Running head: LAYERED CURRICULUM PROJECT

Betty Le
EDU 2011
Layered Curriculum Project
04/22/15

Running head: LAYERED CURRICULUM PROJECT

Introduction
Differentiated instruction is in part, developing teaching materials to meet each
individuals needs in a meaningful way. It provides students the benefit of understanding the
curriculum concepts in more than one way. Students have the advantage of processing and
translating their learning effectively by lessons integrating visual, auditory, and kinesthetic
components. The layered curriculum method tailors to all academic skill levels and addresses the
various multiple intelligences of each individual student; activities allow the student to harness
the confidence of learning through team work, whole-class interaction, and individual instruction
competently. Frequent assessments allow teachers to modify based on both the

effectiveness of their material and instruction and/or the progression of their student to
mastery. Instead, the focus shifts primarily from the learner having to adapt to the lessons, to
the lessons modifying to the learning needs and skills of the individual student. It supports the
notion students are able to successfully gain the most developmental academic experiences
through teachers proactively manifesting the creative approach in their ability to teach more
purposely well-rounded.

Language arts is the chosen primary focus for this layered curriculum. It is
important for students to learn the proper tools for writing. Writing skills are constantly in
practice through the entire academic course of every student. It also applies in everyday
life and even still in the work field. The ability to advance in those areas is or can be
heavily dependent on being able to articulate ideas well on paper. Grammar is in large, a
fundamental process of strong writing. Having a solid grasp of applying the mechanical
elements of writing lays the groundwork for students to elevate their writing foundation
more skillfully and creatively.

Running head: LAYERED CURRICULUM PROJECT

Running head: LAYERED CURRICULUM PROJECT

Layered Curriculum
Standards and Objectives:
Language Standard 1:
Demonstrate command of the conventions of Standard English grammar and usage when writing
or speaking.
Objectives:
1. Explain the function of conjunctions, prepositions, and interjections in general and their
function in particular sentences.
2. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb
tenses.
3. Use verb tense to convey various times, sequences, states, and conditions.
4. Recognize and correct inappropriate shifts in verb tense.*
Edison Elementary 5th grade, Mr. Nguyen
*Note Mr. Nguyen had me do a combination of finding activities for past tense verbs
and prepositions. I had the activities approved and organized in a way that he
preferred for his students to learn in his classroom. The activities follow the standard
core, but the activities are tailored to Mr. Nguyens specific needs.

Running head: LAYERED CURRICULUM PROJECT

LAYER C

1. KWL
Students will fill in a sheet to see what knowledge they have and need about prepositions and
verb tenses.

Theory of Multiple Intelligences: Intrapersonal

Learning Styles: Visual
Blooms Taxonomy: Remembering

2. Preposition Sorter
Students will practice the basic knowledge they learned about prepositions. They will cut and
paste words from the word bank, sort them into categories preposition and not preposition,
and then glue the correct words to the categories after the class has gone over the answers.

Theory of Multiple Intelligences: Intrapersonal, kinesthetic, verbal, intrapersonal, visual

Learning Styles: Visual, auditory, kinesthetic
Blooms Taxonomy: Remembering, understanding

3. Prep with prepositions game

During station time, students will play within their group. Students will pick a preposition card
and must match their preposition card to a sentence card. Once they match correctly, they read
their sentence out loud, and they roll the dice and move so many spaces on the game board until
they reach the end and win.

Theory of Multiple Intelligences: Kinesthetic, verbal, interpersonal, visual, logic

Learning Styles: Visual, auditory, kinesthetic
Blooms Taxonomy: Remembering, understanding

Running head: LAYERED CURRICULUM PROJECT

4. Preposition Bingo
Students will play bingo to help them remember and recognize common prepositions by sight.

Theory of Multiple Intelligences: Kinesthetic, verbal, interpersonal, visual

Learning Styles: Visual, auditory, kinesthetic
Blooms Taxonomy: Remembering, understanding

5. Foldable graphic organizer for notebook

Students will cut, paste, and write in a graphic organizer they put in their notebook after they are
done with the activity so they can use it to review their knowledge on tense verbs and
prepositions.

Theory of Multiple Intelligences: Kinesthetic, intrapersonal, visual, verbal

Learning Styles: Visual, kinesthetic
Blooms Taxonomy: Remembering, understanding

6. Flip-chute game
During stations, students will have a chance to do flip-chute (a milk carton that is turned into an
answer checking machine). The set of cards may be about prepositions or verb tenses.
The answer will be on the back. Students will pair up. One student asks the question, while the
other answers. After, the student takes the card, puts it in the chute, and then the chute will
reveal the answer. Students will keep score of how many they get correct.

Theory of Multiple Intelligences: Kinesthetic, verbal, intrapersonal, visual, logic

Learning Styles: Visual, auditory, kinesthetic
Blooms Taxonomy: Remembering, understanding

Running head: LAYERED CURRICULUM PROJECT

7. Battleship in verb tense-sea

Students will get to play with an online version of battleship on the IPad. Once they find where
the enemy has their ship, the student is asked a question and must select the correct verb
tense usage. The students must keep finding all of his enemies ships, answer the questions
correctly, and must sink all of the ships (before the computer sinks all their ships) to win.

Theory of Multiple Intelligences: Kinesthetic, interpersonal, intrapersonal, visual, logic, music

Learning Styles: Visual, auditory, kinesthetic
Blooms Taxonomy: Remembering, understanding

8. Slap it verb tense game

Students will play a card game similar to speed. The students will flip a card from one deck
revealing a present verb tense. Then the students will take turns flipping over card from the
second deck as fast as the can until the past or future verb tense of the same verb shows up.
Whoever slaps the card first gets to keep the entire pile. Whoever ends up with the most cards
wins the game.

Theory of Multiple Intelligences: Kinesthetic, verbal, intrapersonal, visual, logic

Learning Styles: Visual, auditory, kinesthetic
Blooms Taxonomy: Remembering, understanding

9. Verb tense spinner game

During station time, students will play within their group. Students will spin the wheel to choose
a random verb tense and must match their verb tense to a correct sentence card. Once
they match correctly, they roll the dice and move so many spaces on the game board until they
reach the end of the board and win.

Theory of Multiple Intelligences: Kinesthetic, verbal, intrapersonal, visual, logic

Learning Styles: Visual, auditory, kinesthetic
Blooms Taxonomy: Remembering, understanding

Running head: LAYERED CURRICULUM PROJECT

10. Preposition slideshow/note taking (ALSO MAY BE USED AS AN

ASSESSMENT)
Students will take notes and learn from an interactive PowerPoint. Short quiz will be given after
the slideshow to check for understanding and if needed, repetitions for any holes

Theory of Multiple Intelligences: verbal, interpersonal, visual

Learning Styles: Visual, auditory
Blooms Taxonomy: Remembering, understanding

11. Verb tense PowerPoint (ALSO MAY BE USED AS AN ASSESSMENT)

Students will take notes and learn from an interactive PowerPoint to get a general overview or
review. Short quiz will be given after the slideshow to check for understanding and if needed,
repetitions for any holes

Theory of Multiple Intelligences: verbal, interpersonal, visual

Learning Styles: Visual, auditory
Blooms Taxonomy: Remembering, understanding

Running head: LAYERED CURRICULUM PROJECT

LAYER B

1. The case of the missing prepositions

Students will receive a worksheet with a list of prepositions and a story. A preposition is missing
from each sentence. They must choose the best fitting preposition and write it in the
blank. After the students are finished, they must write their own story using the remaining
prepositions in the list.

Theory of Multiple Intelligences: interpersonal, visual, logic, verbal

Learning Styles: Visual
Blooms Taxonomy: Remembering, understanding, applying, analyzing

2. Prepositional Planes
Students will get to make their own paper airplane and get to fly it in the room. The students
must write where the plane flies and underline the preposition in the sentence. For example,
The plane flies under the table. Students may work together, but must write their own
sentences. (At least 20 sentences)

Theory of Multiple Intelligences: Kinesthetic, interpersonal, visual, logic, verbal, naturalistic

Learning Styles: Visual, kinesthetic
Blooms Taxonomy: Remembering, understanding, applying, analyzing

3. Time machine worksheet

Students will change words/phrases to past, present, and future tense and rewrite the story.

Theory of Multiple Intelligences:, interpersonal, visual, logic, verbal

Learning Styles: Visual
Blooms Taxonomy: Remembering, understanding, applying, analyzing

Running head: LAYERED CURRICULUM PROJECT

10

4. Time warp
Students will be given a short story where incorrect usages of past, present and future tense
verbs are throughout. As a class, the students will take turns reading each sentence from the
story. After reading it once, the students will need to circle and find what verbs are used
incorrectly. The class will go over the circled verbs and come up with the correct verb tense.

Theory of Multiple Intelligences: Kinesthetic, interpersonal, intrapersonal, visual, logic, verbal

Learning Styles: Visual, kinesthetic, auditory
Blooms Taxonomy: Remembering, understanding, applying, analyzing

5. Flip-chute game 2.0 (more difficult questions given)

During stations, students will have a chance to do flip-chute (a milk carton that is turned into an
answer checking machine). The set of cards may be about prepositions or verb tenses.
The answer will be on the back. Students may pair up to play a 2 player game. One student asks
the question, while the other answers. After, the student takes the card, puts it in the chute, and
then the chute will reveal the answer. Students will keep score of how many they get correct.

Theory of Multiple Intelligences: Kinesthetic, interpersonal, intrapersonal, visual, logic, verbal

Learning Styles: Visual, kinesthetic, auditory
Blooms Taxonomy: Remembering, understanding, applying, analyzing

6. Know your past, present, future

After creating a past, present, future chart with students, the students will place certain events
such as their birthday, class in session, etc. in the correct columns. After completing their list,
students will then write a sentence about the event with the correct verb tense. Students will
get to share their sentences with the class out loud.

Theory of Multiple Intelligences: Interpersonal, intrapersonal, visual, logic, verbal

Learning Styles: Visual, auditory
Blooms Taxonomy: Remembering, understanding, applying, analyzing

Running head: LAYERED CURRICULUM PROJECT

11

7. Spot the preposition challenge

Students will have a worksheet with a story. Students will pair up and must take turns reading
while the other will listen and underline each preposition they can find in the story. The student
with the most correct preposition wins.

Theory of Multiple Intelligences: interpersonal, intrapersonal, visual, logic, verbal

Learning Styles: Visual, auditory
Blooms Taxonomy: Remembering, understanding, applying, analyzing

8. Tense task cards MAY BE USED AS AN ASSESSMENT

There are 72 task cards and will be color coded based on skill level and difficulty. Answer key will
be provided for students to self-correct. Students will practice identifying correct verb tenses in
variety of ways such as: Which of the sentences uses past, present, or future tense? What
perfect tense is used in the sentence? And also must select the correct tense to complete the
sentence.

Theory of Multiple Intelligences: interpersonal, visual, logic, verbal

Learning Styles: Visual
Blooms Taxonomy: Remembering, understanding, applying, analyzing

Running head: LAYERED CURRICULUM PROJECT

12

LAYER A

1. Time warp 2.0 (continuing from B layer activity)

Students will rewrite their own story using the previous short story as a starting point.
Students will be given a set of questions they must answer pertaining to their partners
story after their partner reads their story to them.

Theory of Multiple Intelligences: interpersonal, intrapersonal, visual, logic, verbal

Learning Styles: Visual, auditory
Blooms Taxonomy: Remembering, understanding, applying, analyzing, evaluating, creating

2. Prepositional Planes 2.0 (continuing from layer B activity)

The students will take the sentences they created, and modify their sentences to turn it
into a story about an adventure about their journey across the world on a plane.
Instead of the plane went under the desk, students might sat the plane flew under the
canopy of the large forest. They will present their story to the class.

Theory of Multiple Intelligences: interpersonal, visual, logic, verbal, naturalistic

Learning Styles: Visual, auditory
Blooms Taxonomy: Remembering, understanding, applying, analyzing, evaluating, creating

Running head: LAYERED CURRICULUM PROJECT

13

3. Interactive storybook
Students will create their own storybook filled with pictures they draw and their own
writing. Students must creatively write a story that teaches the person who reads the
story about prepositions and verb tenses. After the class is finished, the students are
taken to a 4th grade classroom where they will read their story to a student.

Theory of Multiple Intelligences: interpersonal, intrapersonal, kinesthetic, visual, logic, verbal,

naturalistic, verbal
Learning Styles: Visual, auditory, kinesthetic
Blooms Taxonomy: Remembering, understanding, applying, analyzing, evaluating, creating

Running head: LAYERED CURRICULUM PROJECT

14

Conclusion
Academic experiences are obtained through students having open opportunities to explore
their different learning preferences. Direct instruction challenges the teacher to find ways to be
more accessible to students of all learning styles rather than the students needing to adapt to
the teachers preferred teaching method. Taking the time to plan and execute each activity takes
huge preparation, yet at the same time, it allowed me to think more thoughtfully of how that
activity would be beneficial in the effectiveness of student learning. Having the activities
separated through skill level also encourages us as teachers to be mindful of student readiness.
Creating purposefully thought out activities allow students to remain motivated through their
self-esteem of being able to understand and completing an assignment without the task being
too challenging or too little; allowing students to utilize their strengths from the encouragement
of feeling smart. The philosophy of differentiating instruction in layered curriculum is creating
student-centered teaching in a meaningful, all-encompassing way. Lessons are varied by learning
styles, and skill-set to adjust to the need of the learner so effective academic progress can be
made through the possibility of all multiple intelligences. Students are able to translate their
ideas and knowledge by having visual, auditory, and kinesthetic learning style components in the
given curriculum. Academic skill level advances through individual readiness and checks
comprehension and teaching effectiveness through frequent assessment. Inter and intrapersonal
skills are practiced throughout different activities to help students have healthy exposures to
teambuilding, classroom community, and introspection. Using layered curriculum with
differentiated instruction for any subject (especially math and language arts where students
struggle the most) can help motivate students to feel they are making progress through their
hard work and thus feeling less overwhelmed by the lessons. Its crucial as educators to do what
we can to foster the self-confidence of our students abilities to succeed in the classroom and in
their lives as well.

Running head: LAYERED CURRICULUM PROJECT

15

Running head: LAYERED CURRICULUM PROJECT

Appendix

16

Running head: LAYERED CURRICULUM PROJECT

17

Running head: LAYERED CURRICULUM PROJECT

18