5th Grade Lesson Plan Diversity / Differentiation

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 writing as expression in a variety of cultures. 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 cloud with apps such as Dropbox, SugarSync, Evernote or Box. Google Drive is another app for file-sharing that the class might want to use for this assignment and to save digital portfolios for each student.