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this assignment you will determine a mock classroom, including students with a variety of disabilities

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this assignment you will determine a mock classroom, including students with a variety of disabilities. You will use the provided lesson plan template to complete your plans. The assignment will include a tiered content lesson plan showing differentiation of your teaching for three groupings of students in your classroom. The three groupings in your class will include struggling students/students with disabilities, average students, and high achievers/gifted. Using Bloom’s Taxonomy as your guide (see the Taxonomy is the Reading and Study folder in Week 8), you can use the first two levels for your struggling learners, the second two levels for your average students, and the highest two levels for your high achievers/gifted. Refer to the IRIS module on DI (http://IRIS.peabody.vanderbilt.edu/di) from the Module/Week 7 Reading & Study, reviewing Tiered Content under Content, Process, and Product. View the rubric and use the template to design your lesson plan. This needs to be a new lesson plan not used from a previous assignment or course.

Be sure to review the criteria on the Differentiated Lesson Plan Grading Rubric before beginning this assignment.

EDSP 360 DIFFERENTIATED LESSON PLAN GRADING RUBRIC Criteria Content Complete Template Standards Primary Objective Classroom Diversity Advanced 9 to 10 points Student fully completed all sections of the required Liberty University Lesson Plan Template. No section was deleted by the student. 9 to 10 points Student listed the appropriate state and national standards for the lesson. The standards contained the number/letter indicator, as well as the writtenout standard. 9 to 10 points Student developed the primary objective, which includes the A, B, C, D of goal writing, including timeframe and level of learning (80%, 5 out of 6, etc.). The objective is observable and measurable. 18 to 20 points Student described a standard classroom population, adding students with specific disabilities to be a part of the three levels of groupings. Included for each student with a disability is the differentiation provided in the lesson. Differentiation is not use of a support staff/faculty. Levels of Achievement Proficient Developing 7 to 8 points 1 to 6 points Student completed most of the Student left some of the sections of the required sections of the required Liberty University Lesson Liberty University Lesson Plan Template and/or deleted Plan Template empty and/or at least one section. deleted at least one section. 7 to 8 points 1 to 6 points Student listed the appropriate Student was missing the state or national standards for appropriate state or national the lesson. The standards standards for the lesson. The contained the number/letter standards were missing the indicator, or the written-out number/letter indicator, or standard. the written-out standard. 7 to 8 points 1 to 6 points Student developed the Student developed an primary objective, which objective but is missing includes some of the A, B, C, many of the A, B, C, D of D of goal writing, including goal writing, including timeframe. The goal is timeframe and/or the observable and measurable. objective is not observable and measurable. 14 to 17 points 1 to 13 points Student was missing at least Student was missing more one element of the than one element of the requirements in the classroom requirements in the diversity explanation. classroom diversity explanation. Not present 0 points Student did not complete the plan. 0 points Student neglected to add the state or national standards. 0 points Student did not develop a primary objective, which included all of the A, B, C, D of goal writing, including timeframe. 0 points Student did not complete this section. Page 1 of 3 EDSP 360 Character Principle 9 to 10 points Student chose a character principle, supported by scripture, fully explaining how the character principle will be incorporated into the teaching. 7 to 8 points Student chose a character principle, but did not support by scripture, fully explaining how the character principle will be incorporated into the teaching. Lesson Presentation 32 to 35 points Student wrote an informed plan, with each of the elements set, teacher instruction, guided student practice, independent student practice, and closure fully explained. The differentiation for students with disabilities was highlighted in bold and labeled with the disability. 32 to 35 points Student used Bloom’s Taxonomy Levels to differentiate a lesson for struggling leaners/students with disability, average students, and high achievers/gifted. Tiered Content was evident. 25 to 31 points Student was missing at least one of the required elements, or the elements were somewhat explained. 9 to 10 points 7 to 8 points Tiered Content Summative Assessment 25 to 31 points Student used Bloom’s Taxonomy Levels to differentiate a lesson for struggling leaners/students with disability, average students, and high achievers/gifted, but Tiered Content was not evident. 1 to 6 points Student chose a character principle, supported by scripture, but neglected to explain how the character principle will be incorporated into the teaching. 1 to 24 points Student was missing more than one element and/or did not highlight the differentiation or label with the disability. 0 points Student neglected to add the character principle. 1 to 24 points Student did not use Bloom’s Taxonomy Levels to differentiate a lesson for struggling leaners/students with disability, average students, and high achievers/gifted or neglected to demonstrate Tiered Content 0 points Student did not use Bloom’s Taxonomy Levels to differentiate a lesson for struggling leaners/students with disability, average students, and high achievers/gifted and neglected to demonstrate Tiered Content 0 points 1 to 6 points 0 points The student neglected to fully explain the Lesson Presentation. Page 2 of 3 EDSP 360 Student added a valid summative assessment for the teaching plan. Student added the assessment as an attachment. Structure Current APA Formatting Advanced 27 to 30 points Student adeptly uses current APA formatting, including a title page. Grammar/Spelling 27 to 30 points Student uses proper grammar and spelling throughout the submission with no errors. Student added a valid summative assessment for the teaching plan. Student neglected to add the assessment as an attachment. Proficient 21 to 26 points Student has one to two errors in current APA formatting but included a title page. Student added a summative assessment for the teaching plan which as not valid. Student neglected to add the assessment as an attachment. Developing 1 to 20 points Student has more than two errors in current APA formatting; failed to include a title page. Student did not add a summative assessment for the lesson plan. 21 to 26 points Student uses proper grammar and spelling throughout the submission with no more than one error. 1 to 20 points Student uses proper grammar and spelling throughout the submission with more than three errors. 0 points Student does not use proper grammar and spelling in the submission. Not present 0 points Student neglected to use current APA formatting, nor included a title page. Page 3 of 3 Running head: DIFFERENTIATED LESSON Differentiated Lesson Plan Liberty Student Liberty University 1 DIFFERENTIATED LESSON 2 Differentiated Lesson Plan Liberty University’s Standard Lesson Plan Form Lesson Plan: Resources Name: Lillian Mitchell LESSON PREPARATION [Before the lesson] Topic: Economics Course: EDSP 360 Specific Strategy: Categorize resources as natural, human, or capital resources. Subject: Grade: History and Social Sciences 2nd Grade State Standard: VA History and Social Sciences SOL 2.8: The student will describe natural resources (water, soil, wood, and coal), human resources (people at work), and capital resources (machines, tools, and buildings). (Virginia Department of Education, 2015) National Standard: NSS-EC.K-4.1 Scarcity: Productive resources are limited. Therefore, people cannot have all the goods and services they want; as a result, they must choose somethings and give up others. Productive resources are the natural resources, human resources, and capital goods available to make goods and services. Natural resources, such as land, are “gifts of nature;” they are present without human intervention. Human resources are the quantity and quality of human effort directed toward producing goods and services. Capital goods are the goods that are produced and used to make other goods and services (Education World, 2019). Primary Objective: Given a list of 10 resources, each student will be able to correctly identify if the resources are a natural, human, or capital resource for at least 8 out of the 10 resources listed by the end of the lesson. Classroom Diversity and Differentiated Instruction: ? This 2nd grade class is located at a K-6 school in a suburb of Washington DC. ? The class has 22 students comprised of 12 girls and 10 boys. ? The class has a wide range of learning styles represented in the classroom. Therefore, the teacher will vary activities to incorporate visual, auditory, and kinesthetic activities. ? The class has two students who are English Language Learners (ELL) both of whom speak Spanish as their primary language at home. ? The teacher will use photographs of the various resources on the smartboard to aid understanding of the vocabulary of the students who are ELL. ? The teacher also gave a list of vocabulary words from the unit to the ESOL teacher in advance to help pre-teach the English words to the student before beginning the unit. ? One student has been identified as having Attention Deficit Hyperactive Disorder (ADHD) and struggles with inattention. ? The teacher will seat this student at the front of the rug during the lesson to help minimize distractions and their desk will be in the least distracting area possible and near the teacher’s more frequent locations during class time. The DIFFERENTIATED LESSON ? ? ? student will also be allowed to choose flexible seating if they are feeling distracted in the space they are in. ? The lesson is designed in a way that students move to different areas of the room to help the students have re-engagement opportunities within the lesson at several points. ? Care will be taken when choosing groups or partners for this student. One student has been identified as having Autism Spectrum Disorder (ASD). ? Though this student follows all grade level materials, he struggles with social interaction. Care will be taken when choosing which group this student will be placed in. ? This student benefits from having a daily schedule that includes details about activities to help the student feel prepared for the day. The group work activity will be put on the so the student knows that the social interaction is coming. ? The teacher will have the special education teacher read a social story with the student in the morning about working in group as a preparation for the afternoon activities. A few students in the class are receiving RTI Level 2 services for reading. One of these students has been identified as having a learning disability. Though the other students receiving RTI Level 2 are not identified as having a specific learning disability at this time, the teacher will keep this information in mind when planning the lesson and making the groups. ? The use of pictures throughout the lesson will not only aid the ELL students with vocabulary but also the student identified as having LD and those receiving reading intervention. ? The story summary used during guided reading will be written on appropriate reading level. Three tiers will be utilized during the lesson. ? Flexible grouping is utilized frequently in the classroom. This time groups will be made based student needs (disabilities/needed interventions/ELL/enrichment needs). ? Group 1: This group is made up of students who are identified as ELL, LD, and/or are receiving reading intervention. This group is made up of four students. ? Group 2: This group is comprised of students who are reading on grade level. Both students with disabilities are in this tier due to their on-grade level abilities. However, care is taken when partnering these students with other students. The student identified as having ADHD is paired with a student who typically demonstrates on task behavior and sets a good work ethic example. The student who has been identified as having ASD is paired with a peer who is known to have great social skills, warm and friendly to all students, and has been identified and trained as a peer helper. This group is made up of 14 students. ? Group 3: This group is made up of students who are identified as having above grade level academic abilities. These are students who frequently finish work early and need an extra challenge. This group is made up of 4 students. 3 DIFFERENTIATED LESSON Materials/Equipment: KWL worksheet, chart paper for opening discussion to write down what students share, Smartboard, PowerPoint presentation about resources that includes pictures of various resources, The 3 Little Pigs book (Matsuoka, 2018), chart paper for the category list from the story, story summary and category sheet for each student in the tiered groups, crayons for the activity on the back of the KWL worksheet for independent practice, summative assessment quiz sheet, glue, and scissors. Technology Integration: Smart board use for PowerPoint presentation during lesson. Character Principle: Respect for the Environment: An understanding and appreciation of the limited resources in the world for humans to use and person’s behavior and attitude to care for the resources God has given us. All things were made through him. Nothing that has been made was made without him (John 1:3, NIRV). Character trait lesson shared during closure. LESSON PRESENTATION [during the lesson] Set: KWL sheet and discussion. The class has already had lessons on the three types of resources and now in this lesson will be learning to categorize resources based on what they have learned. Complete K and W section of the KWL sheet based on tiers. The KWL is way for them to list what they have already learned about the types of resources in preparation for the more difficult task of categorizing everyday resources into the categories they have already learned about. After completing the sheets, the teacher will lead an opening discussion: Tier 1: Share 3 things off the K list. Tier 2: Each pair shares one thing from their W list. Tier 2: Each pair shares one of their questions. Differentiation Groups Group #1 Group #2 Group #3 (Tiered Content) Teacher KWL sheet: This KWL sheet: This KWL sheet: This Instruction/Modeling: group is invited to group does the K group works come to the teacher’s section of the sheet independently to table to complete the independently and complete the K and sheet. Teacher then forms pairs to W sections of the guides students complete the W sheet at their desks. through the questions section based on The group then pairs for the K and W comparing what they up to create sections of the sheet already know to what questions they want and students each they want to learn to answer at the end complete the sections during this lesson. of the lesson based in list form. Students Each pair chooses on their W sections. have a discussion on one thing to share Each pair chooses what 3 things to from their W list. one question that share while teacher This activity is they have circulates around to started at student constructed to share the other groups. desks, but pairs can from their list. This activity is done choose flexible Students can choose at the group work seating anywhere in anywhere in the table. Students the room for their room for their group return to the rug and discussion time. to work for the sit in their group for Students return to the partner portion. sharing. rug sitting in pairs Students return to the 4 DIFFERENTIATED LESSON 5 for sharing time. The Presentation: student with ADHD Students can choose will be paired with to sit at their desk or a student who on the rug for the demonstrates on presentation. task behavior. The Photos were included student identified as here for this tier who having autism will is made up of be paired with a students who are peer helper. ELL, LD, and/or receiving reading Presentation: intervention. Students can choose Pictures are meant to sit at their desk or to help reinforce the on the rug for the vocabulary, types of presentation and the resources and student in this where they belong. group identified as Teacher will lead having ADHD will students in a smart be able to choose to board activity to move if needed to categorize several refocus. resources. Teacher calls on students from this tier to read some of the slides during the presentation. Guided Student Practice: The teacher will read the book “The Three Little Pigs” to all students on the rug. The teacher will use chart paper to guide the class to make a list of resources that are found in the story. Teacher will lead students in a smart board activity to categorize several resources. The teacher will read the book “The Three Little Pigs” to all students on the rug. The teacher will use chart paper to guide the class to make a list of resources that are found in the story. rug and sit in their pairs for sharing. Presentation: Students can choose to sit at their desk or on the rug for the presentation. Teacher calls on students from this tier to answer a few higher-level critical thinking questions. Teacher will lead students in a smart board activity to categorize several resources. The teacher will read the book “The Three Little Pigs” to all students on the rug. The teacher will use chart paper to guide the class to make a list of resources that are found in the story. DIFFERENTIATED LESSON Following the story/chart making, this group contains the student with the identified as having a learning disability as well as the students receiving reading intervention and will be given a story summary sheet that is written on a below grade reading level in case, they need to see the details of the story again. They will be able to refer to the list of resources the class made when categorizing the resources from the story as natural, human, or capital. This group will work in a group (all 4 students) on this activity to sort the list to classify the resources as to which category they belong in on the table provided. Each student will fill out their own table. Students will work at the group work table. The teacher will circulate throughout the classroom offering guidance and assessing student understanding. 6 Following the story/chart making, this group will be given a story summary sheet that is written on a second-grade reading level in case they need to see the story details again. They will be able to refer to the list of resources the class made when categorizing the resources from the story as natural, human, or capital. They will each write their own list and can include resources that were not put on the class wide list. Then they will work in groups of 2-4 to examine the lists they made and choose which resources demonstrate the characteristics of each category and then will together classify which resources fit into the categories on the table provided through comparing and contrasting the resources. The student with ADHD will be paired with a student who demonstrates on task behavior. The student identified as having autism will Following the story/chart making, this group will be given a story summary sheet that is written on a beginning thirdgrade reading level. They will each write a list of resources that are found in the story and can refer to the list the class made if needed. Their lists should include resources not on the class wide list. Then they will use the table provided to create a category sheet with the resources listed under the correct categories. They will then work in pairs to evaluate their tables by comparing with their partners sheet to evaluate their list and will support or defend the categories chosen for each resource during a partner discussion. This group will work on the rug with clipboards during this part of the lesson. The teacher will circulate throughout the classroom offering guidance DIFFERENTIATED LESSON 7 be paired with a peer helper. Students will work at student desks for this part of the lesson. Independent Student Practice: Each student will be given their KWL worksheet back. Students will fill in the L section of their worksheet. On the back of the worksheet students will draw a picture of something that they used this week and will write one sentence about what type of resource the item they selected is. The drawing portion is meant to help the student with LD and the ELL students communicate their understanding in a way that does not only involve using reading and writing. Students will work at their desks independently. Teacher will circulate throughout The teacher will circulate throughout the classroom offering guidance and assessing student understanding. Each student will be given their KWL worksheet back. Students will fill in the L section of their worksheet. On the back of the worksheet students will draw a picture of something that they used this week and will write one sentence about what type of resource it is and why? Answering why will demonstrate their understanding. Students will work at their desks independently. Teacher will circulate throughout the room checking for understanding and giving guidance. and assessing student understanding. Each student will be given their KWL worksheet back. Students will fill in the L section of their worksheet. On the back of the worksheet students will draw a picture of something that they used this week and will write one sentence about what type of resource it is and why? If time allows, students in this group will select one question that they wrote in the opening set W section and will evaluate if the lesson answered this question or not. Students will work at their desks independently. Teacher will circulate throughout the room checking DIFFERENTIATED LESSON the room checking for understanding for understanding and giving guidance. and giving guidance. Closure: Students will bring their KWL sheet to the rug and will take turns discussing things they learned. The teacher will listen for understanding of the concept during the discussion. The teacher will give a quick summary of the types of categories and examples of each. Then the teacher will talk about the character principle of being Responsible for the Environment that God has given us. Summative Assessment: Each student will be given a worksheet with 10 resources listed in a grid. Students will cut out the resource words and will glue them under the correct resource category label (natural, human, or capital). This will be done independently at desks. 8 DIFFERENTIATED LESSON 9 Summative Assessment Name:____________________ #:______ Date: __________ Read the words below. Cut them out and glue them under the correct resource category. Natural Resource Human Resource Capital Resource Wood Straw Tools Buildings Coal Farmers Machines Water Cashier Banker DIFFERENTIATED LESSON 10 References Education World. (2019). National standards for social sciences: Economics grades k-4. Retrieved from https://www.educationworld.com/standards/national/soc_sci/economics/k_4.shtml Matsuoka, M. (2018). The three little pigs. Bath, England: Parragon Books Virginia Department of Education. (2015). History and social science standards of learning for Virginia public schools: Second grade. Retrieved from http://www.pen.k12.va.us/testing/sol/standards_docs/history_socialscience/index.shtml EDSP 360 Liberty University’s Standard Lesson Plan Form Lesson Plan: Name: Course: EDSP 360 LESSON PREPARATION [Before the lesson] Topic: Specific Strategy: Subject: Grade: State Standard: National Standard: Primary Objective: Classroom Diversity and Accommodated Instruction: Materials/Equipment: Technology Integration: Character Principle: LESSON PRESENTATION [during the lesson] Set: Differentiation Groups (Tiered Content; See https://iris.peabody.vanderbilt.edu/module/di/) Teacher Instruction/Modeling: Guided Student Practice: Independent Student Practice: Closure: Summative Assessment: Group #1 Group #2 Group #3 BLOOM’S TAXONOMY Richard C. Overbaugh Lynn Schultz Old Dominion University In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. During the 1990's a new group of cognitive psychologist, lead by Lorin Anderson (a former student of Bloom's), updated the taxonomy reflecting relevance to 21st century work. The graphic is a representation of the NEW verbage associated with the long familiar Bloom's Taxonomy. Note the change from Nouns to Verbs to describe the different levels of the taxonomy. Note that the top two levels are essentially exchanged from the Old to the New version. NEW Version Remembering: can the student recall or remember the information? Old Version define, duplicate, list, memorize, recall, repeat, reproduce state Understanding: can the student explain ideas or classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase concepts? Applying: can the student use the information in choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write. a new way? Analysing: can the student distinguish between the different parts? appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. Evaluating: can the student justify a stand or decision? appraise, argue, defend, judge, select, support, value, evaluate Creating: can the student create new product or point of view? assemble, construct, create, design, develop, formulate, write. Task Oriented Question Construction Wheel Based on Bloom's Taxonomy http://www.stedwards.edu/cte/resources/bwheel.htm St. Edward's University 3001 South Congress Avenue Austin, Texas 78704 512-448-8400 EDSP 360 Liberty University’s Standard Lesson Plan Form Lesson Plan: Name: Course: EDSP 360 LESSON PREPARATION [Before the lesson] Topic: Specific Strategy: Subject: Grade: State Standard: National Standard: Primary Objective: Classroom Diversity and Accommodated Instruction: Materials/Equipment: Technology Integration: Character Principle: LESSON PRESENTATION [during the lesson] Set: Differentiation Groups (Tiered Content; See https://iris.peabody.vanderbilt.edu/module/di/) Teacher Instruction/Modeling: Guided Student Practice: Independent Student Practice: Closure: Summative Assessment: Group #1 Group #2 Group #3