Sara Taormina

Differentiate Lesson Plan for

Gifted, Special Needs, ESL
10/22/13

Education Department
INTERNSHIP LESSON PLAN
Docendo Discimus -- We Learn By Teaching!
Name(s)- Sara Taormina
Title of your Lesson- Estimate or Exact (Differentiated:
KEY: Gifted, Special Needs, ESL/ELL: English as a Second Language & English Language
Learners
Grade Level: Fifth Grade
Content/Subject of your Lesson- Lesson 2.5: Problem Solving Investigation: Estimate or Exact
Teacher Standard Codes-I.G.
Lesson Plan/Content Codes- 2.5.5.A
EDU- 403
Standards Candidate Competencies/Teacher Standards for Professional Knowledge and Practice:
PDE 430 Category I: Planning and Preparation-Student teacher/candidate demonstrates thorough
knowledge of content and pedagogical skills in planning and preparation. Student teacher makes plans
and sets goals based on the content to be taught/learned, knowledge of assigned students, and the
instructional context. Alignment: 354.33. (1)(i)(A), (B), (C), (G), (H)
PDE Chapter 354.33 Professional Instructional Competency- C-Adapting Instruction for Individual Needs
The teacher understands how students differ in their ability and approaches to learning and creates
opportunities that foster achievement of diverse learners in the inclusive classroom. (Category I-Planning
and Preparation)
Content Competencies/Content Standards:
Pennsylvania Standards Aligned System (PA-SAS):
Subject Area- 2: Mathematics
Standard Area-2.5: Mathematics Problem Solving and Communication
Grade Level- 2.5.5: Grade 5
Standard- 2.5.5.A: Develop a plan to analyze a problem, identify the information needed to solve the problem,
carry out the plan, check whether an answer makes sense, and explain how the problem was solved in grade
appropriate contexts.
Matching Assessment Anchor- M5.E.1: Formulate or answer questions that can be addressed with data and/or
organize, display, interpret or analyze data.
Matching Assessment Descriptor M5.E.1.1 - Organize, display and/or interpret data using pictographs, tallies,
tables, charts, line, bar graphs
Matching Common Core- CC.2.2.5.A.4: Analyze patterns and relationships using two rules.
Matching PA ELPS- Mathematics Grade Cluster 4-5: Level 3 Developing Writing: Write the steps used to solve
mathematical problems within a small group.
Matching Alternative Academic Standards for Students with the Most Significant Cognitive DisabilitiesRecognize, reproduce, extend, create and describe patterns, sequences and relationships verbally, numerically,
symbolically and graphically, using a variety of materials. (2.8.5.A)

Sara Taormina
Differentiate Lesson Plan for
Gifted, Special Needs, ESL
Student Learning Competencies/Outcomes/Specific Lesson
Objectives
1. Students will test their understanding of the homework
assignment.
2. Scholars will define exact and estimate.
3. Students will solve problems 1, 3, 4, 6.
4. Scholars will evaluate the words problems in order to come to
the correct answers on their own.
5. Gifted Students will illustrate different strategies in order to
assist their peers in solving problems 1, 3, 4, 6.
6. Special Needs Students will solve problems 1,3,4,6 by
picking out key words.
7. ESL/ ELL - Students will solve problems by creating visual
representations.

Matching AssessmentName and Description

Anticipatory Set, Benchmark
Assessment
Exact or Estimate, Formative
Assessment,
Textbook, Diagnostic
Assessment
Closure, Benchmark
Assessment
Adapted Assessment
Adapted Assessment
Adapted Assessment

Anticipatory Set, Introduction or Motivator for the LessonThe teacher will ask the students to take out their homework from the night before. Once this is
done the teacher will separate the class into five groups. After the class is separated into five
groups the teacher will ask one student to go get a white board, white board marker, and a white
board eraser. Once all students are back in their seats he or she will then instruct to the students
that they will be taking turns, one by one, to answer the problems from the homework. The
teacher will then read the first homework problem out loud and he or she will give the students a
few seconds to write down their answer they had on the white board in front of them. Students
will keep track of who has answered the previous question and who is next. Students will
also help their group members write the correct answers on the white board. If students are
ever confused by a problem or majority of the class gets the homework question incorrect the
teacher will go over the problem. He or she will visually write the problem out on the board. He
or she will also provide visual representation of the problem to better assist with
understanding of the problem.
Procedures / Order of Lesson:
1. Anticipatory Set
2. Exact or Estimate
3. Textbook
4. Closure

Sara Taormina
Differentiate Lesson Plan for
Gifted, Special Needs, ESL
Content OutlineI.
Exact or Estimate
a. Exact
i. Does the problem ask for an exact amount of people or items?
b. Estimate
i. Does the problem ask for a rounded amount?
ii. If the problem contains the word about then it is asking for an estimate
II.
Textbook
a. Page 75
b. Problems: 1, 3, 4, 6
i. #1
1. Exact
2. 665 dinners
ii. #3
1. Exact
2. 96 people
iii. #4
1. Estimate
2. About $300
iv. #6
1. Exact
2. 309 students

Sara Taormina
Differentiate Lesson Plan for
Gifted, Special Needs, ESL
Procedure OutlineI.
Exact or Estimate
II.
Textbook
a. Students are separated into five groups
i. The teacher will read the problem out loud to the class. As a group they
must determine if the problem is asking for an estimate or an exact
amount.
ii. One they have decided whether the question is asking for an estimate or an
exact amount the students will solve the problem.
1. Students will draw out problems 1, 3, 4, and 6 with a partner.
a. For example, question 3 asks: A group goes rafting on
the Guadalupe River. Each raft carries 12 people. If
there are 8 rafts, how many people can go rafting? The
students would draw 8 rafts each containing 12 people.
This will provide students will a visual representation of
what is happening in the word problem.
2. Students will have the problem read out loud to them once
more by a partner and their partner and them will underline
the key words, key words such as about or each
a. Once the students have underlined the key words within
the word problems, key words such as about, each, and
exactly. They will decide whether they are estimating
or providing an exact amount. They will also determine
what operation they are performing, addition,
subtraction, multiplication, or division. Finally, they
will then solve the given problem.
3. After students finish each problem they will pass their sheet to
another student. This student will check their work to see if
they chose the correct operation and if they provided an exact
answer or an estimate. If students got the answer incorrect
then the student who is grading will explain to them why it is
incorrect and help them achieve the correct answer.

Sara Taormina
Differentiate Lesson Plan for
Gifted, Special Needs, ESL
Differentiated Instruction:
Barbe-modalities:
Auditory- Anticipatory Set, Exact or Estimate, Textbook (Students will hear the problem
orally more than once.) (Students will provide orally feedback to their peers to assist with
understanding.)
Visual- Anticipatory Set, Exact or Estimate, Textbook, Closure (Students will provide
themselves with visual representations of each word problem to assist with their
understanding.)
Tactile-Kinesthetic-Anticipatory Set (Students will assist their peers in writing the correct
answer on the white board.)
Gardner-multiple intelligences:
Language/Linguistic- Anticipatory Set, Exact or Estimate, Textbook (Students will discuss with
their partners which words are key words in the problem and what they mean in terms of
solving the problem.)
Logical/Mathematical- Anticipatory Set, Exact or Estimate, Textbook, Closure (Students will
think critically and logically when assisting their peers with problems they have missed.)
Intrapersonal- Anticipatory Set, Exact or Estimate, Textbook, Closure (Students will think of
different approaches to use in order to assist their peers with understanding of the
material.)
Interpersonal- Anticipatory Set, Exact or Estimate, Textbook, Closure (Students will work with
partners in order to select key words and to draw images to visually represent the
problem.)
Spatial/Artistic-Anticipatory Set, Exact or Estimate, Textbook, Closure (Students will draw
visual representations of each problem they face in the textbook to help with
understanding.)
Musical Intelligence- N/A
Bodily-Kinesthetic- Anticipatory Set (Student will keep track of who is next to answer the
homework questions.)
Naturalistic- N/A
Bloom-questioning & critical thinking skills:
Remembering- Can students define estimate and exact?
Understanding- Can scholars discuss the difference between estimate and exact?
Applying- Can students choose the correct operation?
Analyzing- Can scholars distinguish between estimate and exact when reading a word problem?
Evaluating- Can students evaluate students work?
Creating- Can scholars create visual representation of each word problem?

Sara Taormina
Differentiate Lesson Plan for
Gifted, Special Needs, ESL
Visual Cues/ModelingThe teacher will provide visual cues if students are confused or if majority of the class get
the homework problem incorrect. While working through the textbook word problems
students will be drawing visual representations of each problem, this will allow them to
better understand the material. Students will also be underlining key words when reading
through the problems once more with their partners. By underlining key words students
can visually see whether they or not they should estimate or provide an exact answer.
Checking for Understanding: (Krupnick / Longo - Gender Mapping)The teacher will begin the lesson by checking for understanding of the homework students
completed the night before. The teacher will do this by separating students into five separate
groups and having them, one by one, write their homework answers on the white boards
provided. While working in the textbook students will check their peers understanding by
reviewing their answers, if their peers provide an incorrect solution the students will assist
them in the correction of their incorrect problem.
Differentiated Instruction/Inclusion & Response to Intervention II Framework (RTI II):
Tier 1: Foundation (Benchmark): Instruction for all students-Core instructionAll students will solve problems 1, 3, 4, and 6.
Tier 2: Interventions for some students (Strategic)-Targeted group interventions for students at
academic or behavioral riskSome students will solve problems 1, 3, 4, and 6 by underlining key words such as about
and by providing visual representations of each problem.
Tier 3: Interventions for a few students- (Intensive) For students significantly below grade levelA few students will solve problems 1, 3, 4, and 6 by having their peers explain the problem
in more deep with them.
ESL: English as a Second Language & English Language Learners-ELL:
ESL/ELL ActivitiesStudents will work with partners, during the textbook activity, to draw out each problem
to provide a visual representation of each word problem. This will allow ESL/ELL students
to visually see and understand each word problem.
Key Words/Word Bank-ESLExact
About

Estimate

Sara Taormina
Differentiate Lesson Plan for
Gifted, Special Needs, ESL
Guided PracticeThe teacher will provide the students with guided practice by having students working in groups
to solve textbook problems 1, 3, 4, and 6. Students will underline key words, draw visual
representations of each problem, and will provide each group member with further
explanations of each of the answers. This will allow students to fully grasp the concept of
when to use exact or estimate to solve a word problem.
ClosureAfter all the students have finished the text book problems within their groups they will now
return to their seats and begin their nights homework. This homework will be direct from their
mathematics workbook. It is the students goal to finish as many problems as possible before the
teacher moves into the science lesson for the day. The teacher will provide students with a
word bank filled with the homework answers. The teacher will also eliminate some of the
homework questions. If the students stay on track the teacher will also students to work
with a partner.
Assessment:
Matching AssessmentName and Description
1. Anticipatory Set,
Benchmark Assessment
2. Exact or Estimate,
Formative Assessment,
3. Textbook, Diagnostic
Assessment
4. Closure, Benchmark
Assessment
5-Adapted Assessment
6-Adapted Assessment
7-Adapted Assessment

Student Competency/Learning Outcome

Students will test their understanding of the homework assignment.
Scholars will define exact and estimate.
Students will solve problems 1, 3, 4, 6 by creating visual
representations of the problems and by picking out key words.
Scholars will evaluate the words problems in order to come to the
correct answers on their own.
Gifted- Students will illustrate different strategies in order to assist
their peers in solving problems 1, 3, 4, 6.
Special Needs Students will solve problems 1,3,4,6 by picking out
key words.
ESL/ ELL - Students will solve problems by creating visual
representations.

Materials Required Whiteboards (5)

Whiteboard Markers (5)
Math Textbooks
Paper
Pencils

Sara Taormina
Differentiate Lesson Plan for
Gifted, Special Needs, ESL
Thursday October 31, 2013
Sara Taormina
Washington & Jefferson College
50 South Lincoln Street, Box 1511
Washington, PA 15301
Dr. Carpenter and Dr. Longo
Education Department
Washington & Jefferson College
50 South Lincoln Street
Washington, PA 15301
Dear Dr. Carpenter and Dr. Longo,
This letter focuses on the accommodations I would make in the classroom for students
who are gifted, students who have special needs, and students who are English Language
Learners (ESL/ELL). The lesson was directed towards the development of determining when to
give an exact or an estimated answer. This lesson was conducted in small groups. There were
five groups of students. If I had students who were gifted, who had special needs, and students
who were ESL/ELL I would divide them amongst the groups. In this lesson that I created, I
differentiated instruction in order to challenge students who are gifted as well as provide
additional practice and support to those students who have special needs or are ESL/ELL.
For this lesson, if I had students with special needs in my classroom I would first repeat
the directions and problems orally. After I restated the directions and problems orally I would
have the students with special needs pair with at grade level or above ability at grade level
students. The partners provided to the students who have special needs would assist them on
underlining key terms and determining the correct operation for each word problem. Once they
have completed each word problem, an above grade level student will correct their work and
give further assistance if needed.
If I had students who are ESL/ELL in my classroom I would first model how they can
visually represent word problems through drawing out each piece of the problem. I would then
pair students who are ESL/ELL with at grade level and above ability grade level students. These
students will assist them by helping them pick out the key information in which they can then
represent in drawn images. Once students who are ESL/ELL have solved all their word problems
they will have their work checked by above ability grade level students. Above ability grade
level students will review their images and make sure the students who are ESL/ELL arrive at
the correct solution. If they happened to provide an incorrect solution, above ability grade level
students will give further assistance to help with their understanding.
Lastly, if I had students who are gifted, I would provide them with a great deal of
responsibility and critical thinking. I would do this by allowing them to complete their word
problems individually. I would then ask them to check their peers work when they are finished.
8

Sara Taormina
Differentiate Lesson Plan for
Gifted, Special Needs, ESL
It is the job of the students who are gifted to check the work of their peers and to create a
different method of solving a particular problem. By doing so, students who are gifted will assist
their peers in the understanding of particular word problems. This will challenge the students
who are gifted in their understanding of the problems provided and allow them to think critically
about different ways of solving one problem.
Even though I did not teach this exact lesson, because inside my classroom I do not have
students who are gifted, have special needs, or are ESL/ELL, I learned a lot about how to
differentiated instruction and material from my host teacher. I feel confident in my ability to
differentiate instruction and material and as I go on and teach I will find different ways to
differentiate lesson plans. I will find different ways to differentiate lesson plans so that all
students, whether they be gifted, at grade level, have special needs, or are ESL/ELL, can get the
most of out of each lesson I provide. Thank you for allowing me to share this lesson with you.
Sincerely,

Sara Taormina
Sara Taormina
Student Intern

Standards Candidate Competencies/Teacher Standards for Professional Knowledge and Practice:

PDE 430 Category I- Planning and Preparation: Student teacher/candidate demonstrates thorough knowledge of content and
pedagogical skills in planning and preparation. Student teacher makes plans and sets goals based on the content to be
taught/learned, knowledge of assigned students, and the instructional context. Alignment: 354.33. (1)(i)(A), (B), (C), (G), (H)
PDE Chapter 354.33.C. Adapting Instruction for Individual Needs- The teacher understands how students differ in their ability
and approaches to learning and creates opportunities that foster achievement of diverse learners in the inclusive classroom.
(Category I- Planning and Preparation)
Content Competencies/Content Standards:
Pennsylvania Standards Aligned System (PA-SAS):
Subject Area- 1.0: Reading, Writing, Speaking, and Listening
Standard Area- 1.5: Quality of Writing
Grade Level- 1.5.11.A: Grade 11
Standard- 1.5.11.A: Write with a sharp, distinct focus.
Assessment Anchor- R11.A.1.1: Identify and apply the meaning of vocabulary.
Common Core Standard: Writing Standard 6-12: 2b. Develop the topic thoroughly by selecting the most significant and relevant
facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audiences
knowledge of the topic.
PA ELPS Standard- Writing, Level 4 Expanding, Cluster 9-12. Summarize information from graphics or notes.
Alternative Academic Standard-1.1.11.C- Demonstrate fluency and comprehension in reading.