When creating a diversity portrait, the identified student group that faced an achievement gap compared with state averages was the black student group. It was identified that the two areas where the identified group performed lower than the state averages were mathematics and low attendance. It has been established in the previous papers that Black students find it easier to refer to their peers instead of their teachers for solving a problem. They can be mixed into groups of Black and White students, both best performing and low performing students, so that this intermix enables them to relate to the students more. They would be more committed to attending school and participating well in class, leading to lower absenteeism.
This paper aims at providing a specially designed lesson plan for an instructional remediation activity. The paper's foundation is that diversity is an inevitable part of our societies and that the educators should emphasize different learning styles for accommodating the varied styles in the classroom. The lesson plan would be for Mathematics since this is the subject where more emphasis is needed for the identified group. There can be several lesson plans since the Black students are weak in this course; however, only one topic would be selected for this paper. The sample lesson plan for the selected mathematics' topic of fractions would be provided in the template below (Gregory, n.a.).

Lesson Title: Fraction Pizza

Content Area:

Fractions

Grade Level (if Applicable): Grade 4

Overview of Lesson: The lesson would aim at providing clear concepts of the fraction by using an example of pizza. The circular shape is best used to describe portions, and thus, fractions are easily comprehendible by the Black students. The teacher's differentiation strategies would be made of flexible groups, including both Black and White students, for improved learning (Abbati, 2012, p. 7). Varied delivery of instructions would also be used in the light of differentiated instruction. The concept of tiering and compressing the assignments would be utilized to build small tasks upon one another. The students' readiness would be tested with this approach and address different understanding levels of distinct students. The use of extra resources and materials would also be encouraged for differentiated learning so that children learn according to their own pace, behaviors, and capabilities. However, since the selected lesson plan is simple, numerous materials would not be required. Complexity levels are kept low so that students remain on the same page. Slow learners have to be taken along; the teacher would ensure that concepts are repeated to them to ask more questions and learn more.

Learning Objectives: The learners would be able to understand and compare equivalent fractions. The visuals representations would help them in showcasing tangible fractions.

Target Student Group: The targeted student group is the Black students within the class, grade 4. The learning profiles of various students among the Black ones are diverse. Their interests and intelligence preferred tasks are unlike. This lesson plan is devised for addressing those styles. Some like to learn visually, and some like to learn in written form. Therefore, tangible and visual interpretations of fractions have been included in the plan.

Key Content Concepts:

The key concepts taught in...…exchanges would be done with those who have less number of slices in their hands.

xiv. When every student shares exchanged pizza slices, they would be asked to paste those slices on their worksheets where the circle and eight divisions would have been presented in the beginning.

xv. A small exercise at the end would be given on the same worksheet, next page, where colored portions of the circles would be given, so that colored portions are mentioned as fractions of the total circle. This would be a small individual task so that each student's understanding, based on their learning capabilities, is tested. This would also provide a basis for evaluation and assessment to check how much the students have learned in the class. The visual fractions on the worksheets would be given to the students for this purpose.

xvi. A closing activity would be presented to apply fractions in their other everyday life things, such as cake, pie, etc. They would be asked to learn fractions at home, especially the next time when they order pizza.

Conclusion

The lesson plan is formulated by keeping in mind the varied needs of Black students as they belong to diverse backgrounds. In the initial diversity papers, it was identified that Black students performed lower in Mathematics and had low attendance rates when compared with state averages for grade 4. The attendance problem is eliminated by mixing Black students with Whites, making small groups, and giving them class activities to elevate engagement levels. The Mathematics lesson plan is designed based on universal design principles (UDL) and differentiated instruction for better results.…