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-DAISY KEATING- STUDENT ID: 2096231- EDUC4720: DIFFERENTIATION FOR DIVERSE LEARNERS-
-ASSIGNMENT 1: TIERED LESSON-

EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)
Tiered Lesson (Differentiated by Readiness)

Name & Student Number: DAISY KEATING, 2096231
Lesson Topic: NOVEL STUDY
Curriculum Area: ENGLISH
Year Level: 9

Brief description (2-4 sentences) of the broader unit into which this lesson fits, and where it fits
into that unit:

This lesson would be undertaken within the second or third week of the unit when the students
have read enough about the novel to create some discussion. This lesson will focus on a task
which relies on the students having understanding of the structure and purpose of writing a
letter. The novel, I Came Back to Show You I Could Fly by Robin Klein, is at the centre of this unit
and has multiple types of written texts within it. One type that is used majority of the way
through the novel is the use of communication through letters.


Learning Objectives*. As a result of engaging with the lesson, students will:
*As appropriate, these should be based on the Australian Curriculum. You can include specific
references to ACARA in parentheses where you have taken an objective verbatim (ACMMG006),
or use language like Adapted from.. if you have made some changes to statements from
ACARA, but been guided by these.

- Students will have undertaken a task that suits their readiness level towards writing a
letter.

- Students will discuss and minimally analyse their understandings of the novel so far.

- Students will have a sound understanding of the connection between language and
audience and that one can affect the other. Understand that roles and relationships are
developed and challenged through language and interpersonal skills (ACELA1551)
- Students should be able to show that they understand the features and structure of a
letter.

Understand that (Concepts, principles, big ideas. Make sure your objectives are statements
that work in the form, students will understand that)

- Understand that the audience being addressed impacts the type of language used within a
letter.

-Understand that a letter can be a formal or informal piece of writing.



Know (e.g. facts, vocabulary, dates, Be able to (do) (Skills, processes)
2 | P A G E
-DAISY KEATING- STUDENT ID: 2096231- EDUC4720: DIFFERENTIATION FOR DIVERSE LEARNERS-
-ASSIGNMENT 1: TIERED LESSON-

EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)
information)

Know the structure of a letter.

Know that letters are used for different
purposes of communication.

Be able to use language to suit a particular
audience.

Be able to point out features of a letter within
a written example.
Essential Questions

Why does the use of language have an important role when writing a letter?

Why does the novel use letters? Do you think they are necessary?


Lesson Title: Writing letters and the importance of language when addressing an audience and a
Novel Discussion.
Pre-assessment of Students Readiness
In order to make sure the students are one hundred percent ready for the activity below pre-
assess them in the previous lesson with a simple task. The task designed to see if they are ready
to write a letter. It is a free writing piece on a short video. Watch this video:
http://www.youtube.com/watch?v=MPTSF1XU798
Then give all the students 20 minutes to respond to the video by writing anything they like on a
piece of paper. This is then handed to the teacher. This task is to pre-assess their basic literacy
skill. The teacher will then decide if students are able to complete the advanced, progressing or
developing task with writing a letter.
Students will display the following characteristics to belong to each group:
Advanced- KIWIFRUIT Progressing- MANGO Developing-APPLE
Students will be able to
properly structure a
complex sentence.
Students will have a high
understanding of the
concepts within the video.
Students written work will
have a strong flow when
read aloud.
Students will be able to
structure a basic sentence.
Students will have a medium
understanding of the
concepts within the video.
Students written work will
have some flow when read
aloud.
Students will be able to
structure the most basic of
sentences.
Students will have a low
understanding of the
concepts within the video.
Students written work will
have minimal flow when
read aloud.

After this task is complete the teacher will have an idea of the students literacy abilities. Each
group is allocated a fruit. One fruit for each group. Make these fruits non symbolic and not very
obvious. Each of the groups represents the students readiness for writing a letter.

Lesson Plan
Lesson Sequence:
OPEN THE CLASS:
Recap on what we as a class already know
about letters and what we have covered
previously as a class. Which would be the
Explanatory notes/ Teacher Notes:
We have read the first five chapters of our
novel.

- Use visual and verbal cues. Write what
3 | P A G E
-DAISY KEATING- STUDENT ID: 2096231- EDUC4720: DIFFERENTIATION FOR DIVERSE LEARNERS-
-ASSIGNMENT 1: TIERED LESSON-

EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)
structure of a letter and that a letter is used
for multiple types of communication.



Small Discussions:
Ask the class: Why does the novel use
letters? Discuss with the person next
to you. Then report back to the class.
Ask the class: Do you think including
the letters in the novel is necessary?
Discuss with a different person the
second question.



After this discussion it will be clear what the
students think about the use of letters.
Whether they think they are useful or not each
student will be completing a letter writing
task.





Hand out task sheets (appendix 2) to the
particular fruit groups. Go through task sheet
together.


Briefly explain that the purpose if the letter is
for the teacher to get to know the students.
Explain that a letter is a communication
between two people and that this time its in a
mildly formal setting.

Let students start the differentiated letter
task. Rubric attached (appendix 3)



everyone already knows on the board.
- Remind student to look back over the
notes in their books to the Structure
of a letter (appendix 1)


Make sure these instructions are displayed a
variety of ways (written on the board, spoken
clearly) for different types of learners to have
access to them.
Asking a second person in the class their point
of view is a tool to get the class to speak to
multiple people and also an opportunity for
different opinions to collaborate or
disagreement to occur.


Discussion is one of the best ways for students
to socially interact as well as speaking their
own thoughts it takes an amount of listening
and interpreting someone elses ideas.





Explain the task in a general manner. Saying
that all students have to write a letter and that
it must use the structure discussed in past
classes.
Each group has a slightly different task to suit
their needs better and if anyone needs further
clarification to ask.


If students need more guidance help them
with the language audience purpose or
formatting.





Lesson Closure/ Check for Understanding

END THE LESSON:
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-DAISY KEATING- STUDENT ID: 2096231- EDUC4720: DIFFERENTIATION FOR DIVERSE LEARNERS-
-ASSIGNMENT 1: TIERED LESSON-

EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)

At the end of the lesson students will be reminded that their letter to the teacher is to be
handed up at the start of the following lesson.

Before students depart for their next lesson they will be required to complete an exit card. For
this lesson the most appropriate exit card would be a 3,2,1 exit card (appendix 4). This will then
in a short assessment see if the students learnt and understood some key ideas from that
lesson. The exit card is a great way to be able to know if the students are understanding or not.
This can clarify if that particular idea would need to be revisited.




Checklist of assignment components:
Complete, step-by-step lesson description, with notes explaining how the lesson
represents an example of a tiered lesson to address various readiness levels
Supplementary materials (e.g., copies of directions, handouts, etc. provided to students)
Copy and/or description of pre-assessment task used to assign individual students to
appropriate tiers
Evaluation/ assessment criteria (e.g., rubric or checklist used to guide evaluation of
student work)






















APPENDICES:

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-DAISY KEATING- STUDENT ID: 2096231- EDUC4720: DIFFERENTIATION FOR DIVERSE LEARNERS-
-ASSIGNMENT 1: TIERED LESSON-

EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)
Appendix one:
Structure of a letter:










Appendix Two:
Letter Task Sheets
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-DAISY KEATING- STUDENT ID: 2096231- EDUC4720: DIFFERENTIATION FOR DIVERSE LEARNERS-
-ASSIGNMENT 1: TIERED LESSON-

EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)

HANDWRITTEN LETTER ASSIGNMENT--- KIWIFRUIT (Advanced)
Task: Write me a letter describing yourself from a different persons point of view. Tell me
about yourself. I would like to get to know you so be honest.

What would they say about you? Choose one of the options below and write me a
letter from one of their point of views describing you.

Mother
Father
Grandparent
Sibling
Negotiated (discuss with Teacher)

Include how you are finding the novel so far.

Make sure you use the correct structure that has been discussed in class.

This task MUST be handed up handwritten. Decorate it anyway you see fit.
Mode: Hand Written Letter
Length: 500-800 words

HANDWRITTEN LETTER ASSIGNMENT--- MANGOS (Progressing)
Task: Write me a letter describing yourself from your point of view. Tell me about
yourself. I would like to get to know you so be honest.
Describe yourself. What you like and what you dislike and about your family.

Include how you are finding the novel so far.
Make sure to use the correct structure that has been discussed in class.
This task MUST be handed up handwritten. Decorate it anyway you see fit.
Mode: Hand Written Letter
7 | P A G E
-DAISY KEATING- STUDENT ID: 2096231- EDUC4720: DIFFERENTIATION FOR DIVERSE LEARNERS-
-ASSIGNMENT 1: TIERED LESSON-

EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)
Length: 500-800 words

HANDWRITTEN LETTER ASSIGNMENT--- APPLES (Developing)
Task: Write me a letter describing yourself from your point of view. Tell me about
yourself. I would like to get to know you so be honest.
Describe yourself. What you like and what you dislike. Use the guiding questions to
help you:
- What is your favourite subject?
- Do you have pets?
- What is your family like
- Do you play a sport or have a hobby?
- Whos your favourite superhero?
- Do you like the novel?

Make sure to use the correct structure that has been discussed in class.
This task MUST be handed up handwritten. Decorate it anyway you see fit.
Mode: Hand Written Letter
Length: 500-800 words

















Appendix Three:
Rubric
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-DAISY KEATING- STUDENT ID: 2096231- EDUC4720: DIFFERENTIATION FOR DIVERSE LEARNERS-
-ASSIGNMENT 1: TIERED LESSON-

EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)

A

B C D E
U
n
d
e
r
s
t
a
n
d
i
n
g

a
n
d

a
n
a
l
y
s
i
n
g

Students will be
able to strongly
analyse the
ways that text
structures can
be manipulated
for effect.
Students will be
able to analyse
the ways that
text structures
can be
manipulated for
effect.
Students will
moderately be
able to analyse
the ways that
text structures
can be
manipulated for
effect.
Students will
minimally be
able to analyse
the ways that
text structures
can be
manipulated for
effect.


Students will
hardly analyse
the ways that
text structures
can be
manipulated for
effect.


S
y
n
t
h
e
s
i
z
i
n
g

a
n
d

c
r
i
t
i
c
a
l
l
y

f
r
a
m
i
n
g

Students can
strongly
evaluate and
integrate ideas
and information
from texts to
form their own
interpretations.

Students can
evaluate and
integrate ideas
and information
from texts to
form their own
interpretations.
Students
moderately
evaluate and
integrate ideas
and information
from texts to
form their own
interpretations.
Students can
minimally
evaluate and
integrate ideas
and information
from texts to
form their own
interpretations.
Students can
hardly evaluate
and integrate
ideas and
information
from texts to
form their own
interpretations.
A
p
p
l
y
i
n
g

a
n
d


U
t
i
l
i
z
i
n
g

a
n
d

i
n
n
o
v
a
t
i
n
g

Students
strongly
understand
how to use a
variety of
language
features to
create different
levels of
meaning.
Students
understand
how to use a
variety of
language
features to
create different
levels of
meaning.

Students
moderately
understand
how to use a
variety of
language
features to
create different
levels of
meaning.
Students
minimally
understand
how to use a
variety of
language
features to
create different
levels of
meaning.
Students hardly
understand
how to use a
variety of
language
features to
create different
levels of
meaning.

C
o
m
m
u
n
i
c
a
t
i
n
g

a
n
d

c
r
e
a
t
i
n
g

Students
strongly use
vocabulary and
grammar that
contribute to
the precision
and
persuasiveness
of texts and
using accurate
spelling and
punctuation.
They edit for
effect, selecting
vocabulary and
grammar that
contribute to
the precision
and
persuasiveness
of texts and
using accurate
spelling and
punctuation.
Students
moderately use
vocabulary and
grammar that
contribute to
the precision
and
persuasiveness
of texts and
using accurate
spelling and
punctuation.
Students
minimally use
vocabulary and
grammar that
contribute to
the precision
and
persuasiveness
of texts and
using accurate
spelling and
punctuation.
Students hardly
use vocabulary
and grammar
that contribute
to the precision
and
persuasiveness
of texts and
using accurate
spelling and
punctuation.


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-DAISY KEATING- STUDENT ID: 2096231- EDUC4720: DIFFERENTIATION FOR DIVERSE LEARNERS-
-ASSIGNMENT 1: TIERED LESSON-

EDUC4720/1 2012_Jane Jarvis_Tiering format adapted from Tomlinson (1999)
Appendix Four:
3,2,1 Exit Card

Three things you have learnt:
1. _________________________________
_________________________________

2. _________________________________
_________________________________

3. _________________________________
_________________________________
Two things contributed today:
1. _________________________________
2. _________________________________

One question you still have:
1. _________________________________