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Bursee, Racquel

DIFF 515: Multi-Level Lesson Plan

January 31, 2015 1
Teaching Connection # 6

Multilevel Lesson Plan Teaching Connection
Reminder: Assistive technology must be used for least one student in the lesson.
a) The subject area, grade level (Gr. 2-12), and objective of the lesson
Subject Area: English Language Arts/Writing
Grade Level: 5
Objective: Students will write a descriptive paragraph containing five (5) sentences (one for
each sense) by using adjective and descriptive phrases.
Present Level of Performance:
 Most students already understand the steps to writing a paragraph (topic sentence,
supporting details, rich descriptive language, 5-7 sentences per paragraph and
punctuation).
 Nita has accomplished the goal to writing a well thought out and organized paragraph
using descriptive language, the appropriate amount of sentences and proper punctuation.
 Andy’s writing and spelling skills are below grade average. He is able to verbalize his
thoughts well.
 Jo struggles with Language Arts, however, one of her strengths are spatial intelligence
and from this she is able to notice fine details that could be used to describe something.
 John is at grade level and capable of writing a descriptive paragraph.
b) The general instructional activity (a brief but precise description is expected here--not a
detailed script.) You may find it helpful to integrate the learning modules from
www.engageny.org.
CCSS.ELA-Literacy.W.5.2.a
Introduce a topic clearly, provide a general observation and focus, and group related information
logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding
comprehension.
CCSS.ELA-Literacy.W.5.2.d
Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-Literacy.W.5.4
Produce clear and coherent writing in which the development and organization are appropriate to
task, purpose, and audience.
Descriptive writing and our five senses go hand-in-hand. This lesson will integrate these two
skills in order to develop descriptive writing skills. Students will write (or use adaptations made
through Assistive Technology [AT]) a vivid description of a Hershey Kiss using each of his or
her five senses. Students will think of how much they use touch, taste, vision, hearing and
smelling in their everyday lives. These are the things that make things appealing to us, so they
greatly help when writing a descriptive essay.
We will be using what we know about describing words and our five senses to describe a
Hershey Kiss. This will help us to see the importance of using descriptive language when we
write.

Bursee, Racquel
DIFF 515: Multi-Level Lesson Plan

January 31, 2015 2
Teaching Connection # 6

c) How you would individualize for students at each of the three levels:
For all students:
 Review prior knowledge of adjectives: describe nouns: person, place, things.
 Discuss how descriptions make our writing much more interesting to the reader.
 What is a description?
 When do we describe things?
 What are some reasons that we describe things?
Gifted (e.g., Nita): Enriched Curriculum (don't forget resources needed – include with
"Materials," below).
Nita will be able to write five sentences to her paragraph using at least two adjectives per
descriptive sentence. Nita may expand her paragraph beyond five sentences; if she would like to
for this activity.
Mild disabilities (e.g., Andy): Additional Supports
Anticipated
Supplemental Aids & Materials
Problem Areas: Describe supplemental aids and materials you've designed
to address problem areas. Examples include, but are not
Handwriting and limited to:
spelling for
 Delicious Descriptions Graphic Organizer
Andy
 Hershey writing paper to be attached to Hershey
Kiss cut out
Writing,
 Pencils; regular and triangle shaped for better
spelling, and
grasping
cutting for Jo
 Hershey Kiss Candy (visual; sensory)
 Hershey Kiss cut out (pre cut)
 Hershey Kiss white tag (pre cut)
 glue sticks; chunky and triangle shaped for better
grasping
 markers/crayons; chunky and triangle shaped for
better grasping
 Computer use for typing and use of spell
correct/talking word prediction
Reading
Writing (esp.
spelling)

Spelling and
organizing
thoughts.

Andy will be provided with a graphic organizer containing
descriptive words from lesson and he will also write his
descriptive paragraph on the computer using the spell
check/talking word prediction feature that has been
uploaded onto the class computer in order to show Andy
word choices with meanings.

Bursee, Racquel
DIFF 515: Multi-Level Lesson Plan

Processing
(e.g. paying
attention,
short term
memory, etc.)

January 31, 2015 3
Teaching Connection # 6

Jo will use the computer to find, copy and paste pictures
that are descriptive for the five words she will write on her
Hershey kiss pre cut tag paper. Jo will also use text to
speech so that she may click on an image and hear the
description when needed.
Andy and John may need some extra help because they get
off task and may need more verbal prompting, but they are
able to do the work.
Organizing/cons Andy may need written examples of constructing a topic
tructing a topic
sentence and continuing a flowing paragraph. The topic
sentence
sentence will be teacher lead through several examples that
incorporate the students through verbal participation.
Remembering
Andy and Jo will be provided with a graphic organizer that
key descriptive
has the key descriptive words/adjectives that we will as a
words/adjectives class put together. I will have the same graphic organizer
from the lesson. the students will be supplied with up on the Smart Board.
After coming up with descriptive words and meanings, I
will print this out for Andy and Jo.

Severe disabilities (e.g., Jo): Prioritized Curriculum
i. Student's Role in the activity: Jo will specifically participate in this lesson and the activities.
Jo will participate verbally during the lesson, sharing a descriptive word that will be applied to
the graphic organizer on the Smart Board. Jo will be supplied with a completed printed out
graphic organizer (the same one as the entire class). Jo will use the computer to find visual
descriptions; such as an image of someone tasting something to their liking or an image of
someone smelling something pleasant. The computer will have the feature text to speech enabled
in order to describe images to Jo. Jo does have a 1:1 aid that will cut out the images after Jo
finds them and prints them off.
Jo will be required to write the five sensory words (See, Hear, Smell, Taste, Touch) using a
Ticonderoga pencil with a custom gripper for better grasping. By writing these five words this
will aid Jo in practicing legible print. Jo will, along with the entire class be supplied with a pre
cut, shape that will require the students to glue on their completed writing. Jo will be supplied
with a large glue stick for easy gripping.
Andy will also receive a completed printed out copy of the graphic organizer. Andy will use the
computer to write his descriptive paragraph. Spell check will be enabled for Andy’s use.
ii. Identify a General Curriculum Focus: For Jo the general curriculum focus is to connect the
lesson to real life. Jo and the entire class will think of how much they use touch, taste, vision,
hearing and smelling in their everyday lives. These are the things that make things appealing to
us, so they greatly help when writing a descriptive essay or even our everyday language. For
Andy this lesson will help him improve his writing and language skills. By using a graphic
organizer Andy can write a clear paragraph with a topic sentence and use more details in his
writing.

Bursee, Racquel
DIFF 515: Multi-Level Lesson Plan

January 31, 2015 4
Teaching Connection # 6

iii. IEP Goal(s) Being Addressed during this activity for the student.
 Jo: Print legible letters and numbers
 Jo: Improve articulation skills
 Andy: Construct a paragraph with a topic sentence and supporting details.
d. Materials, incl. those needed for individualization sections, above. Print materials must be
attached and labeled. If the lesson refers to a reading selection, video, or web site, attach a
photocopy or summary (be sure to note aspects that are most relevant to your lesson plan in the
summary). Non-print materials may be attached or described specifically enough to allow an
unfamiliar educator to visualize the materials.
Materials:








Delicious Descriptions Graphic Organizer
Hershey writing paper to be attached to Hershey Kiss cut out
Pencils
Hershey Kiss Candy
Hershey Kiss cut out (pre cut)
Hershey Kiss white tag (pre cut)
glue sticks
poster board and paper for examples
markers