Jacqueline De Jesus

Lesson Planning for Differentiation

EDE 4943
6/17/16
Meeting your
students needs as
people and as
learners

If applicable, how does this lesson connect to the interests and

cultural backgrounds of your students? (10 pts)
- Many students are assigned spelling words and have to
complete various activities every day with the spelling
words.
- 2 students had difficulty with putting the words in
alphabetical order.
- 1 student loves writing and was writing a story on her free
time so that it could be published at school.
- 4 students enjoy art class.
- 2 students enjoy creating their own step routines.
- 1 student loves dancing the Go Noodle routines.
- 3 students only like to read books that they get to choose.
- 2 students find it a challenge to complete the LDCs at
school (which is where students are given a specific topic
and asked to write an essay on it.)
- 1 student had a hard time coming up with ideas to write
about.
- Most of the students are ELL learners.
- Most of the students do not receive any additional help on
their homework from their parents due to language
barriers or work schedules.
- 4 boys love playing basketball.
- A group of 8 students are always playing soccer.
Integrating the Arts in Writing instruction
- Since so many students are working on their writing skills
and they all have various hobbies related to the arts, I
thought it would be a great idea to integrate the arts in a
writing lesson.
- Students will be expected to write How to books with a
group of students who also enjoy the same thing.
- I will first model to students what a how to book look
likes by creating my own. Then I will group the students.
- In grouping the students I am helping the ELL students get
a chance to learn from one another.
- Those students who love art will be in one group and
collaboratively create their How to book.
- Those students who love dancing will be in a group and

collaboratively create their How to book.

- Those students who love playing basketball will be in a
group and collaboratively create their How to book.
- Those students who love playing soccer will be in a group
and collaboratively create their How to book.
- I will then choose a reader from each group to share their
groups book. This will allow those students who only like
to read what they want a chance to practice their reading
skills.
- I will also ask that the class to physically engage in that
groups How to book by completing the activity. This
will add an element of interest.
- When all groups are done presenting, I will publish and
display their How to books around the classroom. This
will boost their confidence level.
- I will provide all of the resources the students may need to
create their books. I will also allow students to use
dictionaries, the internet, etc. to provide the ELL students
with language help. I will also be walking around the
classroom assisting those that seem to be struggling.
- If needed, I can spend a specific amount of time with each
group.
- All of the work will be done in class, so that those who do
not receive the additional help at home wont have to
worry.
If applicable, how does this lesson connect to/reflect the local
community? (5 pts.)
While at the Boys and Girls club students are able to enjoy
themselves by completing various activities from the arts. The
students really love this free time. I have also seen that the
students create close knit bonds with one another. For this reason
I have decided that students will work in groups and create their
How to books on an arts activity that they enjoy.
I have also noticed that the students feel very strongly about
getting to choose what they want to do or how they want to
express themselves. In the writing lesson all students will be
required to create a How to book, but they are able to choose
their topic of interest.
Most of the students are Hispanic and ELL learners. The
community seems very supportive as the staff at the Boys and
Girls club are always looking out for the best interest of their
students and meeting their needs. The students seem to heavily
rely on the community for support and are excited when anyone
comes in to work with them. They immediately become attached.

How will you differentiate instruction for students who need

additional challenge during this lesson (enrichment)? (5 pts)
For students who need additional challenge in this lesson, instead
of asking them to simply do harder work the following is a list of
strategies that would provide great enrichment for this activity.
Strategies:
-

Have the student explain where they learned How to do

what they are teaching the rest of the class.
Have the student model their How to book off of one
that may have been read to the class.
Have the student create a How to video that goes along
with their book.
Have the students act out their How to book.

How will you differentiate instruction for students who need

additional language support? (5 pts)
-Visual representations
-Provide students with various examples of How to books
-Provide students with a rubric
-Group students up
-Allow students to use dictionaries, the internet, the word wall,
etc.
-Walk around and work with each group, assisting them when
needed.
- Students will be encourage to illustrate their How to books
which will help them further explain their ideas.
-Students will be able to write in their native language and then
translate the book.