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Lesson Planning Form for Differentiating Instruction Education 305

Teacher

Lauren Newhuis & Annaliese Vander Baan

Grade level and theme

2nd Grade

Thread/crossover

Culture & ELA

I. Objectives
What is the main focus of this lesson?
Students will interview a grandparent, great-grandparent, or parent about if they recycle and why/why not. The results from the
interviews will be discussed and shared, showing that there are many different points of view about the same subject!
How does this lesson tie in to your Big Idea
This lesson ties into the Big Idea because it helps students realize that there are many different beliefs and ideas about recycling.
What are your objectives for this lesson? (students will be able to.) Indicate connections to applicable national or state
standards (glces). Indicate themes from any threads addressed in this lesson (ex-Geography-human environment interaction)
1) 2 G4.0.3 Use components of culture to describe diversity in the local community: Students will be able to explain and see the
differences in views of recycling, especially among the different generations.
2) CCSS.ELA-LITERACY.SL.2.1.A Follow agreed-upon rules for discussion: Students will be able to report their findings in a
respectful way and work well with their group.
3) CCSS.ELA-LITERACY.SL.2.2 Students will be able to recount or describe key ideas/details of information presented orally or
through other media.

II. Before you start


Prerequisite knowledge and skills.
What are you assuming they know
or have already done.

Assessment
(formative and summative)

Previous lessons on recycling

Formative: Through trends that the students find while working with their groups,
conversations
Summative: Assess students using rubric for presentations.
Trends

Key vocabulary for this lesson


(include key concepts from
individual threads ex- economicsopportunity cost etc)

Materials-what materials (books,


handouts, etc) do you need for this
lesson and do you have them?

Posterboard
Markers
Whiteboard/smartboard
-

Opportunities for differentiation

III. The Plan


Time
Parts
Motivation
(Opening/
Introduction/
Engagement)

Students will be working together for their presentations, assign groups according to
what you know about your students
Multiple means of expression: Allow students to choose how they would like to
present the material (what best fits them)

The description of (script for) the lesson, wherein you describe teacher activities and student
activities
2-3 days before this lesson, prompt students to interview a family or friend about their views of recycling.
Send a note home to the parents exampling the reasoning behind the interviews, who should be
interviewed, and how they should be done. Some of the interview questions should include:
- Do you recycle?

Development

If you recycle, how long have you been recycling?


If you recycle, where do you send your recyclable materials?
Do you think recycling is important? Why or why not?

The day of the lesson, have students bring their notes from their interview.
Tell students the reason for this activity: So we can see how ideas about recycling vary among people and
among different generations.
The teacher should put a chart on the board like this
Brothers/sisters/cousins

Parents/Aunts/Uncles

Grandparents

Question 1
Question 2
Question 3
During the development of this lesson, the teacher should walk through each of the interview questions,
allowing students to share their results and answers. The teacher should record key points within the chart.
Now is a time to look for trends in our results!
Give students an example of what a trend is. For example: Many Parents/Aunts/Uncles drop off their
recycling to a local business.
Put students in groups and assign each group an age (siblings, parents, & grandparents)
The teacher should walk around and help each group find trends within the age group.
After the students find trends, explain that they will be presenting on their results to the rest of the class.
Provide students with posters and markers if they would like to use that, otherwise they can try and do a
new way to present (tech savvy students may want to do PowerPoint or educreations, etc.)
Walk through the rubric with the students, explaining what your expectations are.
As for required elements, simply tell the students that they must have at least 2 trends to share. Tell
students that their presentation can be short.

Closure

Give students plenty of time to work on their presentations. Make sure to be helping each group!
The closure to this lesson will be allowing each group to give their presentation to the rest of the class!

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