Lesson Planning Form for Differentiating Instruction Calvin College Education Program

Teacher Kimbra Filippini Non-Fiction Textual Features Grade 2nd

Subject/ Topic/ Theme

I. Objectives How does t is lesson tie in to t e unit !lan"

This lesson will give students solid de initions o non- iction textual eatures

Learners will be able to#

Students will be able to communicate the importance o non- iction textual eatures Students will be able to communicate the purpose o non- iction textual eatures Students will be able to de ine non- iction textual eatures Students will be able to (eep a written account o the de initions that are collectivel' determined

cognitive! " #p #n $ %&

ps'chomotor

a ective

" " " "

x x x

$LCEs or Common Core standards addressed#

National )eritage #cadem' Standards *astered grade level expectations b'+ , "sing common textual eatures to ind in ormation in text -e.g./ titles/ table o contents/ page numbers/ headings/ illustrations/ captions0+ o $xplaining how authors use bold ace text/ graphs/ maps/ diagrams/ charts/ and photographs/illustrations enhance understanding o (e' ideas %ommon %ore Standards !1.2.2. Know and use various text eatures -e.g./ captions/ bold print/ subheadings/ glossaries/ indexes/ electronic menus/ icons0 to locate (e' acts or in ormation in a text e icientl'. *ichigan G3%$s !.1T.42.45 $xplain how authors use text eatures including bold ace text/ graphs/ maps/ diagrams/ and charts to enhance the understanding o (e' and supporting ideas. -Note# 6rite as man' as needed. 1ndicate taxonom' levels and connections to applicable national or state standards. 1 an objective applies to particular learners write the name-s0 o the learner-s0 to whom it applies.0 &remember/ understand/ appl'/ anal'7e/ evaluate/ create

II. %efore &ou start Identif& !rere'uisite (nowledge and s(ills. Students will be able to participate in group discussions through both verbal participation and through listening to the thoughts o other students Students will be able to identi ' non- iction textual eatures Students will be able to verball' communicate their thoughts Students will be able to ollow directions 8iagnostic+ !eview the textual eatures at the beginning and ma(e sure that students are able to identi ' the eatures Formative+ Students will be adjusting their responses and ideas about the textual eatures through group discussion. 1 will be assessing what students are learning and how well the' are ma(ing it through the lesson. 1 there are things that need to be changed or adjusted because students are moving too ast/ too slow/ or communicating di erent things than 1 had intended/ 1 will adjust m' lesson. Summative+ 1 will have the students compare their group9s de initions with the de initions o the other group. This allows me to gage what the entire class learned and how well the' learned.

Outline assessment activities -diagnostic/ ormative/ and summative/ as applicable to this lesson0

:-;-:2

Identif& learners )individuals or grou!s* in &our class w o will need s!ecial attention and describe t e level of su!!ort and+or c allenge &ou !lan on giving t em. )!e er bac( to the in ormation 'ou gathered about 'our class.0 , at is a li(el& !roblem)s* or c allenge)s* t at &our students mig t face" , o mig t e-!erience a c allenge" , &" , at will it ta(e . neurodevelo!mentall&/ e-!erientiall&/ emotionall&/ etc./ for &our students to do t is lesson" 0aterials1w at materials )boo(s/ andouts/ etc* do &ou need for t is lesson and are t e& read& to use"

Students who struggled with the last lesson ma' have a di icult time jumping into this lesson. The review at the beginning will hope ull' help them to have one more chance to get the hang o identi 'ing textual eatures. #.#. and S. ma' have some di icult' with this part o the lesson. <oth are still wor(ing to learn $nglish. =utting words together to orm a de inition can be di icult even or students who have $nglish as their irst language. The' should be able to (eep up/ but i 1 notice that the' are alling behind or are unclear about an' o the words that are being used/ 1 will as( one o the other students to tr' and explain it to them. This will allow them to have it explained to them in a new wa' while also allowing the other students a chance to thin( through meaning o words that the' are amiliar with. There are some students -8. > 30 who have di icult' writing. The' both have 1$=9s that allow them to have someone be a scribe or them. 1 will li(el' allow them to participate in this lesson with the other students/ but give them a printed cop' o the de initions later on so that the' have a readable ?dictionar'.@

Students will need to be able to write and cop' down a sentence/ verball' share their ideas/ listen to the ideas o others/ and thin( criticall' about non- iction textual eatures. Sheets o paper that have the eatures listed *ar(ers # ?dictionar'@ or each student =encils Non- iction boo(

How will &our classroom be set u! for t is lesson"

For the irst part o the lesson/ students will be divided into small groups. Ane group can be at the carpet area and the other group can be sitting in des(s acing the large white board at the ront o the room. For the closing part o the lesson/ students will be sitting in their des(s while 1 am at the ront o the room.

III. 2 e Plan 2ime 5#67am 1 5#68am Com!onents 0otivation -opening/ introduction/ Describe teacher activities 34D student activities for eac com!onent of t e lesson. 1 will as( students to ta(e out a pencil Students will listen to instructions/ ta(e out a pencil/ and sit Buietl' in their seats 1 will give each student a ?dictionar'@ while the ?dictionaries@ are being

:-;-:2

5#68am 1 5#69am

distributed 1 will remind the students o the small groups that the' were in the da' be ore. 1 will in orm them that the' will need their dictionaries and their pencils. 1 will tell the students that the' can go to their small groups. 1 will lead the same group o students that 1 had lead in the 2nd lesson/ and the classroom teacher will lead the same students that she had in the 2nd lesson Students will go to the area o the room where their small group will be meeting.

engagement0

:-;-:2

5#69am 1 5#:;am

Develo!ment -the largest component or main bod' o the lesson0

The teacher will have the students9 boo(s rom the prior lesson. The stic(' notes will still be in the boo(s. The teacher will ta(e out some o the boo(s rom the da' be ore and point out some o the eatures that the students had mar(ed with stic(' notes. The teacher will as( the students who placed the stic(' notes to identi ' the eature and explain the importance o it in the text. The teacher will go through two or three boo(s one eature at a time until students are beginning to be able to communicate the importance o the eature #s students are verball' explaining the signi icance o the textual eatures/ the teacher should be pulling out important points that the students are ma(ing and create a list o ideas. The teacher will write the ideas on a sheet o paper that has the textual eature written at the top From this list o ideas/ the teacher will as( students to raise their hand and create a de inition or that speci ic eature. # ter students have given several ideas and responses/ the teacher will verball' create a de inition that includes and combines the students9 responses. The teacher will as( students to give thumbs up i the' agree with the de inition that had created and thumbs down i the' disagree with the de inition that had created. 1 there are students with their thumbs down/ the teacher will call on them and have them explain to the reason that the' don9t agree with the de inition. The teacher will change the de inition -i necessar'0 and ta(e another vote. # ter there is a de inition that the students agree with/ the teacher will write it down on the sheet o paper that is designated or that speci ic eature 6hen their boo( is pulled/ students will identi ' the eature that the' had mar(ed in the boo(/ and then explain how it was important to the text

6hen their boo( is pulled/ students will identi ' the eature that the' had mar(ed in the boo(/ and then explain how it was important to the text 6hen their boo( is pulled/ students will identi ' the eature that the' had mar(ed in the boo(/ and then explain how it was important to the text. Students will adjust their responses based on what the' hear rom other students and thin( about things that the' can add. Students will loo( at the things that are written on the sheet o paper and thin( about how all o those ideas can be combined to create a concise de inition

Students will be thin(ing about the de inition that has been created and determine i there are things that can be added or ta(en out. Students will give thumbs up i the' agree with the de inition or a thumbs down i the' disagree with the de inition 1 students give thumbs down/ the' must be prepared to give a reason. 1 a student is called on/ the' must be able to verball' communicate their thin(ing and suggest additions or omissions to the de inition Students will be thin(ing about the new de inition and consider an' additions or omission that could be made. Students will give thumbs up i the' agree with the de inition or a thumbs down i the' disagree with the de inition

:-;-:2

The teacher will as( students to :0 write the textual eature at the top o one o their ?dictionar'@ pages 20 write the de inition right below the name o the textual eature. 1 will need to tell the students that the' will need lots o room at the bottom o the page to glue in a textual eature rom an actual boo( later on. 6ait until all the students have written the de initions in their ?dictionaries@ These steps will be repeated until all the textual eatures had been de ined

Students will write the name o the textual eature at the top o the page/ and then write the de inition below it. Students should leave room glue in a cutout o that particular eature.

5#:;am 5#:<am 1 5#;<am

1nstruct students to return to their des(s and place all o their materials in their des( -their pencils and their dictionaries0 1 will ta(e the de initions that both m' group and the other group created. 1 will as( a student rom each group to read their de inition. 1 will guide the students in comparing the de initions. 1 there is a signi icant disagreement/ 1 will as( the students to raise their hand and de end one o the de initions The de initions will be compared until all o the eatures have been discussed.

Students will go directl' to their des(s without tal(ing and place their materials in their des(s -pencils and dictionaries0 Students ma' raise their hand and volunteer to read the de inition that their group created Students will consider the similarities and di erences between the de initions. 1 the de initions are di erent/ students ma' raise their hand and/ i called on/ de end one o the de initions.

Closure -conclusion/ culmination/ wrap-up0

5#;<am 1 5#;=am

:-;-:2

Conte-t O!tions . 2 e >tudents ?ariables

>tudent Descri!tions based on Learning Profiles/ Interest/ and @eadiness

Individual differencesA Oakes/Lipton -174-1780 Levine -299-302, 321-327)

#.#. just moved to the ".S. rom the =hilippines a ew wee(s ago and struggles with the language barrier at times. She generall' understands what is happening/ but o ten has di icult' both wor(ing with others and also sta'ing ocused while wor(ing independentl'. She is ver' smart/ but o ten desires one-on-one attention to such a degree that she will pretend that she does not understand what is going on. 8. has #utism and struggles to (eep up with the other students academicall'. )e has di icult' putting his thoughts down onto paper and writing. #n aid or teacher o ten has to act as a scribe to ensure that ever'thing that he needs to sa' gets written down on paper. )e also has some di icult' ollowing direction at times. ). is one o the most advanced students in the class. Korean is his irst language/ but he is incredibl' luent in $nglish as well. 8. is #utistic and struggles with attention/ spatial ordering/ language/ graphomotor unctions/ and some social cognition. #.#. o ten struggles to sta' on tas( which would indicate a possible attention de icit. ). has the greatest struggle with is higher order thin(ing s(ills. 1 have wor(ed with him several times on reading comprehension 8. o ten does best when he wor(s with another person and also in activities that reBuire more verbal expression rather than written.

Cognitive and 4eurodevelo!mental differences Bridging-:;:-:;;0 Oakes/Lipton -:C4 - :C20 Levine -2D;E > Table o
Neurodevelopmental .%onstructs0

Learning st&le differences Levine -2C-240 >tudents wit disabilities IDE3 Bridging-:2;-:;20 Oakes/Lipton -2F2-; >545 0 $ifted >tudents Bridging-:;2-:;;0 Oakes/Lipton -2F2/ 542-52C0 >ocial Class differences Bridging-:G2-2:40 Oakes/Lipton -F-220 Levine -222-2DD0 Et nic B @acial differences Bridging-:45-:2:0
Oakes/Lipton -55-65, 94-1040

#.#. has a harder time with writing mainl' because she is still learning $nglish. She is alwa's excited and enthusiastic about having the chance to verbali7e her thoughts/ though. 8. is autistic

#n' gi ted students that are in the school are in what is called the ?pro icient@ class. #ll o the students in this class are at or below grade level in their academics. *ost o the students o the class come rom lower or middle class homes. # large portion o the students Buali ' or ree or reduced lunch and brea( ast. #.#. is rom the =hilippines ). is Korean. )is parents are rom Korea 8. is # rican #merican The class has a emale majorit'. There are eight bo's and i teen girls. This gender divide will have some e ect on the lesson. #.#. is emale/ ). is male/ and 8. is male. 8. spea(s $nglish as his irst and onl' language

$ender differences Bridging-2:2-22D0 Oakes/Lipton -2CC-2CG0 Language differences Bridging-:22-:250 Oakes/Lipton (:FC-2420

#.#. is rom the =hilippines and spea(s the native language. She is also airl' pro icient in $nglish. ). spea(s both $nglish and Korean

:-;-:2