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5th Grade Lesson Plan
Diversity / Differentiation for Exceptionalities:
Gifted:
Gifted students will be given the opportunity to write additional paragraphs based on subjects of their own choosing.
LEP:
Students with limited English proficiency may have difficulty comprehending the text. They can participate in a small group discussion in which the text is read aloud to them, then discussed. The students can have more time to construct their paragraphs and may receive additional help from the classroom teacher, Title I teacher, or classroom paraprofessional, as these individuals are available.
LD, ED, ADD:
Students with learning disabilities, emotional disabilities and Attention Deficit Disorder may become frustrated if they have difficulty comprehending the text and completing the assignment. The students can have extra time to complete their paragraphs. If they are required to complete all three paragraphs, they may need five-minute "brain breaks" after each one so they can return to the task focused and ready. A "brain break" should be a quiet, independent activity such as looking at a book of the student's own choosing or working on a puzzle.
iv. Multicultural Connections:
The teacher can facilitate a discussion about...
The teacher can ask about writers students may know (e.g., Langston Hughes, Pam Munoz Ryan, Gary Soto) and look at some of the stories or poems they have written.
v. Learning Styles (Auditory, Visual, Kinesthetic):
Auditory learners may make the most meaning of a story if they can hear it read aloud, then participate in discussion afterward. Visual learners will benefit from the colored paper used to distinguish the parts of a paragraph. Kinesthetic learners will be engaged by cutting the colored paper and using various writing implements, particularly if the implements are different shapes and sizes.
vi. Multiple Intelligences: The assignment can appeal to students with multiple intelligences if they have some academic choice in producing response. Students might want to create a song, rap, or dance about the proper structure of paragraphs. They may have their own ideas about creating a visual that explains the concept.
XI. Technology Connection:
Students can use any one of a number of apps and/or Web 2.0 tools to write their responses. For example, there are a number of writing apps that work with iOS and Android devices, including Notability, GoodNotes, and Penultimate, each of which has the capability to store work in the…
0. Literature review on Differentiation and engagement in computer science classrooms Computer science offers educators aiming towards differentiated teaching within the secondary schoolroom setting a distinctive series of challenges. In particular, coding may prove to be a rigorous, exacting field that calls for a demonstration of organization and precision on the part of students before they can effectively create even the simplest programs. Computer science classes will probably witness learners utterly unfamiliar
Nature of the ProblemPurpose of the ProjectBackground and Significance of the Problem Brain Development Specific Activities to engage students Data-Driven Instruction Community Component of Education Research QuestionsDefinition of TermsMethodology and Procedures Discussion & ImplicationsConclusions & Application ntroduction The goal of present-day educational reformers is to produce students with "higher-order skills" who are able to think independently about the unfamiliar problems they will encounter in the information age, who have become "problem solvers" and have "learned how to learn,
School Choice Program This study aimed to determine the impact of school choice through a comparative study of two private schools, which serve primarily, or exclusively African-American students, and a public school. Data in student achievement in math and reading and data on student attendance were used to determine the impact of choosing a school. Qualitative data derived from interviews with administrators and faculty as well as classroom observation were used to
According to a British Study conducted on all students born in the first week of March 1958, and following them through adolescence and on until the age of twenty-three: There were no average differences between grouped and ungrouped schools because within the grouped schools, high-group students performed better than similar students in ungrouped schools, but low-group students did worse. Students in remedial classes performed especially poorly compared to ungrouped students
The trainer will then focus on the steps to be taken to develop new skills. For example, if the trainer wants to talk about motivating, leading, negotiating, selling or speaking, it is best to start with what the learners do well before showing some chart on Maslow's theory, Posner's leadership practices, or selling skills from some standard package that has been develop elsewhere. Many foreign trainers make grave errors