Assignment Prompt & Instructions
– 2 years ago
**files (3)**
– ## Assignment4.docx
– ## Sample1differentiatedlessonplan-Writingaboutthecommunity.docx
– 2016-MS-CCRS-ELA_20180724_22.pdf
**## Assignment4.docx**
**Assignment 4 – Differentiated Lesson (25 points)**
**Due Week 8**
After reviewing the SIOP and sample lesson plans for the grade levels of your choice, develop a differentiated lesson plan in any of the following content areas: mathematics, science, social studies, arts, language arts, health education or physical education. The teaching context for this lesson plan is as follows: the class is a general education class for a grade level of your choice. The students come from a variety of socio-economic, cultural, and linguistic backgrounds. In this class, there are several English language learners. They do not all share the same home language; none of them speak Spanish. Some are at a beginning level of English language development; some are at an intermediate level; and some are at an advanced level. Include the following in your lesson plan:
1. Differentiated components in the lesson to address EACH of the three proficiency language levels – beginning, intermediate and advanced.
2. The home language and culture of an ELL group of your choice
3. Student use of technology in the lesson, such as an application like Kahoot, Nearpod, or Zoom
SIOP lessons and activities
[http://www.cal.org/siop/lesson-plans/Links to an external site.](http://www.cal.org/siop/lesson-plans/)
SIOP Interactive Activity Design Template
[https://www.cal.org/siop/pdfs/lesson-plans/cal-siop-activity-interactive-design-template.pdfLinks to an external site.](https://www.cal.org/siop/pdfs/lesson-plans/cal-siop-activity-interactive-design-template.pdf)
ESOL Instructional Strategies Matrix
[https://www.browardschools.com/cms/lib/FL01803656/Centricity/Domain/11482/ESOL_Instructional_Strategies_Matrix_9_14.pdfLinks to an external site.](https://www.browardschools.com/cms/lib/FL01803656/Centricity/Domain/11482/ESOL_Instructional_Strategies_Matrix_9_14.pdf)
[**SAMPLE Differentiated lesson plan – Writing about the community**](https://nsu.instructure.com/courses/2537764/files/150902859?wrap=1) [Download SAMPLE Differentiated lesson plan – Writing about the community](https://nsu.instructure.com/courses/2537764/files/150902859/download?download_frd=1)
**Scoring rubric – Differentiated Lesson Plan**
| | | | |
| — | — | — | — |
| **Element** | **Exceeds (5)** | **Met (4)** | **Not Met (0-3)** |
| Organizes learning around standards-based content and language learning objectives for ELLs at varying English proficiency levels.<br>(ESOL 3.2; InTASC 7a; FEAP a.1.a; CAEP 1) | The lesson effectively organizes learning around standards-based content and language learning objectives for ELLs at varying English proficiency levels. | The lesson organizes learning around standards-based content and language learning objectives for ELLs at varying English proficiency levels. | The lesson does not organize learning around standards-based content and language learning objectives for ELLs at varying English proficiency levels. |
| Uses appropriate listening, speaking, reading, and writing activities in teaching ELLs<br>(ESOL 3.2, FEAP a.1.f, CAEP 1) | The lesson effectively uses appropriate listening, speaking, reading, and writing activities in teaching ELLs. | The lesson uses appropriate listening, speaking, reading, and writing activities in teaching ELLs. | The lesson does not use listening, speaking, reading, and writing activities in teaching ELLs. |
| Incorporates activities that develop authentic uses of the second language and literacy to assist ELLs in learning academic vocabulary and content-area material.<br>(ESOL 3.2) | The lesson effectively incorporates activities that develop authentic uses of the second language and literacy to assist ELLs in learning academic vocabulary and content-area material. | The lesson occasionally incorporates activities that develop authentic uses of the second language and literacy to assist ELLs in learning academic vocabulary and content-area material. | The lesson does not incorporate activities that develop authentic uses of the second language and literacy to assist ELLs in learning academic vocabulary and content-area material. |
| Uses home language and culture resources to develop language and content-area skills. of ELLs.<br>(ESOL 4.2; FEAP a.2.d) | The lesson effectively uses home language and culture resources to develop language and content-area skills of ELLs. | The lesson uses home language and culture resources to develop language and content-area skills of ELLs. | The lesson does not use a home language and culture resources to develop language and content-area skills of ELLs. |
| Uses technological resources to enhance language and content-area instruction for ELLs <br>(ESOL 4.1) | The lesson effectively uses technological to enhance language and content-area instruction for ELLs. | The lesson uses technological resources to enhance language and content-area instruction for ELLs. | The lesson does not use technological resources to enhance language and content-area instruction for ELLs. |
**## Sample1differentiatedlessonplan-Writingaboutthecommunity.docx**
SAMPLE
Assignment 4:
Differentiated Lesson Plan
Student Name
TSOL 520
Second Language Learning
Nova Southeastern University
October 9, 2020
**Lesson Plan**
**Grade:** Grade 4 – ESL/ELA
**Topic:** Writing about Our Community
**Subjects:** Language Arts and Social Studies
**Duration:** Two, 30-minute class periods
**Content and Language Objectives:**
**LAFS.4.RF.3.3** Know and apply grade-level phonics and word analysis skills n decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g. roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context.
**LAFS.4.RI.2.4** Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a
_grade 4 topic or subject area_
**LAFS.4.L.3.4** Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibility from a range of strategies.
a. Use of context (e.g. definitions, examples or restatements in text) as a clue to the meaning of a word of phrase.
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g. telegraph, photograph, autograph).
c. Consult reference materials (e.g. dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
**LAFS.4.L.3.5** Demonstrate understanding of word relationships, and nuances in word meanings.
1. Explain the meaning of simple similes and metaphors (e.g. as pretty as a picture) in context.
2. Recognize and explain the meaning of common idioms, adages, and proverbs.
3. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
**Key Concepts and Vocabulary:**
2
_bodies of water citizen communication consumer culture, democracy diversity economy environment government patriotism political region society transportation_
**ESOL Strategies:**
· Flash cards for vocabulary words
· Visuals- maps, charts, pictures, posters
· Graphic organizers- KWL charts and picture/word diagrams
· Modeling
· Videos
· Language support
· Reading aloud
· Cooperative learning- think/pair/share, group discussion, and thinking maps
**ESOL Modifications:**
There are several ESOL modifications that can enhance this lesson for students. ESOL students can use pictures to identify words and pronounce words correctly through the use of repetition. The goal will be for ESOL students to become more familiar with words and definitions. Students will be allowed extra time to log their findings in the log book, and ESOL students will be allowed to write in their native language as they feel comfortable.
**Supplementary Materials:**
Handouts with vocabulary words and definitions, copies of graphic organizers, poster-sized graphic organizers, multilingual dictionaries, markers, and highlighters
**Technology Resources:**
· Internet
· Computers
· Duolingo language learning site
· Online dictionary with translation
· Videos
**Cooperative Learning Activities:**
· Think-Pair-Share
· Study Groups
· Group Discussion
· Pairs
· Home Groups
**Preparation:**
· Make poster-sized copies of graphic organizer
· Create agendas with objectives, vocabulary, and instructions for activities
· Design graphic organizers for student use
· Create a PowerPoint presentation
· Create a picture book with vocabulary with pictures that identify words and explains writing about social studies-related topics
· Obtain access/use of computers to review language website
**Motivation:**
**State Objectives:** When students enter the room, they will receive agendas and packets of information in folders; they will be seated in groups of two. Students will be instructed to read the content and language objectives and jot down any questions. Objectives will be posted on the large overhead screen.
**Vocabulary Review:** Using their agendas, students will review the vocabulary words as a group. Each group will be assigned two words that they must discuss, define, and use in a sentence to share with the entire class. The exercise will be reviewed by students orally, and one student will be selected to present to the whole class on behalf of their group. Students review the vocabulary words listed in their agendas. Definitions will be added to the PowerPoint.
**Introductory Activity:** Students will identify what they know, what they want to know, and what they want to learn about writing about aspects of society as related to the lesson. Two initial passages will be identified for review as a starting point for the activities associated with the lesson. Students would be to first discuss importance of why all parts of a society are important and how each society makes up the world. A starting place would be to discuss their local school, the city park, an amusement park, a grocery store, or members of government, like the president of the United States of America. To engage students in discussion and stimulate prior learned notions, rhetorical questioning would be used the literary device to open dialogue and instigate exploratory thinking. When rhetoric is used, students are introduced to new concepts and ideas. Through the use of rhetorical questioning, students have opportunities to pause, process the question posed to them, and attempt to formulate a response. Students are taught that rhetorical questioning is not designed to solicit a response from the reader; instead, it is a process that evokes thought. This is evident in the extensive utilization of questioning throughout. Questions keep in-class discussion engaging for students, while connecting readers to literature.
**Presentation:**
“Understanding the role of the society and history as it pertains to the part you play is a very important of analyzing yourself as a person in the world. This is something that you can view at every age. As an educator, it is my responsibility to foster a social studies classroom that empowers you to evaluate the world by using a selective set of activities that heighten your awareness. To open activity this exercise, I am going to place you in groups. Each group will be given two pictures of different countries. Think about you would describe both pictures. How are they alike? How are they different? [Students would be asked to list the similarities and differences between the two pictures.] This lesson opener is a fun, interact way of introducing the importance of society-themed awareness in the learning process.”
[Using the list of words, I would ensure all words are clearly understood by the students.] “First, what I am going to do is ask you to job down how you define the following terms in your own words:
_bodies of water, citizen, communication, consumer, culture, democracy, diversity, economy, environment, government, patriotism, political, region, society,_ and
_transportation._ Then we will discuss these vocabulary words as a group.” As you brainstorm what the words means to them individually, I will walk around and work with you individually. If you do not know what a word means, draw a line under it because we will discuss it later. You will see 15 pictures in a PowerPoint presentation. The images will depict different elements of the society, with an emphasis on history and geography. I will go first. Do you see how the details of each picture represent the world, although they are different countries? These make up the essence of social studies.
**Practice/Application:**
**Graphic to Text:** Students use their graphic organizers and work with their writing groups. Each group will receive a copy of the story with identified passages to identify vocabulary words. The teacher models how to use vocabulary and read the passage aloud or students as presented on the PowerPoint. The whole class will write the vocabulary words together. The sample will be left on the board as a model for students to use.
**Beginner-level Proficiency (B Group)-**
· Student work with the teacher as a group.
· One student volunteers and shares share his or her graphic organizer with the class.
· The whole class provides feedback to each student as they present their lesson.
· As a group, everyone provides feedback to the student.
· The class will help the student choose a word and define in his or her own words.
· Students will pair up and do the same for a word that each did not choose.
· Beginner students will have a copy of their chart for future review.
· The class will review charts and make suggestions for future improvement.
· The final copy will go in students’ folders.
**Intermediate-level Proficiency (I Group)-**
· Students will share and review their definitions and peers will verify these definitions.
· Students will receive a feedback sheet to complete during the discussion.
· Students will receive feedback from other group members, and group members will sign off on the students’ feedback.
· After the discussion, each student will use vocabulary and passages to write their own paragraphs.
· Students will be able to speak with a partner about their word usage, grammar, and sentence structure.
**Advanced-level Proficiency (A Group)-**
· Students will work individually on writing the introduction to their essay.
· Students will work with their partner as needed.
· Students will use their graphic organizer, multilingual dictionaries, computers, and PowerPoint to write their essays.
· Students will use their editing rubric to evaluate their writing.
· After edits are made, the final draft of the typed essay will be submitted.
**Review/Assessment:**
· Students will return to their home groups to share writing with their partners.
· Students will write introductory paragraphs in an effort to rewrite their own paragraphs about society using the vocabulary words. Discussion questions listed in Inquiry Model below will be used as a guide.
· Students will read paragraphs.
**Inquiry Model:**
The following discussion questions will be used to complete the review and assessment of the inquiry model portion o the assignment.
Discussion Questions:
1. What do you think is the meaning of social studies? Why do we study this subject?
2. What does the word
_society_ mean to you?
3. What are some of the parts that make up your society?
4. Who are some of the people that make up a society?
5. Who are some of the important people in your local society? Why?
6. What are some of the types of bodies of water that exist?
7. Can you describe a time when you went to a different society, like to Orlando or the beach? Who was there? What was there?
8. What happened when you went there? What did you notice?
9. Each society is diverse. What does this mean to you?
10. Do you have a culture at home or with your friends? What is it?
· Student will read selected passages to group members.
· Group members will take notes and assess using the rubric.
· The reader will write down suggestions and answers the questions.
· Students will make suggestions where student can improve.
· For homework, students apply feedback that peers and teacher have given.
**Extension Activities:**
· As a follow-up exercise, over the next two weeks, students would be asked to keep a running list of observed bodies of water, diverse people, and other elements of their local society each day. By demonstrating a high-level of skills in observing these differences, students are naturally exhibiting their broadening their awareness. Students would be given picture books to create meaning from images. Students would brainstorm possibly meanings for each picture. Then students would receive their own pictures, for which they would create a caption indicating what the image means to them. Pictures would be cut, glued, and mounted on construction paper, with the tagline below it. The class would share their creations.
· Follow the same format on subsequent days with additional passages selected.
· Students will rewrite paragraphs using the selected vocabulary words.
· Students will have time to view videos and online sites to build knowledge about social studies topics and improve on comprehension skills.
· Copies of book will be provided for beginner and intermediate-level students to build their comprehension and vocabulary skills.
**2016-MS-CCRS-ELA_20180724_22.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/2016-ms-ccrs-ela-20180724-22-pdf)
**2016-MS-CCRS-ELA_20180724_22.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/2016-ms-ccrs-ela-20180724-22-pdf)
**## Assignment4.docx**
**Assignment 4 – Differentiated Lesson (25 points)**
**Due Week 8**
After reviewing the SIOP and sample lesson plans for the grade levels of your choice, develop a differentiated lesson plan in any of the following content areas: mathematics, science, social studies, arts, language arts, health education or physical education. The teaching context for this lesson plan is as follows: the class is a general education class for a grade level of your choice. The students come from a variety of socio-economic, cultural, and linguistic backgrounds. In this class, there are several English language learners. They do not all share the same home language; none of them speak Spanish. Some are at a beginning level of English language development; some are at an intermediate level; and some are at an advanced level. Include the following in your lesson plan:
1. Differentiated components in the lesson to address EACH of the three proficiency language levels – beginning, intermediate and advanced.
2. The home language and culture of an ELL group of your choice
3. Student use of technology in the lesson, such as an application like Kahoot, Nearpod, or Zoom
SIOP lessons and activities
[http://www.cal.org/siop/lesson-plans/Links to an external site.](http://www.cal.org/siop/lesson-plans/)
SIOP Interactive Activity Design Template
[https://www.cal.org/siop/pdfs/lesson-plans/cal-siop-activity-interactive-design-template.pdfLinks to an external site.](https://www.cal.org/siop/pdfs/lesson-plans/cal-siop-activity-interactive-design-template.pdf)
ESOL Instructional Strategies Matrix
[https://www.browardschools.com/cms/lib/FL01803656/Centricity/Domain/11482/ESOL_Instructional_Strategies_Matrix_9_14.pdfLinks to an external site.](https://www.browardschools.com/cms/lib/FL01803656/Centricity/Domain/11482/ESOL_Instructional_Strategies_Matrix_9_14.pdf)
[**SAMPLE Differentiated lesson plan – Writing about the community**](https://nsu.instructure.com/courses/2537764/files/150902859?wrap=1) [Download SAMPLE Differentiated lesson plan – Writing about the community](https://nsu.instructure.com/courses/2537764/files/150902859/download?download_frd=1)
**Scoring rubric – Differentiated Lesson Plan**
| | | | |
| — | — | — | — |
| **Element** | **Exceeds (5)** | **Met (4)** | **Not Met (0-3)** |
| Organizes learning around standards-based content and language learning objectives for ELLs at varying English proficiency levels.<br>(ESOL 3.2; InTASC 7a; FEAP a.1.a; CAEP 1) | The lesson effectively organizes learning around standards-based content and language learning objectives for ELLs at varying English proficiency levels. | The lesson organizes learning around standards-based content and language learning objectives for ELLs at varying English proficiency levels. | The lesson does not organize learning around standards-based content and language learning objectives for ELLs at varying English proficiency levels. |
| Uses appropriate listening, speaking, reading, and writing activities in teaching ELLs<br>(ESOL 3.2, FEAP a.1.f, CAEP 1) | The lesson effectively uses appropriate listening, speaking, reading, and writing activities in teaching ELLs. | The lesson uses appropriate listening, speaking, reading, and writing activities in teaching ELLs. | The lesson does not use listening, speaking, reading, and writing activities in teaching ELLs. |
| Incorporates activities that develop authentic uses of the second language and literacy to assist ELLs in learning academic vocabulary and content-area material.<br>(ESOL 3.2) | The lesson effectively incorporates activities that develop authentic uses of the second language and literacy to assist ELLs in learning academic vocabulary and content-area material. | The lesson occasionally incorporates activities that develop authentic uses of the second language and literacy to assist ELLs in learning academic vocabulary and content-area material. | The lesson does not incorporate activities that develop authentic uses of the second language and literacy to assist ELLs in learning academic vocabulary and content-area material. |
| Uses home language and culture resources to develop language and content-area skills. of ELLs.<br>(ESOL 4.2; FEAP a.2.d) | The lesson effectively uses home language and culture resources to develop language and content-area skills of ELLs. | The lesson uses home language and culture resources to develop language and content-area skills of ELLs. | The lesson does not use a home language and culture resources to develop language and content-area skills of ELLs. |
| Uses technological resources to enhance language and content-area instruction for ELLs <br>(ESOL 4.1) | The lesson effectively uses technological to enhance language and content-area instruction for ELLs. | The lesson uses technological resources to enhance language and content-area instruction for ELLs. | The lesson does not use technological resources to enhance language and content-area instruction for ELLs. |
**## Sample1differentiatedlessonplan-Writingaboutthecommunity.docx**
SAMPLE
Assignment 4:
Differentiated Lesson Plan
Student Name
TSOL 520
Second Language Learning
Nova Southeastern University
October 9, 2020
**Lesson Plan**
**Grade:** Grade 4 – ESL/ELA
**Topic:** Writing about Our Community
**Subjects:** Language Arts and Social Studies
**Duration:** Two, 30-minute class periods
**Content and Language Objectives:**
**LAFS.4.RF.3.3** Know and apply grade-level phonics and word analysis skills n decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g. roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context.
**LAFS.4.RI.2.4** Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a
_grade 4 topic or subject area_
**LAFS.4.L.3.4** Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibility from a range of strategies.
a. Use of context (e.g. definitions, examples or restatements in text) as a clue to the meaning of a word of phrase.
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g. telegraph, photograph, autograph).
c. Consult reference materials (e.g. dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
**LAFS.4.L.3.5** Demonstrate understanding of word relationships, and nuances in word meanings.
1. Explain the meaning of simple similes and metaphors (e.g. as pretty as a picture) in context.
2. Recognize and explain the meaning of common idioms, adages, and proverbs.
3. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
**Key Concepts and Vocabulary:**
2
_bodies of water citizen communication consumer culture, democracy diversity economy environment government patriotism political region society transportation_
**ESOL Strategies:**
· Flash cards for vocabulary words
· Visuals- maps, charts, pictures, posters
· Graphic organizers- KWL charts and picture/word diagrams
· Modeling
· Videos
· Language support
· Reading aloud
· Cooperative learning- think/pair/share, group discussion, and thinking maps
**ESOL Modifications:**
There are several ESOL modifications that can enhance this lesson for students. ESOL students can use pictures to identify words and pronounce words correctly through the use of repetition. The goal will be for ESOL students to become more familiar with words and definitions. Students will be allowed extra time to log their findings in the log book, and ESOL students will be allowed to write in their native language as they feel comfortable.
**Supplementary Materials:**
Handouts with vocabulary words and definitions, copies of graphic organizers, poster-sized graphic organizers, multilingual dictionaries, markers, and highlighters
**Technology Resources:**
· Internet
· Computers
· Duolingo language learning site
· Online dictionary with translation
· Videos
**Cooperative Learning Activities:**
· Think-Pair-Share
· Study Groups
· Group Discussion
· Pairs
· Home Groups
**Preparation:**
· Make poster-sized copies of graphic organizer
· Create agendas with objectives, vocabulary, and instructions for activities
· Design graphic organizers for student use
· Create a PowerPoint presentation
· Create a picture book with vocabulary with pictures that identify words and explains writing about social studies-related topics
· Obtain access/use of computers to review language website
**Motivation:**
**State Objectives:** When students enter the room, they will receive agendas and packets of information in folders; they will be seated in groups of two. Students will be instructed to read the content and language objectives and jot down any questions. Objectives will be posted on the large overhead screen.
**Vocabulary Review:** Using their agendas, students will review the vocabulary words as a group. Each group will be assigned two words that they must discuss, define, and use in a sentence to share with the entire class. The exercise will be reviewed by students orally, and one student will be selected to present to the whole class on behalf of their group. Students review the vocabulary words listed in their agendas. Definitions will be added to the PowerPoint.
**Introductory Activity:** Students will identify what they know, what they want to know, and what they want to learn about writing about aspects of society as related to the lesson. Two initial passages will be identified for review as a starting point for the activities associated with the lesson. Students would be to first discuss importance of why all parts of a society are important and how each society makes up the world. A starting place would be to discuss their local school, the city park, an amusement park, a grocery store, or members of government, like the president of the United States of America. To engage students in discussion and stimulate prior learned notions, rhetorical questioning would be used the literary device to open dialogue and instigate exploratory thinking. When rhetoric is used, students are introduced to new concepts and ideas. Through the use of rhetorical questioning, students have opportunities to pause, process the question posed to them, and attempt to formulate a response. Students are taught that rhetorical questioning is not designed to solicit a response from the reader; instead, it is a process that evokes thought. This is evident in the extensive utilization of questioning throughout. Questions keep in-class discussion engaging for students, while connecting readers to literature.
**Presentation:**
“Understanding the role of the society and history as it pertains to the part you play is a very important of analyzing yourself as a person in the world. This is something that you can view at every age. As an educator, it is my responsibility to foster a social studies classroom that empowers you to evaluate the world by using a selective set of activities that heighten your awareness. To open activity this exercise, I am going to place you in groups. Each group will be given two pictures of different countries. Think about you would describe both pictures. How are they alike? How are they different? [Students would be asked to list the similarities and differences between the two pictures.] This lesson opener is a fun, interact way of introducing the importance of society-themed awareness in the learning process.”
[Using the list of words, I would ensure all words are clearly understood by the students.] “First, what I am going to do is ask you to job down how you define the following terms in your own words:
_bodies of water, citizen, communication, consumer, culture, democracy, diversity, economy, environment, government, patriotism, political, region, society,_ and
_transportation._ Then we will discuss these vocabulary words as a group.” As you brainstorm what the words means to them individually, I will walk around and work with you individually. If you do not know what a word means, draw a line under it because we will discuss it later. You will see 15 pictures in a PowerPoint presentation. The images will depict different elements of the society, with an emphasis on history and geography. I will go first. Do you see how the details of each picture represent the world, although they are different countries? These make up the essence of social studies.
**Practice/Application:**
**Graphic to Text:** Students use their graphic organizers and work with their writing groups. Each group will receive a copy of the story with identified passages to identify vocabulary words. The teacher models how to use vocabulary and read the passage aloud or students as presented on the PowerPoint. The whole class will write the vocabulary words together. The sample will be left on the board as a model for students to use.
**Beginner-level Proficiency (B Group)-**
· Student work with the teacher as a group.
· One student volunteers and shares share his or her graphic organizer with the class.
· The whole class provides feedback to each student as they present their lesson.
· As a group, everyone provides feedback to the student.
· The class will help the student choose a word and define in his or her own words.
· Students will pair up and do the same for a word that each did not choose.
· Beginner students will have a copy of their chart for future review.
· The class will review charts and make suggestions for future improvement.
· The final copy will go in students’ folders.
**Intermediate-level Proficiency (I Group)-**
· Students will share and review their definitions and peers will verify these definitions.
· Students will receive a feedback sheet to complete during the discussion.
· Students will receive feedback from other group members, and group members will sign off on the students’ feedback.
· After the discussion, each student will use vocabulary and passages to write their own paragraphs.
· Students will be able to speak with a partner about their word usage, grammar, and sentence structure.
**Advanced-level Proficiency (A Group)-**
· Students will work individually on writing the introduction to their essay.
· Students will work with their partner as needed.
· Students will use their graphic organizer, multilingual dictionaries, computers, and PowerPoint to write their essays.
· Students will use their editing rubric to evaluate their writing.
· After edits are made, the final draft of the typed essay will be submitted.
**Review/Assessment:**
· Students will return to their home groups to share writing with their partners.
· Students will write introductory paragraphs in an effort to rewrite their own paragraphs about society using the vocabulary words. Discussion questions listed in Inquiry Model below will be used as a guide.
· Students will read paragraphs.
**Inquiry Model:**
The following discussion questions will be used to complete the review and assessment of the inquiry model portion o the assignment.
Discussion Questions:
1. What do you think is the meaning of social studies? Why do we study this subject?
2. What does the word
_society_ mean to you?
3. What are some of the parts that make up your society?
4. Who are some of the people that make up a society?
5. Who are some of the important people in your local society? Why?
6. What are some of the types of bodies of water that exist?
7. Can you describe a time when you went to a different society, like to Orlando or the beach? Who was there? What was there?
8. What happened when you went there? What did you notice?
9. Each society is diverse. What does this mean to you?
10. Do you have a culture at home or with your friends? What is it?
· Student will read selected passages to group members.
· Group members will take notes and assess using the rubric.
· The reader will write down suggestions and answers the questions.
· Students will make suggestions where student can improve.
· For homework, students apply feedback that peers and teacher have given.
**Extension Activities:**
· As a follow-up exercise, over the next two weeks, students would be asked to keep a running list of observed bodies of water, diverse people, and other elements of their local society each day. By demonstrating a high-level of skills in observing these differences, students are naturally exhibiting their broadening their awareness. Students would be given picture books to create meaning from images. Students would brainstorm possibly meanings for each picture. Then students would receive their own pictures, for which they would create a caption indicating what the image means to them. Pictures would be cut, glued, and mounted on construction paper, with the tagline below it. The class would share their creations.
· Follow the same format on subsequent days with additional passages selected.
· Students will rewrite paragraphs using the selected vocabulary words.
· Students will have time to view videos and online sites to build knowledge about social studies topics and improve on comprehension skills.
· Copies of book will be provided for beginner and intermediate-level students to build their comprehension and vocabulary skills.
**2016-MS-CCRS-ELA_20180724_22.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/2016-ms-ccrs-ela-20180724-22-pdf)
**## Assignment4.docx**
**Assignment 4 – Differentiated Lesson (25 points)**
**Due Week 8**
After reviewing the SIOP and sample lesson plans for the grade levels of your choice, develop a differentiated lesson plan in any of the following content areas: mathematics, science, social studies, arts, language arts, health education or physical education. The teaching context for this lesson plan is as follows: the class is a general education class for a grade level of your choice. The students come from a variety of socio-economic, cultural, and linguistic backgrounds. In this class, there are several English language learners. They do not all share the same home language; none of them speak Spanish. Some are at a beginning level of English language development; some are at an intermediate level; and some are at an advanced level. Include the following in your lesson plan:
1. Differentiated components in the lesson to address EACH of the three proficiency language levels – beginning, intermediate and advanced.
2. The home language and culture of an ELL group of your choice
3. Student use of technology in the lesson, such as an application like Kahoot, Nearpod, or Zoom
SIOP lessons and activities
[http://www.cal.org/siop/lesson-plans/Links to an external site.](http://www.cal.org/siop/lesson-plans/)
SIOP Interactive Activity Design Template
[https://www.cal.org/siop/pdfs/lesson-plans/cal-siop-activity-interactive-design-template.pdfLinks to an external site.](https://www.cal.org/siop/pdfs/lesson-plans/cal-siop-activity-interactive-design-template.pdf)
ESOL Instructional Strategies Matrix
[https://www.browardschools.com/cms/lib/FL01803656/Centricity/Domain/11482/ESOL_Instructional_Strategies_Matrix_9_14.pdfLinks to an external site.](https://www.browardschools.com/cms/lib/FL01803656/Centricity/Domain/11482/ESOL_Instructional_Strategies_Matrix_9_14.pdf)
[**SAMPLE Differentiated lesson plan – Writing about the community**](https://nsu.instructure.com/courses/2537764/files/150902859?wrap=1) [Download SAMPLE Differentiated lesson plan – Writing about the community](https://nsu.instructure.com/courses/2537764/files/150902859/download?download_frd=1)
**Scoring rubric – Differentiated Lesson Plan**
| | | | |
| — | — | — | — |
| **Element** | **Exceeds (5)** | **Met (4)** | **Not Met (0-3)** |
| Organizes learning around standards-based content and language learning objectives for ELLs at varying English proficiency levels.<br>(ESOL 3.2; InTASC 7a; FEAP a.1.a; CAEP 1) | The lesson effectively organizes learning around standards-based content and language learning objectives for ELLs at varying English proficiency levels. | The lesson organizes learning around standards-based content and language learning objectives for ELLs at varying English proficiency levels. | The lesson does not organize learning around standards-based content and language learning objectives for ELLs at varying English proficiency levels. |
| Uses appropriate listening, speaking, reading, and writing activities in teaching ELLs<br>(ESOL 3.2, FEAP a.1.f, CAEP 1) | The lesson effectively uses appropriate listening, speaking, reading, and writing activities in teaching ELLs. | The lesson uses appropriate listening, speaking, reading, and writing activities in teaching ELLs. | The lesson does not use listening, speaking, reading, and writing activities in teaching ELLs. |
| Incorporates activities that develop authentic uses of the second language and literacy to assist ELLs in learning academic vocabulary and content-area material.<br>(ESOL 3.2) | The lesson effectively incorporates activities that develop authentic uses of the second language and literacy to assist ELLs in learning academic vocabulary and content-area material. | The lesson occasionally incorporates activities that develop authentic uses of the second language and literacy to assist ELLs in learning academic vocabulary and content-area material. | The lesson does not incorporate activities that develop authentic uses of the second language and literacy to assist ELLs in learning academic vocabulary and content-area material. |
| Uses home language and culture resources to develop language and content-area skills. of ELLs.<br>(ESOL 4.2; FEAP a.2.d) | The lesson effectively uses home language and culture resources to develop language and content-area skills of ELLs. | The lesson uses home language and culture resources to develop language and content-area skills of ELLs. | The lesson does not use a home language and culture resources to develop language and content-area skills of ELLs. |
| Uses technological resources to enhance language and content-area instruction for ELLs <br>(ESOL 4.1) | The lesson effectively uses technological to enhance language and content-area instruction for ELLs. | The lesson uses technological resources to enhance language and content-area instruction for ELLs. | The lesson does not use technological resources to enhance language and content-area instruction for ELLs. |
**## Sample1differentiatedlessonplan-Writingaboutthecommunity.docx**
SAMPLE
Assignment 4:
Differentiated Lesson Plan
Student Name
TSOL 520
Second Language Learning
Nova Southeastern University
October 9, 2020
**Lesson Plan**
**Grade:** Grade 4 – ESL/ELA
**Topic:** Writing about Our Community
**Subjects:** Language Arts and Social Studies
**Duration:** Two, 30-minute class periods
**Content and Language Objectives:**
**LAFS.4.RF.3.3** Know and apply grade-level phonics and word analysis skills n decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g. roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context.
**LAFS.4.RI.2.4** Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a
_grade 4 topic or subject area_
**LAFS.4.L.3.4** Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibility from a range of strategies.
a. Use of context (e.g. definitions, examples or restatements in text) as a clue to the meaning of a word of phrase.
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g. telegraph, photograph, autograph).
c. Consult reference materials (e.g. dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
**LAFS.4.L.3.5** Demonstrate understanding of word relationships, and nuances in word meanings.
1. Explain the meaning of simple similes and metaphors (e.g. as pretty as a picture) in context.
2. Recognize and explain the meaning of common idioms, adages, and proverbs.
3. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
**Key Concepts and Vocabulary:**
2
_bodies of water citizen communication consumer culture, democracy diversity economy environment government patriotism political region society transportation_
**ESOL Strategies:**
· Flash cards for vocabulary words
· Visuals- maps, charts, pictures, posters
· Graphic organizers- KWL charts and picture/word diagrams
· Modeling
· Videos
· Language support
· Reading aloud
· Cooperative learning- think/pair/share, group discussion, and thinking maps
**ESOL Modifications:**
There are several ESOL modifications that can enhance this lesson for students. ESOL students can use pictures to identify words and pronounce words correctly through the use of repetition. The goal will be for ESOL students to become more familiar with words and definitions. Students will be allowed extra time to log their findings in the log book, and ESOL students will be allowed to write in their native language as they feel comfortable.
**Supplementary Materials:**
Handouts with vocabulary words and definitions, copies of graphic organizers, poster-sized graphic organizers, multilingual dictionaries, markers, and highlighters
**Technology Resources:**
· Internet
· Computers
· Duolingo language learning site
· Online dictionary with translation
· Videos
**Cooperative Learning Activities:**
· Think-Pair-Share
· Study Groups
· Group Discussion
· Pairs
· Home Groups
**Preparation:**
· Make poster-sized copies of graphic organizer
· Create agendas with objectives, vocabulary, and instructions for activities
· Design graphic organizers for student use
· Create a PowerPoint presentation
· Create a picture book with vocabulary with pictures that identify words and explains writing about social studies-related topics
· Obtain access/use of computers to review language website
**Motivation:**
**State Objectives:** When students enter the room, they will receive agendas and packets of information in folders; they will be seated in groups of two. Students will be instructed to read the content and language objectives and jot down any questions. Objectives will be posted on the large overhead screen.
**Vocabulary Review:** Using their agendas, students will review the vocabulary words as a group. Each group will be assigned two words that they must discuss, define, and use in a sentence to share with the entire class. The exercise will be reviewed by students orally, and one student will be selected to present to the whole class on behalf of their group. Students review the vocabulary words listed in their agendas. Definitions will be added to the PowerPoint.
**Introductory Activity:** Students will identify what they know, what they want to know, and what they want to learn about writing about aspects of society as related to the lesson. Two initial passages will be identified for review as a starting point for the activities associated with the lesson. Students would be to first discuss importance of why all parts of a society are important and how each society makes up the world. A starting place would be to discuss their local school, the city park, an amusement park, a grocery store, or members of government, like the president of the United States of America. To engage students in discussion and stimulate prior learned notions, rhetorical questioning would be used the literary device to open dialogue and instigate exploratory thinking. When rhetoric is used, students are introduced to new concepts and ideas. Through the use of rhetorical questioning, students have opportunities to pause, process the question posed to them, and attempt to formulate a response. Students are taught that rhetorical questioning is not designed to solicit a response from the reader; instead, it is a process that evokes thought. This is evident in the extensive utilization of questioning throughout. Questions keep in-class discussion engaging for students, while connecting readers to literature.
**Presentation:**
“Understanding the role of the society and history as it pertains to the part you play is a very important of analyzing yourself as a person in the world. This is something that you can view at every age. As an educator, it is my responsibility to foster a social studies classroom that empowers you to evaluate the world by using a selective set of activities that heighten your awareness. To open activity this exercise, I am going to place you in groups. Each group will be given two pictures of different countries. Think about you would describe both pictures. How are they alike? How are they different? [Students would be asked to list the similarities and differences between the two pictures.] This lesson opener is a fun, interact way of introducing the importance of society-themed awareness in the learning process.”
[Using the list of words, I would ensure all words are clearly understood by the students.] “First, what I am going to do is ask you to job down how you define the following terms in your own words:
_bodies of water, citizen, communication, consumer, culture, democracy, diversity, economy, environment, government, patriotism, political, region, society,_ and
_transportation._ Then we will discuss these vocabulary words as a group.” As you brainstorm what the words means to them individually, I will walk around and work with you individually. If you do not know what a word means, draw a line under it because we will discuss it later. You will see 15 pictures in a PowerPoint presentation. The images will depict different elements of the society, with an emphasis on history and geography. I will go first. Do you see how the details of each picture represent the world, although they are different countries? These make up the essence of social studies.
**Practice/Application:**
**Graphic to Text:** Students use their graphic organizers and work with their writing groups. Each group will receive a copy of the story with identified passages to identify vocabulary words. The teacher models how to use vocabulary and read the passage aloud or students as presented on the PowerPoint. The whole class will write the vocabulary words together. The sample will be left on the board as a model for students to use.
**Beginner-level Proficiency (B Group)-**
· Student work with the teacher as a group.
· One student volunteers and shares share his or her graphic organizer with the class.
· The whole class provides feedback to each student as they present their lesson.
· As a group, everyone provides feedback to the student.
· The class will help the student choose a word and define in his or her own words.
· Students will pair up and do the same for a word that each did not choose.
· Beginner students will have a copy of their chart for future review.
· The class will review charts and make suggestions for future improvement.
· The final copy will go in students’ folders.
**Intermediate-level Proficiency (I Group)-**
· Students will share and review their definitions and peers will verify these definitions.
· Students will receive a feedback sheet to complete during the discussion.
· Students will receive feedback from other group members, and group members will sign off on the students’ feedback.
· After the discussion, each student will use vocabulary and passages to write their own paragraphs.
· Students will be able to speak with a partner about their word usage, grammar, and sentence structure.
**Advanced-level Proficiency (A Group)-**
· Students will work individually on writing the introduction to their essay.
· Students will work with their partner as needed.
· Students will use their graphic organizer, multilingual dictionaries, computers, and PowerPoint to write their essays.
· Students will use their editing rubric to evaluate their writing.
· After edits are made, the final draft of the typed essay will be submitted.
**Review/Assessment:**
· Students will return to their home groups to share writing with their partners.
· Students will write introductory paragraphs in an effort to rewrite their own paragraphs about society using the vocabulary words. Discussion questions listed in Inquiry Model below will be used as a guide.
· Students will read paragraphs.
**Inquiry Model:**
The following discussion questions will be used to complete the review and assessment of the inquiry model portion o the assignment.
Discussion Questions:
1. What do you think is the meaning of social studies? Why do we study this subject?
2. What does the word
_society_ mean to you?
3. What are some of the parts that make up your society?
4. Who are some of the people that make up a society?
5. Who are some of the important people in your local society? Why?
6. What are some of the types of bodies of water that exist?
7. Can you describe a time when you went to a different society, like to Orlando or the beach? Who was there? What was there?
8. What happened when you went there? What did you notice?
9. Each society is diverse. What does this mean to you?
10. Do you have a culture at home or with your friends? What is it?
· Student will read selected passages to group members.
· Group members will take notes and assess using the rubric.
· The reader will write down suggestions and answers the questions.
· Students will make suggestions where student can improve.
· For homework, students apply feedback that peers and teacher have given.
**Extension Activities:**
· As a follow-up exercise, over the next two weeks, students would be asked to keep a running list of observed bodies of water, diverse people, and other elements of their local society each day. By demonstrating a high-level of skills in observing these differences, students are naturally exhibiting their broadening their awareness. Students would be given picture books to create meaning from images. Students would brainstorm possibly meanings for each picture. Then students would receive their own pictures, for which they would create a caption indicating what the image means to them. Pictures would be cut, glued, and mounted on construction paper, with the tagline below it. The class would share their creations.
· Follow the same format on subsequent days with additional passages selected.
· Students will rewrite paragraphs using the selected vocabulary words.
· Students will have time to view videos and online sites to build knowledge about social studies topics and improve on comprehension skills.
· Copies of book will be provided for beginner and intermediate-level students to build their comprehension and vocabulary skills.
**2016-MS-CCRS-ELA_20180724_22.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/2016-ms-ccrs-ela-20180724-22-pdf)