Running head: DIFFERENTIATED INSTRUCTION LESSON PLAN

Cathleen Elizabeth Byrne

October 18th, 2015
EDU 723: Teaching and Learning in Inclusion Setting
University of New England
Differentiated Instruction Lesson Plan

DIFFERENTIATED INSTRUCTION LESSON PLAN

The differentiated lesson plan I created is for Modern European History, which is a half
year course for sophomores. There are seven units in this course, which are structured around
unit essential questions. Throughout the course students read and interpret various primary and
secondary sources. Students write three major essays called Document Based Questions (DBQs)
throughout the course, which are used to measure their growth in argumentative writing.
Document Based Questions are open-ended questions students write a response to based on
reading various primary and secondary sources. Students incorporate evidence from the sources
into their argumentative essay to support their position. Therefore reading and writing skills are
often intertwined in the course as interpreting historical sources is the foundation for
understanding the material for DBQs.
The class I am using to demonstrate how to differentiate instruction in has 28 students
with 8 females and 18 males. There are a variety of student needs in this class as five students
have a 504, four students have an Individualized Education Plan and 2 students have had a mild
concussion, but no official documentation for accommodations or modifications. Therefore, 11
of the 28 students require individualized attention during class activities, which is approximately
40% of the students. This class is co-taught with a special education teacher to address the
various needs of students in an inclusion setting. Most of the accommodations for students with
learning disabilities pertain to assessments, for example, extra time, word bank, alternative
setting, test study guide, and verbally read directions and rephrasing of test questions. The
accommodations for students with learning disabilities during class activities includes: positive
reinforcement, preferential seating, opportunity to individually ask for clarification, reinforce
concepts with visuals, and provide student with overview of notes. The students with 504s in the
class have various needs due to their health including: access to a computer (which they are

DIFFERENTIATED INSTRUCTION LESSON PLAN

individually assigned), frequent trips to the nurse and bathroom, and extended time for written
assessments. Additionally, the reading level of students in this class varies, which is evidenced
by the pre-test of students NWEA reading scores, which ranges from 208 to 254. Students in
the lower range of the NWEA reading test struggle with vocabulary terms, which can impact
their reading comprehension. Students at the higher end of the reading spectrum can engage
with more difficult primary sources, but will need assistance with exposure to them. Therefore,
graphic organizers can benefit all of the learners in this inclusion setting as they read historical
sources. Students will be interacting with primary and secondary sources in class. To teach
literacy in the content area evaluating a document will be modeled in whole class discussion.
After modeling this skill students will complete a jigsaw activity where they will be broken up
into homogeneous groups with different documents to read that are appropriately challenging.
Students will move from their homogeneous groups into heterogeneous groups in which they
will share their analysis from the homogeneous groupings. Additionally, in the heterogeneous
groups students will choose an additional source to evaluate. The jigsaw activity will prepare
students for a class discussion where 6 students go into an inner circle at a time.

DIFFERENTIATED INSTRUCTION LESSON PLAN

MODERN EUROPEAN HISTORY THE INDUSTRIAL REVOLUTION

Lesson Objectives:
1. Students will use textual evidence from various sources to determine central ideas and compare
authors perspectives on the impact of the Industrial Revolution.
2. Students will use textual evidence to evaluate how the Industrial Revolution altered the economic,
social and political development of Europe in a class discussion.
Standards:
Content Standard:
4. The Industrial Revolution radically altered the political, social, geographical and economic
development of the world.
Common Core State Standards:
CCSS.ELA-Literacy.RH.9-10.1: Cite specific textual evidence to support analysis of primary and
secondary sources, attending to such features as the date and origin of the information.
CCSS.ELA-Literacy.RH.9-10.2: Determine the central ideas or information of a primary or
secondary source; provide an accurate summary of how key events or ideas develop over the course
of a text.
CCSS.ELA-Literacy.RH.9-10.4: Determine the meaning of words and phrases as they are used in a
text, including vocabulary describing political, social, or economic aspects of history/social science.
CCSS.ELA-Literacy.RH.9-10.6: Compare the point of view of two or more authors for how they
treat the same or similar topics, including which details they include and emphasize in their
respective accounts.
CCSS.ELA-Literacy.RH.9-10.9: Compare and contrast treatments of the same topic in several
primary and secondary sources.
Procedures: Lesson/Instructional Strategies
Initiation: Whole Class Context for Objectives & Model Skill
Review/Context
-As a class we will review how economic changes during the Industrial Revolution led to social
changes causing people to question the role of government. This will be completed by reviewing a
chart together with the PowerPoint presentation to support it.
-Additionally, we will review hardships of industrial life that we exposed by working collaboratively
on a Google document as a class and the impact of new technology. Here is a view of the Google
document that students collaboratively completed:

DIFFERENTIATED INSTRUCTION LESSON PLAN

Objectives
-Explain the objectives for the lesson including the discussion rubric, the chart and documents and
their relation to the Common Core State Standards.
Model Document Analysis
-After explaining the objectives, as a class analyze one document together and have students
complete the portion of the chart during the learning activity.
Lesson Development: Various Small Groupings - Document Analysis (Jigsaw) & Pinwheel
Homogeneous Small Groups (Numbers)
-Have students organize into their number groups and analyze their document.
Heterogeneous Small Groups (Colors)
-Have students organize into their color groups and share their analysis from their number groups
with their new group.
-Additionally, students will choose one additional document to evaluate in their color groups.
Here is an example of the graphic organizer to be completed in the Jigsaw activity as students
collaboratively read various sources:

Discussion Small Group/Whole Class

-Have students take turns going into the inner circle to participate in the discussion.
-Set up 6 desks in an inner circle in the middle of the classroom
-There may not be enough time to give everyone a chance to go into the inner circle in one lesson.
Closure: Whole Class Preparation for Writing
-At the end of class discuss how the evaluation of the documents and the class discussion can be
used to organize and enhance student writing. We will work on an essay organizer next class.
Students Needing Differentiated Instruction:
Which students do you anticipate may struggle with the content/learning objectives of this lesson?
Student
Evidence student How will you differentiate instruction in this lesson to support
initials or
needs differentiated
student learning?
group
instruction

DIFFERENTIATED INSTRUCTION LESSON PLAN

-The literacy skills that will be used will be modeled in whole class
1
discussion prior to homogeneous groupings.
(6 students)
NWEA
-Directions will be read aloud and rephrased as needed.
Score 208-217
-Students will be placed in a homogeneous group with an article
that is appropriately challenging.
-Students will receive additional instructional support from the
content teacher as well as a special education teacher (where
appropriate).
-Students will receive a vocabulary list with definitions of terms.
-Document will be read aloud in homogeneous group.
-The literacy skills that will be used will be modeled in whole class
2
discussion prior to homogeneous groupings.
(5 students)
NWEA
-Directions will be read aloud and rephrased as needed.
Score 223-231
-Students will be placed in a homogeneous group with an article
that is appropriately challenging.
-Students will receive additional instructional support from the
content teacher as well as a special education teacher (where
appropriate).
-Students will receive a vocabulary list with definitions of terms.
-The literacy skills that will be used will be modeled in whole class
3
discussion prior to homogeneous groupings.
(5 students)
NWEA
-Directions will be read aloud and rephrased as needed.
Score 233-237
-Students will be placed in a homogeneous group with an article
that is appropriately challenging.
-Students will receive additional instructional support from the
content teacher as well as a special education teacher (where
appropriate).
Which students will need opportunities for enrichment/a higher level of challenge?
Student
Evidence student How will you differentiate instruction in this lesson to support
initials or
needs differentiated
student learning?
group
instruction
-Students will be placed in a homogeneous group with an article
that is appropriately challenging.
4
NWEA
-Heterogeneous groups will allow students to teach the challenging
(5 students)
Score 238-241
material.
-Student choice provided to extend learning.
-Students will be placed in a homogeneous group with an article
that is appropriately challenging.
5
NWEA
-Heterogeneous groups will allow students to teach the challenging
(5 students)
Score 246-254
material.
-Student choice provided to extend learning.
Evaluation/Assessment:
Students will be assessed through their completion of the document evaluation chart, which requires
them to interpret documents and provide textual evidence. Additionally, students will be assessed on
their class discussion during the Pinwheel. Students will demonstrate mastery of the learning
objectives by providing textual evidence in their chart as well as in the Pinwheel class discussion.