Lesson Planning Form for Differentiating Instruction Calvin College Education Program

Teacher
Date

Subject/ Topic/ Theme

Week Three Lesson 4

I. Objectives
What is the main focus of this lesson?

This lesson makes each student in the group have an important job, since only one of the pieces from their
groups will be published in the newsletter.
How does this lesson tie in to a unit plan? (If applicable.)

This is the third week, fourth lesson of this unit.

What are your objectives for this lesson? (As many as needed.) Indicate connections to applicable national or state standards.
If an objective applies to only certain students write the name(s) of the student(s) to whom it applies.

1) Students will be able to work together to achieve a common goal.

2) Students will be able to complete their assigned job (grammar, topic, layout)
3) Students will be able to compose a piece of writing that meets all requirements.
Etc.
II. Before you start
Prerequisite knowledge and skills.

Previous week of unit; students will have prior knowledge on writing papers
and forming sentences

Assessment
(formative and summative)

Students will edit the piece that has been chosen doing their assigned job with
the rubrics that were used in lesson two.

Identify those students

(individuals or groups) in your
class who will need special
attention and describe the level of
support you plan on giving them.
Refer back to the survey you did
of your class.

N/A

Materials-what materials (books,

handouts, etc) do you need for this
lesson and do you have them?

Pens
Writing Piece (of one student)
Rubrics

Do you need to set up your

classroom in any special way for
this lesson? If so, describe it.

III. The Plan

Time
Parts
Motivation
(Opening/
Introduction/
Engagement)

Students will sit in their groups wherever is comfortable around the room.

The description of (script for) the lesson, wherein you describe teacher activities and student
activities

Mini Lesson:
Teacher will explain that one piece from each of the groups has been chosen to be put in
the published newsletter by members of another group. Each member of the group may

have another chance to get published during a different week. Students chose based off
of the material in an article.
I will describe each of the jobs in the groups. They will listen to all of the job
descriptions and discuss which one they prefer (if a decision cannot be made between
them then I will assign them a job). The jobs will include: grammar police, topic
teachers, and layout leaders. I will tell the students each job duty: grammar will look at
the grammar (what we talked about on Monday), topic teachers will make sure that the
article stays on topic and includes the most important parts (and gets rid of what is not
important), and layout leaders will look at the layout of the article and make it look
ready for the paper (Do the sentences flow, is it long enough, is it typed?).
Students will then break into their topic groups for the newsletter; they will begin
editing their pieces. Once each of the jobs has been done they will talk as a group about
the article. Then they will bring the article to me, we will discuss the changes that they
have made and why they think the changes are important
*At the end students will journal about their weaknesses and strengths as a writer *