Differentiated Lesson Based on Student Readiness
Differentiated Lesson Based on Student Readiness
|Part 1 |
|Grade Level |3rd |
|Curricular Area |Math |
|Established Goals |Students will solve problems by reading and interpreting data in bar graphs and |
| |pictographs. |
|Standard(s) |Math M3D1. Students will create and interpret simple tables and graphs (Georgia |
|Include as many standards as are applicable for your|Performance Standard) |
|lesson. | |
|Local |National, students will compare different representations of the same data and |
|State |evaluate how well each representation shows important aspects of the data. |
|National | |
|High-Quality Curriculum : |
|What I want my students to KNOW |Pictograph use pictures to show data. Bar graphs use bars to show data. |
|What I want my students to UNDERSTAND |Data can be understood when it is displayed in charts or graphs. |
|What I want my students to be able to DO |Read and interpret a pictograph and a bar graph |
| |Compare pictograph and bar graph |
|Essential Questions |How do you use a pictograph? How do you use a bar graph? |
|Part 2: Assessment to Inform Differentiated Instruction |
|( |
|Diagnostic Assessment(s) |KWL Chart, Pretest on pictographs and bar graphs prior to lesson |
|Summative Assessment(s) |Students will complete activity from their math textbook. “How do read and construct |
| |graphs?” They will be given paper and a set of data (points scored by a football |
| |team). They will be asked to graph the data, give it a title and answer questions |
| |about the data. Teacher will model on chart paper to assist students in completing. |
|Ongoing Assessments(s) |Quick responses to review questions after reading, discussion and understanding of |
| |text |
| |Interpret and read data in graphs on-going activities |
| |Rubrics for student self-assessment of Performance task |
| |Ticket-out-the-door, daily assessment |
|Instructional Elements Being |Content |
|Differentiated |Pre-teaching the vocabulary to the students before the lesson so that ESOL student can|
| |understand the lesson, Using 21st Century tools for Content delivery and |
| |Pacing and dedicating more time to high-relevance task |
| |Process |
| |Using tiered activities |
| |Providing web quest task directions along with text |
| |Giving students who struggle a model to go by |
| |Product-Using varied resource options |
|Rationale for Differentiation Plan |Allows students to work successfully on skills, goals and objectives at their own |
| |readiness level. Allows students to work in ways that are efficient to them. |
| |Differentiation method also allows target instruction according to readiness and |
| |interest. |
|Part 3: Learning Plan |
|Student Readiness |
|Learner Variances Being Addressed |Variance in the student ability and readiness |
| |Variance in the class (grouping) |
| |Variance in instructional methods (technology) |
|Grouping Structures |Whole group, small group, paired |
|Lesson Materials/Equipment/Software |Math Textbook, chart paper, teacher tube video, computer, web quest, PowerPoint |
| |application on sorting. |
|Steps for conducting the lesson: |
|Introduction |Goals, Task, Enduring Understandings, Essential Questions |
| |To hook and motivate students, interactive PowerPoint |
|Progression |-Teacher will briefly review previous days lesson on Tally Marks (5 minutes) |
| |-Review vocabulary (5 minutes) |
| |-Teacher will show a video on how to read and interpret bar graphs explaining the |
| |process and prompting student interactions through inquiry. (10 minutes) |
| |-Teacher will draw an example of a bar graph and a pictograph and explain to the |
| |students that pictographs and bar graphs are similar ways to show information, but |
| |pictographs use pictures or symbols to represent amounts. The pictures or symbols are |
| |usually related to the topic of the data. (15 minutes). |
| |-Students and teacher will complete activity on reading bar graphs and pictographs and|
| |how to read bar graphs and pictographs from math textbook. (15 minutes) |
| | |
| |-Teacher will let students who are still struggling with the concept go to computers |
| |and play interactive PowerPoint presentation on sorting and graphing to help them |
| |understand: |
| |Data can be understood when it is displayed in charts or graphs. |
| |Pictograph and bar graphs make it easy to compare data. (10 min.) |
| | |
| |Vocabulary: bar graph, y-axis, x-axis, data, Taught previous day |
|Closing |Ticket-out-the-door, Quick responses to review questions or drawings. |
|Integration of Research-Based Practices |Technology used, computers and web quest application, LCD projector, PowerPoint |
|Integration of technology |presentation. |
|Collaboration with members of a professional |Data from teacher observations, student work samples, and student progress reports |
|learning community |will be used to inform instruction. |
|Working with families and communities to support | |
|student learning | |
|Data-informed instruction | |
Differentiated Based on Student Interest
|Part 1 |
|Grade Level |3 |
|Curricular Area |Math |
|Established Goals |Construct and interpret pictographs, using scale increments of 1, 2, 5, and 10. |
|Standard(s) |Math M3D1. Students will create and interpret simple tables and graphs (Georgia |
|Include as many standards as are applicable for your|Performance Standard) |
|lesson. | |
|Local |National, represent data using tables and graphs such as line plots, bar graphs, and |
|State |line graphs; |
|National |National, represent data using tables and graphs such as line plots, bar graphs, and |
| |line graphs; |
|High-Quality Curriculum |
|What I want my students to KNOW |Pictographs make it easy to compare and display data. |
|What I want my students to UNDERSTAND |Data can be organized in various ways. They can make a pictograph from a table or |
| |tally chart |
|What I want my students to be able to DO |Organize and display data in charts, tables, |
| |Construct and interpret pictograph |
|Essential Questions |How do you make a pictograph? |
|Part 2: Assessment to Inform Differentiated Instruction |
|Diagnostic Assessment(s) |Student interest survey, prior to lesson, |
| |Pretest on pictographs, prior to lesson |
|Summative Assessment(s) | Students will be paired and given bags of assorted Fruit Loop cereal. They will make |
| |a pictograph by displaying and organizing the cereal on paper according to color red, |
| |green, orange, purple, yellow. They will answer questions related to the graphs. |
|Ongoing Assessments(s) |Quick responses to review questions after reading, discussion and understanding of |
| |text |
| |Construct and organize data in pictographs on-going activities |
| |Rubrics for student self-assessment of Performance task |
| |Ticket-out-the-door, daily assessment |
|Instructional Elements Being Differentiated |Content-Encouraging independent use of wiki web site for assignments |
| |Process-Using a range of materials to motivate and engage students |
| |Product-Using computer program for review and extension |
|Rationale for Differentiation Plan |Students are challenged at their individual levels by having access to materials that |
| |support instruction and motivate them. By having access to a website for review and |
| |to extend areas of interest, students will be highly motivated to learn the |
| |information presented during the unit. |
|Part 3: Learning Plan |
|Student Interest |
|Learner Variances Being Addressed |-Variance in instructional method and product-Encouraging |
| |independent use of wiki web site for assignments |
| |-Variance in Student Interest-Using a range of materials to motivate |
| |and engage students, Using 21st Century tools for Content delivery |
| |-Variance in instructional method, Using computer program for |
| |review and extension |
|Grouping Structures |Whole group, small group, paired |
|Lesson Materials/Equipment/Software |Math Textbook, chart paper, teacher tube video, computer, web quest, PowerPoint |
| |application on sorting. Graphing computer game. |
|Steps for conducting the lesson: |
|Introduction |Goals, Task, Enduring Understandings, Essential Questions |
| |To hook and motivate students, interactive PowerPoint |
|Progression |-Teacher will briefly review previous days lesson on How to read and interpret |
| |pictographs (5 minutes) |
| |-Review vocabulary (5 minutes) |
| |-Teacher will show a video on how to make pictographs, explaining the process and |
| |prompting student interactions through inquiry. (10 minutes) |
| |-Teacher and students will plan an interactive game on graphing from that will be |
| |displayed on an interactive white board for class to view. (10 min.) |
| |-Students and teacher will complete activity on page 226 of math textbook, How do you |
| |make a pictograph? In this activity the students are given a set of data written in |
| |number form and in tally marks. They will use the data to create a pictograph by using|
| |symbols of choice according to their interest. Students will also choose a partner to |
| |complete activity. (15 minutes) |
| | |
| |-Teacher will let students who are still struggling with the concept go to computers |
| |and play interactive game on making pictographs and graphing to help them understand:|
| | |
| |Data can be organized in various ways |
| |Pictographs make it easy to compare and display data. (10 min.) |
|Closing |Ticket-out-the-door, Quick responses to review questions or drawings |
| | |
|Integration of Research-Based Practices |Technology used, computers and web quest application, LCD projector, PowerPoint |
|• 5. Integration of technology |presentation. |
|• 6. Collaboration with members of a professional |Data from teacher observations, student work samples, and student progress reports |
|learning community |will be used to inform instruction. |
|• 7.Working with families and communities to support| |
|student learning | |
|• 8. Data-informed instruction | |
Differentiated Lesson Based on Student Learning Profile
|Part 1 |
|Grade Level |3rd |
|Curricular Area |Math |
|Established Goals |Construct and interpret bar graphs, using scale increments of 1, 2, 5, and 10. |
|Standard(s) |Math M3D1. Students will create and interpret simple tables and graphs (Georgia |
|Include as many standards as are applicable for your|Performance Standard) |
|lesson. | |
|Local |National, represent data using tables and graphs such as line plots, bar graphs, and |
|State |line graphs; |
|National | |
|High-Quality Curriculum |
|What I want my students to KNOW | Bar graphs make it easy to compare and display data. |
|What I want my students to UNDERSTAND |Data can be organized in various ways. They can make a bar graph to show data they |
| |collect |
|What I want my students to be able to DO |Organize and display data in charts, tables, |
| |Construct and interpret bar graphs |
|Essential Questions |How do you make a bar graph? |
|Part 2: Assessment to Inform Differentiated Instruction |
|Diagnostic Assessment(s) |All about me student Questionnaire, |
| |Pretest on bar graphs, prior to lesson |
|Summative Assessment(s) | Students will do a group Performance task by collecting data from classmates. They |
| |will be given a list of the names of the students in all third grade classrooms. They |
| |will ask each student to name their favorite Ice cream flavor and record the data. |
| |They will then compile the data to make a group graph. |
| |They may also choose to view a video on habitats and make a graph to display habitats |
| |and animals. |
|Ongoing Assessments(s) |Quick responses to review questions after reading, discussion and understanding of |
| |text |
| |Construct and organize data in bar graphs on-going activities |
| |Rubrics for student self-assessment of Performance task |
| |Ticket-out-the-door, daily assessment |
|Instructional Elements Being Differentiated |Content |
| |Teaching in varied modes, examples, visual, verbal, and kinesthetic Using video and |
| |audio to accompany text |
| |Process |
| |Providing work alone or work with a peer options |
| |leveled strategies and grouping |
| |Providing task that allow exploration and expression |
| |Product |
| |Using group assignments designed to tap the learning preferences of each student in |
| |the group |
|Rationale for Differentiation Plan |Differentiation plan supports growth for students with varied learning preferences by |
| |benefiting students who need visual and audio materials and tools and movement and |
| |discussions. It also allows more student participation. |
| | |
|Part 3: Learning Plan , Student Learning Profile |
|Learner Variances Being Addressed |Variance in instructional method, content and product- Using a range of materials to |
| |motivate and engage students, Using 21st Century tools for Content delivery |
| |-Variance in Student profile- providing task that allows exploration and expression. |
| |Encouraging independent use of wiki web site for assignments |
| |-Variance process and product Using computer program for review and extension |
| |Providing work alone or work with a peer options |
| |leveled strategies and grouping. Using group assignments designed to tap the learning|
| |preferences of each student in the group |
|Grouping Structures |Whole group, small group, paired, individual |
|Lesson Materials/Equipment/Software |Math Textbook, chart paper, teacher tube video, computer, web quest, PowerPoint |
| |application on sorting. Graphing computer game. |
|Steps for conducting the lesson: |
|Introduction |Goals, Task, Enduring Understandings, Essential Questions |
| |To hook and motivate students, Goals, Task, Enduring Understandings, Essential |
| |Questions |
| |To hook and motivate students, interactive PowerPoint, Video |
|Progression |-Teacher will briefly review previous days lesson on How to construct and interpret |
| |pictographs (5 minutes) |
| |-Review vocabulary (5 minutes) |
| |-Teacher will show a video on how to make bar graphs, explaining the process and |
| |prompting student interactions through inquiry. (10 minutes) |
| |-Teacher and students will plan an interactive game on graphing from web site that |
| |will be displayed on an interactive white board for class to view. (10 min.) |
| |-Students and teacher will complete activity on page 228 of their math textbook. . |
| |“How do you make a bar graph?” They will be given paper and a set of data (points |
| |scored by a football team). They will be asked to graph the data, give it a title and |
| |answer questions about the data. Teacher will model on chart paper to assist students|
| |in completing. |
| |(15 minutes) |
| |-Teacher will let students who are still struggling with the concept go to computers |
| |and play interactive game on making bar graphs and graphing to help them understand: |
| |Data can be organized in various ways |
| |Bar graphs make it easy to compare and display data. (10 min.) |
| |They can make a bar graph to show data they collect |
|Closing |Ticket-out-the-door, Quick responses to review questions or drawings |
|Integration of Research-Based Practices | |
|Integration of technology |-Technology Integration-computers and web quest application, LCD projector, PowerPoint|
|Collaboration with members of a professional |presentation, Wiki application |
|learning community |-Data Informed Instruction- teacher observations, student work samples, and student |
|Working with families and communities to support |progress reports will be used to inform instruction. |
|student learning |-Working with families-Wiki application to post parent concerns and keep parents |
|Data-informed instruction |informed about the progress of students. |
| |-Collaboration with PLC- Working with and eliciting support from the Student support |
| |team, principals and team teachers |
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