Modules 1 and 2: Planning for Differentiation

Your Name:
Meggan Sandoval

CSU-Global
Course:

Subject / Course:

OTL565

Topic:

Differentiation

Lesson Title:

Planning for Differentiation

Level:

3-5

Lesson
Duration:

OTL565

1 day or 60
minutes

SUPPORT YOUR CHOICES THROUGHOUT EVERY PHASE OF THE LESSON WITH

RESEARCH THAT SUPPORTS ITS EFFECTIVENESS.
Common Core or State Standard(s):

Common Core Standards for Mathematics, Measurement and Data #5-6 (Grade 3):
5. Recognize area as an attribute of plane figures and understand concepts of area measurement.
A square with side length 1 unit, called a unit square, is said to have one square unit of area,
and can be used to measure area. A plane figure which can be covered without gaps or overlaps by
n unit squares is said to have an area of n square units.
6. Measure areas by counting unit squares (square cm, square m, square in, square ft, and
improvised units).
Description of Lesson as currently taught:

Topical Vocabulary: Students at all levels of English language proficiency are exposed to gradelevel words and expressions, such as: square unit, unit square, length, width, area.
Students will be introduced to unit square(s) with unit square manipulative cubes. Students will be
assigned in groups of 4-5 to answer 2-3 questions in their lesson practice packet using the
manipulatives. From there the teacher will guide the students into sharing their answers using
manipulatives and vocabulary surrounding a square unit.
Differentiated Instructional Approaches and Pre-Assessments

Climate
ESL student(s) will be grouped with other students whom they are comfortable with and can
benefit from academically and socially. If the student is feeling insecure about using the new
vocabulary terms, they can show their knowledge through the manipulatives or other group
member. The teacher will provide extra support by circulating the room. The groups have
approximately 20 minutes allocated to comfortably finish their lesson practice before moving on to
independent homework time.
Knowing the Learner
ELL students should be able to understand what the homework is and understand completing it.
Provide ELL with district support, this will ensure any questions or comments can be cleared up in
their native language. We have a district interventionist that comes into the school 2-3 times a
week who pulls these student(s) after the lesson is taught. Math is pretty consistent in its lessons so
students should be used to this routine of lesson, group work/manipulatives, lesson practice,
overview, and homework/independent time. The student also is given an adaption sheet that sets
the problems up for the student so that they can finish the final product or answer. Best practices
for ELL states, students retain more when they paraphrase (orally or in writing restating ideas in
their own words) or summarize at the end of the lesson or unit (2014). When providing student(s)
with these adaptation homework sheets, pull the student(s) to the side to orally read the lesson for

Modules 1 and 2: Planning for Differentiation

comprehension.

Pre-Assessment
Students should have some background knowledge of length and width of an item from previous
lessons/units. Asking the students questions about the vocabulary can help spark background
knowledge and connection. Principles for Differentiating Instruction for ELLs (2012) expresses,
Scaffolding Activating background knowledge, using pairs and small groups, and getting
students working independently. Cultural responsiveness Building English language skills based
on knowledge of students home languages; not discouraging use of the first language; making
connections to students cultural backgrounds; and creating a classroom environment that
highlights rather than avoids cultural comparisons and contrasts; Print modifications Providing
an enlarged text that is read aloud, adding visuals to a text, and providing audiotaped versions can
trigger background knowledge for ELLs. For this specific lesson, a visual and large print of square
units will be used.

Learning Target (Objectives, Student Set Goals, and/or Essential Questions):

Students will recognize area as an attribute of plane figures and understand concepts of area
measurement. A square with side length 1 unit, called a unit square, is said to have one square
unit of area, and can be used to measure area. A plane figure which can be covered without gaps
or overlaps by n unit squares is said to have an area of n square units.
Students will measure areas by counting unit squares (square cm, square m, square in, square ft,
and improvised units) using square unit cubes within groups.
Students will set learning goals to accomplish their learning targets above.
ELLs: Cognitive Function: Students at all levels of English language proficiency CREATE floor
plans or models combining personal and suggested ideas
Example Context for Language Use: Students listen to ideas from peers to incorporate in
collaboratively created floor plans or models for a building (The English Language Learner
Development Standard, 2011).
Essential question(s)
What is square unit, length, width, square centimeter?
Can you make a square unit figure from the lesson practice questions using manipulatives?
Learning Task:

Recognize square units, length, and width using manipulatives in groups of 4-5 students. Create
your own square unit and finish lesson practice questions.
Number of Days: 1 day

Modules 1 and 2: Planning for Differentiation

Learning Task
Recognize square units, length, and width using manipulatives in groups of 4-5 students. Create
your own square unit and finish lesson practice questions.
Student Differences
Interest- Student will create a 3-d square unit using the manipulatives, vocabulary, and content
behind students personal creation.
Varying Tasks
.
Product- The student(s) will show they have learned by presenting his or her own personal unit
using the square manipulatives. The student will orally use the lessons vocabulary; use the
manipulatives as a visual for everyone as well as themselves. This gives students an opportunity to
paraphrase or summarize the unit without even knowing they have done so. Principles for
Differentiating Instruction for ELLs states (2012), offer a choice of activities to let students do
some of the differentiating. Students should
occasionally be able to choose an activity they believe is at the right challenge level for them.
Students will have the freedom within their group to work together or create their own square unit
of any length or width.

Feedback Strategy (Frequent checks for understanding):

The teacher should circulate they room asking students to check with their group members about
the length and width of the square unit. The students should be changing the manipulatives
repeatedly to master the learning tasks and goals. The teacher should ask questions about the
manipulatives encouraging the lessons vocabulary. Students will also answer a 2-3 questions from
their lesson practice before moving onto the next task. Make sure to give ELLs time to practice the
vocabulary orally. They should be given multiply opportunities to practice new language of the
lesson (Best Practices for ELLs, 2014).
Summative Assessment (Collect student data):

The lesson practice questions will provide written data of the students understanding. Presenting
their work/square unit creations will show mastery of language and content.

SOURCES:

Add a References Page for the research/sources you

used to determine your strategies above (begin on a new page and
follow the APA guidelines in the CSU-Global Guide to Writing and APA
Style).

Modules 1 and 2: Planning for Differentiation

YOU WILL COMPLETE THE FOLLOWING SECTIONS IN MODULE

2, AFTER THE LESSON IS TAUGHT
Self-Reflection for Continuous Improvement:
Explain what went well in the implementation of your lesson. What changes
would you make to improve based on student achievement data and/or
evidence? A visual display of the student achievement data must be included
(i.e., table, graph, chart, etc.). What are the next steps for the students in your
class, a group of students, and/or an individual student to ensure EVERY
student is proficient? What are the next steps for you in becoming better at
differentiating your instructional approaches for all learners in your classes?
Use research (Module readings from the course text and 1-2outside sources) to
support your choices and ideas.

Evidence of Implementation:
Attach student work, photos of the lesson in progress demonstrating student
motivation/engagement and/or any other evidence as proof of
implementation. Remember to maintain student confidentiality (e.g., names
removed, etc.) and follow school policies around student photos, etc.

Modules 1 and 2: Planning for Differentiation

SOURCES:

Add any additional sources or research you used in

this second part of the template to the Reference list you began
earlier. (Remember to follow the CSU-Global Guide to Writing and
APA Style).

Reference
Best Practices for ELLs, 2014. applications for ells: practices and homework. Retrieved from
http://ell.nwresd.org/node/69
Baecher, L. Artigliere, Patterson, Spatzer, A. January 2012. differentiated instruction for english
language learners. Retrieved from:lbaecher@hunter.cuny.edu,marcus.art@gmail.com,
dpatterson7@schools.nyc.gov, and Adrian.spatzer@gmail.com.
The English LanguageDevelopment Standards, 2011. standard 1-social & instructional language.
Retrievedfrom:http://www.cde.state.co.us/sites/default/files/documents/coenglangprof/docu
ments/wida_grades3-5_amplified.pdf