher read a social story with the student in the morning about working in group as a preparation for the afternoon activities.



A few students in the class are receiving RTI Level 2 services for reading. One of these students has been identified as having a learning disability. Though the other students receiving RTI Level 2 are not identified as having a specific learning disability at this time, the teacher will keep this information in mind when planning the lesson and making the groups.
· The use of pictures throughout the lesson will not only aid the ELL students with vocabulary but also the student identified as having LD and those receiving reading intervention.
· The story summary used during guided reading will be written on appropriate reading level.



Three tiers will be utilized during the lesson.
· Flexible grouping is utilized frequently in the classroom. This time groups will be made based student needs (disabilities/needed interventions/ELL/enrichment needs).
· Group 1: This group is made up of students who are identified as ELL, LD, and/or are receiving reading intervention. This group is made up of four students.
· Group 2: This group is comprised of students who are reading on grade level. Both students with disabilities are in this tier due to their on-grade level abilities. However, care is taken when partnering these students with other students. The student identified as having ADHD is paired with a student who typically demonstrates on task behavior and sets a good work ethic example. The student who has been identified as having ASD is paired with a peer who is known to have great social skills, warm and friendly to all students, and has been identified and trained as a peer helper. This group is made up of 14 students.
· Group 3: This group is made up of students who are identified as having above grade level academic abilities. These are students who frequently finish work early and need an extra challenge. This group is made up of 4 students.

Materials/Equipment: KWL worksheet, chart paper for opening discussion to write down what students share, Smartboard, PowerPoint presentation about resources that includes pictures of various resources, The 3 Little Pigs book (Matsuoka, 2018), chart paper for the category list from the story, story summary and category sheet for each student in the tiered groups, crayons for the activity on the back of the KWL worksheet for independent practice, summative assessment quiz sheet, glue, and scissors.

Technology Integration: Smart board use for PowerPoint presentation during lesson.

Character Principle: Respect for the Environment: An understanding and appreciation of the limited resources in the world for humans to use and person’s behavior and attitude to care for the resources God has given us. All things were made through him. Nothing that has been made was made without him (John 1:3, NIRV). Character trait lesson shared during closure.

LESSON PRESENTATION [during the lesson]

Set: KWL sheet and discussion. The class has already had lessons on the three types of resources and now in this lesson will be learning to categorize resources based on what they have learned. Complete K and W section of the KWL sheet based on tiers. The KWL is way for them to list what they have already learned about the types of resources in preparation for the more difficult task of categorizing everyday resources into the categories they have already learned about. After completing the sheets, the teacher will lead an opening discussion: Tier 1: Share 3 things off the K list. Tier 2: Each pair shares one thing from their W list. Tier 2: Each pair shares one of their questions.

Differentiation Groups (Tiered Content)

Group #1

Group #2

Group #3

Teacher
Instruction/Modeling:

KWL sheet: This
group is invited to come to the teacher’s table to complete the sheet. Teacher guides students through the questions for the K and W sections of the sheet and students each complete the sections in list form. Students have a discussion on what 3 things to share while teacher circulates around to the other groups. This activity is done at the group work table. Students return to the rug and sit in their group for sharing.

KWL sheet: This group does the K section of the sheet independently and then forms pairs to complete the W section based on comparing what they already know to what they want to learn during this lesson. Each pair chooses one thing to share from their W list. This activity is started at student desks, but pairs can choose flexible seating anywhere in the room for their discussion time. Students return to the rug sitting in pairs

KWL sheet: This group works independently to complete the K and W sections of the sheet at their desks. The group then pairs up to create questions they want to answer at the end of the lesson based on their W sections. Each pair chooses one question that they have constructed to share from their list. Students can choose anywhere in the room for their group to work for the partner portion. Students return to the

Presentation:
Students can choose to sit at their desk or on the rug for the presentation.
Photos were included here for this tier who is made up of students who are ELL, LD, and/or receiving reading intervention.
Pictures are meant to help reinforce the vocabulary, types of resources and where they belong. Teacher will lead students in a smart board activity to categorize several resources.

for sharing time. The student with ADHD will be paired with a student who demonstrates on task behavior. The student identified as having autism will be paired with a peer helper.

Presentation:
Students can choose to sit at their desk or on the rug for the presentation and the student in this group identified as having ADHD will be able to choose to move if needed to refocus.

Teacher calls on students from this tier to read some of the slides during the presentation.

Teacher will lead students in a smart board activity to categorize several resources.

rug and sit in their pairs for sharing.

Presentation:
Students can choose to sit at their desk or on the rug for the presentation.

Teacher calls on students from this tier to answer a few higher-level critical thinking questions.

Teacher will lead students in a smart board activity to categorize several resources.

Guided Student Practice:

The teacher will read the book “The Three Little Pigs” to all students on the rug. The teacher will use chart paper to guide the class to make a list of resources that are found in the story.

The teacher will read the book “The Three Little Pigs” to all students on the rug. The teacher will use chart paper to guide the class to make a list of resources that are found in the story.

The teacher will read the book “The Three Little Pigs” to all students on the rug. The teacher will use chart paper to guide the class to make a list of resources that are found in the story.

Following the story/chart making, this group contains the student with the identified as having a learning disability as well as the students receiving reading intervention and will be given a story summary sheet that is written on a below grade reading level in case, they need to see the details of the story again. They will be able to refer to the list of
resources the class
made when
categorizing the resources from the story as natural, human, or capital. This group will work in a group (all 4 students) on this activity to sort the list to classify the resources as to which category they belong in on the table provided. Each student will fill out their own table. Students will work at the group work table.

The teacher will circulate throughout the classroom offering guidance and assessing student understanding.

Following the story/chart making, this group will be given a story summary sheet that is written on a second-grade reading level in case they need to see the story details again. They will be able to refer to the list of resources the class
made when
categorizing the resources from the story as natural, human, or capital. They will each write their own list and can include resources that were not put on the class wide list. Then they will work in groups of 2-4 to examine the lists they made and choose which resources demonstrate the characteristics of each category and then will together classify which resources fit into the categories on the table provided through comparing and contrasting the resources. The student with ADHD will be paired with a student who demonstrates on task behavior. The student identified as having autism will

Following the story/chart making, this group will be given a story summary sheet that is written on a beginning thirdgrade reading level. They will each write a list of resources that are found in the story and can refer to the list the class made if needed. Their lists should include resources not on the class wide list. Then they will use the table provided to create a category sheet with the resources listed under the correct categories. They will then work in pairs to evaluate their tables by comparing with their partners sheet to evaluate their list and will support or defend the categories chosen for each resource during a partner discussion. This group will work on the rug with clipboards during this part of the lesson.

The teacher will circulate throughout the classroom offering guidance

be paired with a peer helper.
Students will work at student desks for this part of the lesson.

The teacher will circulate throughout the classroom offering guidance and assessing student understanding.

and assessing student understanding.

Independent Student Practice:

Each student will be given their KWL worksheet back.
Students will fill in the L section of their worksheet.

On the back of the worksheet students will draw a picture of something that they used this week and will write one sentence about what type of resource the item they selected is.
The drawing portion is meant to help the student with LD and the ELL students communicate their understanding in a way that does not only involve using reading and writing.

Students will work at their desks independently.

Teacher will circulate throughout

Each student will be given their KWL worksheet back.
Students will fill in the L section of their worksheet.

On the back of the worksheet students will draw a picture of something that they used this week and will write one sentence about what type of resource it is and why? Answering why will demonstrate their understanding. Students will work at their desks independently.

Teacher will circulate throughout the room checking for understanding and giving guidance.

Each student will be given their KWL worksheet back.
Students will fill in the L section of their worksheet.

On the back of the worksheet students will draw a picture of something that they used this week and will write one sentence about what type of resource it is and why?

If time allows, students in this group will select one question that they wrote in the opening set W section and will evaluate if the lesson answered this question or not.

Students will work at their desks independently.

Teacher will circulate throughout the room checking

the room checking for understanding and giving guidance.

for understanding and giving guidance.

Closure: Students will bring their KWL sheet to the rug and will take turns discussing things they learned. The teacher will listen for understanding of the concept during the discussion. The teacher will give a quick summary of the types of categories and examples of each. Then the teacher will talk about the character principle of being Responsible for the Environment that God has given us.

Summative Assessment: Each student will be given a worksheet with 10 resources listed in a grid. Students will cut out the resource words and will glue them under the correct resource category label (natural, human, or capital). This will be done independently at desks.

Summative Assessment

Name:____________________ #:______ Date: __________

Read the words below. Cut them out and glue them under the correct resource category.

Natural Resource

Human Resource

Capital Resource

Wood

Straw

Tools

Buildings

Coal

Farmers

Machines

Water

Cashier

Banker

References
Education World. (2019). National standards for social sciences: Economics grades k-4. Retrieved from https://www.educationworld.com/standards/national/soc_sci/economics/k_4.shtml
Matsuoka, M. (2018). The three little pigs. Bath, England: Parragon Books
Virginia Department of Education. (2015). History and social science standards of learning for Virginia public schools: Second grade. Retrieved from http://www.pen.k12.va.us/testing/sol/standards_docs/history_socialscience/index.shtml