Designing a Differentiated Lesson Plan #3

 The instructional strategies and differentiation of this lesson were evaluated through the learning style inventory form I had some students complete which is how I differentiated some instructional for these students with multiple uses of engagement. I also considered all of my students’ learning levels, such my ELL students and students who require tier 3 reading support. This lesson is fifteen days into the unit of the Westward Expansion, and we have done some similar work to this structure already. As educators it is important that we accommodate lessons that include a larger range of all teaching styles and diverse sets of skills (O’Donnell, 2017). In doing so, we need to keep student learning levels and interests into account for student success.  

I have observed that having multiple ways to complete work and check for understanding allows for students to be more successful. I have differentiated work based on how much support students may need. Since most of the ELLs in my class are entering level 1 academically, I know they need more small group instructional support from the ENL teacher. I also know my ELL students need sentence stems for support for their short answer response questions. On each desk, despite the students learning levels, there are sentence stems taped to their desk. There are also some inside their reader writer notebook. Inside their reader writer notebook are also close reading anchor charts. This is helpful for visual learners to reflect back on and kinesthetic learners to use as well. I incorporated whole group, small group, and partner work for any students who prefer more of an interpersonal learning style. Student interest and choice is incorporated through the choice of choosing their own partner and how they want to complete their assignment (on NearPod of in their reader writer notebook) (Stern, 2015). For special need students they will have work accommodated that includes the claim of their assignment given and having to look for one piece of evidence rather than 2. They also have technology assistance. The gifted students and early finishers have the opportunity to be a teacher helper once they are completed and have the okay to assist and help students. There is also the extension activity they can complete on SeeSaw where they take a more intendent and deeper dive into history of the Westward Expansion on the African American perspective.  

 In the district that I am currently working and using as my field practicum hours, we are given lessons made by a district employee that are designed to use essential and foundational standards. I use that as a base line for the lesson and modify the instruction as I deem fit. The use of the entire lesson is for students to be able to fluently understand the lesson objective and standard. Their learning standard comes from the New York learning standard 5R6 (New York State Department of Education, 2024). This is done with Multiple means of expression and different ways to engage. I picked each area of the lesson and used a different model of teaching, whether that was whole group instruction, small group, partner work, or independent work. This shows that students can show their understanding of the content in multiple ways.  

Technology is a large part of this lesson as students will follow along to the lesson on NearPod and complete assignments on there as well. The extension activity is also on SeeSaw. Technology in this lesson enhances student learning and ways the lesson can be differentiated to fit the needs of all students. The use of SeeSaw and Nearpod allows for a more interactive and engaging lesson. This is helpful for students to view any media in the lesson complete formative assessments. All grade level humanities lessons are used on Nearpod. The use of digital resources sets students up for success as the end of year state test is online and our real world is constantly adapting to more technology use