DIFFERENTIATED INSTRUCTION LESSON PLANNER

UNIT: GRADE LEVEL: LESSON: NYS STANDARDS:

Standard 1: History of the United States and New York Standard 2: World History Standard 3: Geography Standard 4: Economics Standard 5: Civics, Citizenship, and Government
COMMON CORE STANDARDS:

Reading Strand ( 9-10) RH.9-10.1 RH.9-10.2 RH.9-10.3 RH.9-10.4 RH.9-10.5 RH.9-10.6 RH.9-10.7 RH.9-10.8 RH.9-10.9 RH.9-10.10

Writing Strand ( 9-10) WHST.9-10.1 WHST.9-10.2 WHST.9-10.3 WHST.9-10.4 WHST.9-10.5 WHST.9-10.6 WHST.9-10.7 WHST.9-10.8 WHST.9-10.9 WHST.9-10.10

I. INSTRUCTIONAL OBJECTIVES/ KEY IDEAS:

II. AIM:

III. DO NOW:

IV. MOTIVATION/ ATTENTION-GETTER:

V. CONTENT:
Pivotal Questions (Based on Blooms Taxonomy) Knowledge (Can you define..?
What is ? When did? Who was?)

II. Content

Comprehension
(How can you explain? Can you elaborate/ discuss? What is the main idea of? )

Application
(What are some examples of..? What else could ____ have done? (What do you think _ would have done if ____?)

Analysis
(Why did happen? What are the advantages/ disadvantages/ causes/ effects? What is the problem with? Why do you think? Discuss the pros and cons )

Evaluation
(Do you agree/ disagree? What is your opinion? Which is the best/worst? How would you rank?)

Synthesis
(Can you predict ? How would you improve? How do you think ___would feel/react/ respond..? What would have happened if?

PROCEDURE: VI. LEARNING ACTIVITIES/ TASKS:

DIFFERENTIATED INSTRUCTION Students choose task/ activity by interest. (Multiple Intelligences: write it, diagram it, draw it, act it out, etc.) Description: Choice of ways for students to present information. (Students may write, present, draw, etc) Description: Students are paired or grouped by similar levels or different levels to work on task. (Ex: clock appointments, skill levels, reading levels, 3/4 student work with Level 1/2 student) Description: Teacher prepares different reading sources based on reading readiness or primary sources and paraphrased readings. (Students are provided readings that are scaffolded to different reading levels, using primary sources and paraphrased readings) Description: Tiered tasks based on learning level. (Tiered graphic organizers, readings, etc.) Description: Students chose topic based on interest. (Example: some students work on political causes, social or economic) Description: Writing activities that address varied skills, levels and resources. (Create Hochman writing activities that scaffold directions, allow for student choice, focus on skill levels, etc) Description: VII. ASSESSMENT/ APPLICATION:

IX. HOMEWORK/ EXTENSION ASSIGNMENT: