Lesson Plans

Spring 2018
 Technology/ Differentiated Kindergarten Lesson

Element Detail
SOL The student will print in manuscript.
a) Print uppercase and lowercase letters of the alphabet independently.
d) read fifteen meaningful, concrete words.
K.4 The student will
c) count by fives and tens to 100.
K.4 The student will identify, say, segment, and blend various units of speech sounds.
b) Identify and produce words that rhyme.
e) Identify words according to shared beginning and/or ending sounds.
K.7 The student will recognize a penny, nickel, dime, and quarter and will determine
the value of a collection of pennies and/or nickels whose total value is 10 cents or less.
K.8 The student will demonstrate that being a good citizen involves
a) taking turns and sharing
f) participating in decision making in the classroom
g) participating successfully in group settings.
K.12 The student will write to communicate ideas for a variety of purposes.
a) Differentiate pictures from writing.
b) Draw pictures and/or use letters and phonetically spelled words to write about
experiences.
c) Use letters and beginning consonant sounds to spell phonetically words to describe
pictures or write about experiences.
d) Write left to right and top to bottom.
1.12 The student will print legibly.
a) Form letters accurately.
b) Space words within sentences.
c) Use the alphabetic code to write unknown words phonetically.
Objectives  Use civic social skills in morning greeting
 Use literacy skills to write words in the VCe words
 Students should recognize Penny, Nickel, Dime
 Add coins together
Materials  Jumbo Journal
 PowerPoint
 Smart board/smart pen
 Students will use whiteboards and markers to complete exercise
Instruction Entry
 April Songs
Morning Meeting (8:30-9:00)
 Morning greeting is decided by leader of the day
 Morning share time (3 shares and Each share gets 3
questions)
 Morning activity: Counting by 5s around the circle. Sit down
when you say 100
 Winner picks a song
Reading Group (9:15-10:15)
 Abeka cards
  Students find words
 Students read book twice
 Sing literacy songs that focus on “00” and “ould”

Mathematics (10:15-10:40)
 Review Pennies and Nickels with manipulatives on the board
 Review Dime
-- Heads: Franklin D. Roosevelt, Tails: Torch (Liberty), and Olive
Branch (Peace), Oak Branch (Strength/ Independence)
 Count coins on the board
 Discuss the quarter
-- Heads: George Washington, Tails: Eagle (presidential coat of
arms) or state park designs.

Literacy Powerpoint (11:30-12:00)

-Identify beginning sounds
-Write a-e words on Smart board
-Ask students to write a-e words on personal whiteboards
-Read sight words
-Write secret word (students are given and unknown word and
must create the word based on the familiar sounds.)
-Dictation sentence “I will make my bed”

Centers (12:45-1:30)
 Listening center: listen and read book to describe character
 Independent Reading
 Tubs: Various independent activities
 Writing station: Write a book
 Light table: make words with gems
 iPads and Computer: Learning Games

Journal Entry
 My favorite food is… I like to eat it with…

Differentiation Student expectations and activities were split up according to skill

and ability. Students went to a different classroom for reading
group according to their skill. Each reading group is reading a
different book that focuses on different vocabulary and spelling.
In mathematics, some students were asked to tell me how much
money I had, while others were asked what coin I was looking at.
 Evaluation  Morning meeting will be evaluated by civil interactions and
how students talk to each other.
 Literacy will be evaluated informally by what is written on
their white boards and how long it takes them to complete
the task.
 Math will be evaluated by worksheet accuracy.

Reflection I really enjoyed this lesson. It was cool for my students to

understand the pieces of the coin and what they mean. Even weeks
later, they could tell me that the torch stood for liberty. It is easy to
get off track as students begin asking questions. However, it was fun
to start a discussion on the Statue of Liberty and the meaning of the
word “Liberty”.

8th Grade Cooperative Learning and Differentiation Unit Plan

South East Asia

Day 1: Maps
Component Instruction
Standards The student will analyze the characteristics of the South Asian and
Southeast Asian regions by
a) identifying and analyzing the location of major geographic regions
and major cities on maps and globes;

Objective Identify countries of Asia by region

Materials  Maps
 Colored Pencils
 Elmo
Steps 1. Introduce Asia
2. Guide students through coloring each page and labeling
each geographic feature
Differentiation This is done through direct instruction to best ensure that
everyone has correctly labeled maps. Students will then be asked to
point out countries that have been labeled to help me know the
assignment has been done to my satisfactory.
Evaluation Labeled maps and daily review to follow
Reflection This is my favorite part of the unit. This is when class is most
relaxed and we have time for more dialogue. I get to be a little
goofy and I get to hear about their experiences that relate to the
area. I also get to learn what they want to know. If they have a
question that I am unable to answer, I need to find the answer.
Day 2 Group instructions
Component Instruction
Standards The student will analyze the characteristics of the South Asian and
Southeast Asian regions by
a) identifying and analyzing the location of major geographic regions
and major cities on maps and globes;
b) describing major physical and environmental features;
c) explaining important economic characteristics; and
d) recognizing cultural influences and landscapes.

Objective Begin group projects to gain a basic understanding of the

characteristic that they were assigned.
Materials Chrome books
Google Slides
Group Questionnaire

Physical Geography Group:

 https://www.nationalgeographic.org/encyclopedia/asia-
resources/
 https://www.britannica.com/place/Southeast-Asia
Economy Group:
 https://www.nationalgeographic.org/encyclopedia/asia-
human/
 https://www.britannica.com/place/Southeast-Asia
Culture Group:
 https://www.nationalgeographic.org/encyclopedia/asia-
human/
 https://www.britannica.com/place/Southeast-Asia
Religions Group:
 https://www.worldatlas.com/articles/religious-
demographics-of-southeast-asian-nations-dependent-
territories.html
Steps 1. Map review
2. Group Assignments
3. Begin group work by answering questions on questionnaire
worksheet.
Differentiated Differentiation will be done based on individuals in the group and
the work they are given. Students in the geography group were
generally interested in the physical environment and the location
on the map. The Economy group seemed interested in what was
produced in the area. Culture and Religious groups were interested
in the daily life. These groups were also decided based on skill level
 . Within these groups were one or two people who I knew could
take charge and delegate and some people who needed to be
pushed. Everyone in the group had the same potential.
Evaluation Evaluation will be done throughout the week as they begin building
their slides with answers to the questions that have been given to
them.
Reflection Overall, this was fun to watch at each stage. Some students were not
as motivated as others. I learned a lot about building group
dynamics and diffusing student conflict.

Day 3: Group working

Component Instruction
Standards The student will analyze the characteristics of the South Asian and
Southeast Asian regions by
a) identifying and analyzing the location of major geographic regions
and major cities on maps and globes;
b) describing major physical and environmental features;
c) explaining important economic characteristics; and
d) recognizing cultural influences and landscapes.

Objective Continue working in groups to gather information

Materials Chrome books
Questionnaire
Physical Geography Group:
 https://www.nationalgeographic.org/encyclopedia/asia-
resources/
 https://www.britannica.com/place/Southeast-Asia
Economy Group:
 https://www.nationalgeographic.org/encyclopedia/asia-
human/
 https://www.britannica.com/place/Southeast-Asia
Culture Group:
 https://www.nationalgeographic.org/encyclopedia/asia-
human/
 https://www.britannica.com/place/Southeast-Asia
Religions Group:
 https://www.worldatlas.com/articles/religious-
demographics-of-southeast-asian-nations-dependent-
territories.html

Steps 1. Map Review

2. Map Quiz (countries)
3. Continue to refine answers to questions and begin building
slides.
Differentiation Differentiation will be done based on individuals in the group and
 the work they are given. Students in the geography group were
generally interested in the physical environment and the location
on the map. The Economy group seemed interested in what was
produced in the area. Culture and Religious groups were interested
in the daily life. These groups were also decided based on skill
level. Within these groups were one or two people who I knew
could take charge and delegate and some people who needed to be
pushed. Everyone in the group had the same potential.

Evaluation Evaluation will be done throughout the week as they begin building
their slides with answers to the questions that have been given to
them.
Reflection This day was just a continuation of the last few days. I spent a lot of
time fixing computer errors and clarifying expectations.

Day 4: Finalizing group projects

Component Instruction
Standards The student will analyze the characteristics of the South Asian and
Southeast Asian regions by
a) identifying and analyzing the location of major geographic regions
and major cities on maps and globes;
b) describing major physical and environmental features;
c) explaining important economic characteristics; and
d) recognizing cultural influences and landscapes.
Objective
Materials Chrome books
Questionnaire
Physical Geography Group:
 https://www.nationalgeographic.org/encyclopedia/asia-
resources/
 https://www.britannica.com/place/Southeast-Asia
Economy Group:
 https://www.nationalgeographic.org/encyclopedia/asia-
human/
 https://www.britannica.com/place/Southeast-Asia
Culture Group:
 https://www.nationalgeographic.org/encyclopedia/asia-
human/
 https://www.britannica.com/place/Southeast-Asia
Religions Group:
 https://www.worldatlas.com/articles/religious-
demographics-of-southeast-asian-nations-dependent-
territories.html
Steps 1. Map Review
2. Map quiz (Mountains and Rivers)
 3. Prepare for presentation by editing any last minute issues
and making sure information is available and accurate.
Differentiation Differentiation will be done based on individuals in the group and
the work they are given. Students in the geography group were
generally interested in the physical environment and the location
on the map. The Economy group seemed interested in what was
produced in the area. Culture and Religious groups were interested
in the daily life. These groups were also decided based on skill level.
Within these groups were one or two people who I knew could take
charge and delegate and some people who needed to be pushed.
Everyone in the group had the same potential.
Evaluation Evaluation will be done throughout the week as they begin building
their slides with answers to the questions that have been given to
them.
Reflection On this day, I spent a lot of time approving slides and asking for
specific edits.

Day 5: Presenting
Component Instruction
Standards The student will analyze the characteristics of the South Asian and
Southeast Asian regions by
a) identifying and analyzing the location of major geographic regions
and major cities on maps and globes;
b) describing major physical and environmental features;
c) explaining important economic characteristics; and
d) recognizing cultural influences and landscapes.
Objective
Materials Chrome books
Questionnaire
Physical Geography Group:
 https://www.nationalgeographic.org/encyclopedia/asia-
resources/
 https://www.britannica.com/place/Southeast-Asia
Economy Group:
 https://www.nationalgeographic.org/encyclopedia/asia-
human/
 https://www.britannica.com/place/Southeast-Asia
Culture Group:
 https://www.nationalgeographic.org/encyclopedia/asia-
human/
 https://www.britannica.com/place/Southeast-Asia
Religions Group:
 https://www.worldatlas.com/articles/religious-
demographics-of-southeast-asian-nations-dependent-
 territories.html
Steps 4. Map Review
5. Map quiz (Mountains and Rivers)
6. Prepare for presentation and allow each group to present.
Differentiation Differentiation will be done based on individuals in the group and
the work they are given
Evaluation Evaluation will be done throughout the week as they begin building
their slides with answers to the questions that have been given to
them.
Reflection Each group presented and I realized that they did not have much
presentation experience. They had their backs turned and read
their slides. They answered the questions to a very specific point.
They did not add any additional facts to their presentation. I think
this experience was good overall. These students just needed more
practice.