Planning for Differentiated Learning - iShareSPS



| Lesson Overview |

|Lesson Author |

|First and last name/District email |

|Leslie Callison lmcallison@ |

|School Name |

|Parkview High School |

|Lesson Description |

|Lesson title |

| |

|Lesson summary – In 3-5 sentences, briefly describe the topic, key activities, student products, etc. |

| |

|Subject area |

|Personal Finance |

|Grade level(s) |

|10-12 |

|Approximate time needed |

|2-3 90-minute class periods |

|Lesson Content – What will they learn? |

|Essential questions (optional) |

| |

|Learner goal/standard |

|Differentiate between various federal tax forms. |

|Complete a 1040EZ. |

|Success criteria |

|Students will be able to: |

|Describe the purpose of a W4, I9, W2 and 1040EZ. |

|Complete a W4, I9, and 1040EZ. |

|Use a W2 to correctly fill out a 1040EZ and a state income tax form. |

|Concepts, vocab, facts, skills that students must have to begin this unit |

|Need to understand that there are required deductions that come out of each worker’s paycheck. Vocab necessary for lesson will be introduced during the |

|lesson. |

|Assessment Plan – How will you know where they are in relation to the goal? |

|Assessment Description – Describe the assessments you will use to set goals, monitor progress, provide feedback, assess thinking and evaluate progress |

|towards the learning goal. Also describe the demonstration, performance, product, presentation, etc the students will do for the summative assessment. Same|

|for all? Offer choice by learning preference? |

|What pre-assessment will help determine students’ |Develop a large KWL chart to hang in the room. |

|readiness, interest/motivation, skills, etc? | |

| |Give students a copy of the chart. Have students solo think and write down in the K column what they |

| |think of when the word “taxes” is mentioned. This can be words, phrases, opinions, symbols, etc. |

| |Teacher complete a walkabout conducting an informal evaluation of what students are writing, making |

| |sure all students at least know a little about the concept of taxes. |

| | |

| |Choose a method to group students into groups of 3-4 and have them combine their ideas in a poster. |

| | |

| |Combine info from student posters in the K column of the large poster. |

| | |

| |Have students return to their original seat, and give them additional solo think time to come up with |

| |at least one specific question they would like to know about taxes. |

| | |

| |Have students group again and write each unique question on an 8.5x11 piece of paper that can be taped |

| |to the L column of the large poster. |

|What formative (on-going) assessments will help |Maintain the KWL chart throughout the lesson. |

|monitor students’ progress towards the learner |Socrative quizzes |

|goal? Indicate where in the lesson you recommend |Individual white boards will help with informal assessments to get an overall picture of how the class |

|these checkpoints occur. |is grasping the content |

| |After W4, W2, I9, and 1040EZ are all introduced: If individual white boards are not available, make at |

| |least two individual cards per student. One side of card A needs to have W4, the other side W2. The |

| |second card will have I9 on one side; 1040EZ on the other. Students can then hold up their answer when |

| |a descriptor is read. |

| |After introducing the 1040EZ: Show the “IRS Confused” picture on the SmartBoard. Hand out the exit pass|

| |with the same picture and a sliding scale of 0-5. Have students mark on the scale where they are in |

| |terms of agreeing with the picture: 0 being “I don’t agree at all, I’ve got this tax thing”; 5 being “I|

| |completely agree with him, I don’t understand anything we’ve done today.” |

|What summative assessment will provide information |Students will complete 1040EZ forms on their own filing both as a dependent and an independent. |

|concerning students’ attainment of the learner goal| |

|and determine next steps for student needs? | |

|What specific criteria will be listed on the rubric you use for evaluating student progress? |

| |

|Lesson – Provide details of the stages of the lesson |

|Anticipatory Set – What is the plan for engaging the learner/accessing prior knowledge? |

|Initial unit AS: |

|Have students complete the preassessment activity listed in Section II. |

| |

|Additional ideas for content reconnect: |

|Give students a few minutes to research ridiculous ways government spends money. Can do Stand Up, Hand Up, Pair Up to give students a chance to share at |

|least one thing they found. |

|Instruction (Input) – How will they learn it? Single strategy that engages all? More than one learning preference or modality (MI/Learning Styles)? |

|Direct instruction or inquiry method? |

|Whole class direct instruction: |

|Cloze notes with pages included for mind-mapping, brainstorming, etc. |

|Hand out vocab graphic organizer on which students can take notes |

|Model how to fill out tax documents |

|Practice |

|What strategy(s) will you use for guided practice (How will they learn?) Same for all? Offer choice by learning preference? Be prepared to tier for |

|challenge, based on your on-going assessment, by creating less or more complex tasks for your students. |

|DAY 1 |

|Define tax. Have students complete mind map either individually or with shoulder partner using the prompt “What do taxes pay for?” After a set amount of |

|time, have them popcorn answers or write them on the SmartBoard. Emphasize taxes benefit everyone. |

|Go over required deductions. Show paystub. Explain gross versus net pay. |

|Ask students “Who has held a job or is currently in a job where you get an actual paycheck?” Have students who have stand up. Ask them to remain standing |

|if they remember filling out a W4 or I9 form when they were hired. Ask students to remain standing if they know why they had to fill out those forms. If |

|any students remain standing, ask them to offer an explanation to the class of the purpose of the W4 and/or I9. |

|If no student knew the answer for the purpose of a W4, ask students how their employer(s) know how much to take out of their paycheck. |

|Fill in graphic organizer section on W4. |

|Have students turn to W4 in packet. Give students small Post-it notes and highlighter. (Completed W4 in iShare folder.) Explain what to fill in and how |

|allowances affect income tax withheld. |

|Show students pictures of completed W4s and have them circle which one would have more tax withheld. (Document in iShare as W4 Circle) |

|Choose a strategy to have students pair up (shoulder partner, etc.). Choose one student to go first (longest hair, most jewelry, etc.) and that student |

|gets to choose to answer one of two questions: 1. What is the purpose of a W4? or 2. How does the number of allowances you take on your W4 affect your |

|take-home pay? The other student will answer whichever question was not chosen by his/her partner. |

|Have students turn to graphic organizer in notes and fill in section on I9. Turn to I9 in packet and have students highlight portions they will fill out. |

|Have them highlight the documents on the back of the page that they currently have and could bring with them for their employer to copy. |

|Students revisit KWL chart and jot down at least 3 things they learned during the day’s lesson. |

|DAY 2 |

|Hand out individual white boards and markers (if these are not available, have student write answers in large size on piece of paper). Ask simple review |

|questions about Day 1 content and have students hold up their answers after each question. |

|Have students turn to graphic organizer and fill in section on W2. |

|Show completed W2 and give students independent time to answer questions about information on the W2. (Form and answer key are on iShare as “W2 Can you |

|find me” and “W2 Can you find me Answer Key”) Give students a chance to share/compare answers with a partner. |

|Have students go back to graphic organizer in notes. Fill in section on 1040EZ and 1040A. |

|Students will need white boards or Answer Cards (in iShare). Teacher reads descriptor statement about one of the four forms and students hold up the card |

|they think corresponds with the description. |

|Have students turn to blank 1040EZ form in student packet. Students will need at least two different color highlighters or they can trade with a shoulder |

|partner if there are not enough for two per student. Teacher will walk students through how to fill out the form using one of the W2s in the packet. Have |

|students highlight corresponding sections on the 1040EZ and W2. For example, students would highlight line 1 on the 1040EZ in pink and would also highlight|

|Box 1 on the W2. Students would then highlight line 7 on the 1040EZ in yellow and would highlight Box 2 on the W2 in yellow, as well. |

|Have students complete two forms on their own. Can give them the final answers so they know if they completed the forms correctly. Use Smart Notebook |

|activity and have students volunteer to drag numbers to correct spot on 1040EZ. |

|What strategy(s) will you use for independent practice (How will they demonstrate their learning?) Same for all? Offer choice by learning preference? Be|

|prepared to tier for challenge, based on your on-going assessment, by creating less or more complex tasks for your students. |

|Choice board: in order to help students identify and explain the relationships between W4, W2 and 1040EZ forms, they will create one of three products: |

|Can create a relationship want ad from the perspective of one of the forms. |

|Can create a drawing or comic. |

|Can create a written product such as a rap, song, poem, short story. |

|Students will complete 1040EZ forms on their own. |

|Anchor Activity – Self-paced, purposeful, content-driven activities that students can work on independently after a lesson or throughout a unit, a grading |

|period, or longer. What activity might you have for students to move to after they finish their task? |

| |

|Closure – How will you reinforce what they’ve learned? |

|Socrative quiz |

|Independent practice with 1040EZ forms. |

|IV. Materials and resources needed for lesson – Will this require the same resources for all students or possibly tiered resources? Might this be an |

|opportunity to provide your students with choice? |

| Technology |

|Internet access, if possible |

|Printed Resources – cubes, tiered activities, exit slips, rubrics, etc. |

|If Internet is not available to all students, print appropriate pages of tax table so students can find the income tax for the 1040EZs |

|Ancillary Resources – textbooks, curriculum guides, story books, lab manuals, reference materials, articles, etc. |

| |

| Supplies (other than everyday items common to all classrooms) |

|White boards, dry erase markers |

| Internet Resources |

| |

| External Resources – experiments, guest speakers, mentors, other students, community members, parents, etc. |

| |

|Considerations for managing differentiation in this lesson |

|Describe your plans to: |

|Offer choice |

|Group students flexibly |

|Offer less or more complex tasks |

|Provide additional support from the teacher |

|Support learning modalities with tools like graphic organizers, etc |

|Use anchor activities for early assignment completion and/or support students who need extra time |

|Students will use a KWL chart for preassessment. |

|Reflecting on your practices |

|What might be next for your students? Use any of the following questions to reflect on how your students are doing in relation to the learning goal. |

|Are there students who need more instruction, time, or practice? |

|Have the majority of students accomplished the learning goals? |

|Is there a need in the next class session for tiered assignments to reinforce learning? |

|Is the class ready to move to another curriculum goal? |

| |

|If you were to teach this lesson again, what plus/delta reflections might you want to keep in mind? Use any of the following questions to reflect on your |

|lesson. |

|What worked best about your lesson? |

|What adaptations to the lesson would you make next time to better accommodate your students’ needs? |

|What management tips might make this lesson go smoother? |

|As you consider elements of the Learning Model, how has this lesson incorporated rigor, the three capabilities and the four processes? |

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Differentiation 2.0

Lesson Plan Template

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