Differentiated Lesson Plan

Karen Murphy
March 15, 2013
EDU 723 Teaching and Learning in Inclusion Settings
University of New England

Description of Students:
There are 26 students in this class. Three of the students in this class are taking English 10 as 11th
graders, 1 is new to 10th grade English (she repeated 9th grade Eng.) and the other 2 are repeating 10th
grade English. The other 23 students are taking English 10 on grade level.
Developmentally all 26 of these 10th grade students seem to be on-grade level both socially and
academically.
The students averages range from 55 to 99. So although none of the students in this class have a 504 or
an IEP, there is a wide range of ability in the classroom.
I would say that the majority of my students are from middle class working families and that the majority of
them have grown up in the area, which is small town/rural. Frankfort seems to be a close-knit community.
This group of students work well together, dont really have any issues staying on-task, and generally care
about their grades.

Explanation of Instructional Decisions:

Pre-assessment: I based my decisions for this lesson on past assessments that my students
have
completed. These assessments include writing assignments (essays and journals) and previous small
group activities such as the Reciprocal Teaching activity we did recently.
Grouping: In the past I have assigned the students in this class to groups based on ability. I placed
lower grade average students in groups with higher grade average students. This worked well, however
this time I allowed the students to choose their own groups. I made this decision based on the fact that
these students work well together and are willing and able to help each other through various tasks. I
believe that this group of students will benefit from the sense of autonomy that choosing their own groups
will create. I am hoping that this will also increase their intrinsic motivation. For this activity the students
desks were placed in 4 groups of 4 and 2 groups of 5.

Unit Name: Stereotyping and Prejudice

Grade Level: 10th Grade
Main text:
A Raisin in the Sun
Common Core Standard(s)
RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the
course of the text, including how it emerges and is shaped and refined by specific details; provide an
objective summary of the text.
RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop
over the course of a text, interact with other characters, and advance the plot or develop the theme.
RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative
and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone
(e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from
outside the United States, drawing on a wide reading of world literature.
RI.9-10.10 By the end of grade 9, read and comprehend literary nonfiction in the grades 910 text
complexity band proficiently, with scaffolding as needed at the high end of the range.

Common Core Standard(s) Continued:

W.9-10.1c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and
clarify the relationships between claim(s) and reasons, between reasons and evidence, and between
claim(s) and counterclaims.
SL.9-10.1a Come to discussions prepared, having read and researched material under study; explicitly
draw on that preparation by referring to evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas.
L.9-10.4b Identify and correctly use patterns of word changes that indicate different meanings or parts of
speech
L.9-10.5a Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the
text.

Essential Question(s)
Students will:
1. increase their understanding of the Jim Crow Laws by watching and
discussing a YouTube video and participating in a group discussion.
2. collaborate in an effort to complete a photo analysis graphic organizer.
3. write to explore meaning of the text they read for homework, the video, and
the photo in order to make connections between the topic and their lives.

Learning Goal(s)/Objective(s)
Students will:
1.
increase their understanding of the Jim Crow Laws by watching and
discussing a YouTube video and participating in a group discussion.
2.
collaborate in an effort to complete a photo analysis graphic organizer.
3.
write to explore meaning of the text they read for homework, the video, and
the photo in order to make connections between the topic and their lives.

Blooms Actions, Outcome/Product, Learning Activities

Creating
Students will create a journal entry exploring the ideas they have been reading about and discussing so
far this week.
Evaluating
Students will evaluate their group information from the Photo Analysis graphic organizer and write a
journal entry in response.
Analyzing
Students will analyze the Jim Crow photo in order to complete the Photo Analysis graphic organizer.
Applying
Students will apply their knowledge and understanding of the Jim Crow Laws in order to participate in a
class discussion and a group activity.
Understanding
Students will demonstrate an understanding of the concepts covered in the lesson by participating in
group activity and reporting out to the class and by completing a journal entry.
Remembering
Students will recall information from their homework assignment through a quick question/discussion
period at the beginning of class.

Instructional Materials/Resources
Homework handout from yesterday
Photo Analysis handout
Journal
pen/pencil
Computer/access to the internet
A projection camera connected to the computer
White board

Procedure:
During Class:
1.
Desks will be in groups when students enter the room. They will already have been given assigned seats.
2.
Students will view a YouTube video about the Jim Crow Laws.
http://www.youtube.com/watch?v=ChWXyeUTKg8&list=PLFE1DD4B32B0915F0 the video will give students and opportunity to view and hear
the information in another way, allowing them to make additional connections to the information. While the video is loading we will briefly
discuss the reading from last night that leads into the video. (visual, auditory, verbal)
3.
We will discuss the video and then students will be given the Photo Analysis graphic organizer packet.
4.
We will read and discuss the instructions together. Students will follow along in their packets. (visual, auditory)
5.
The groups will then begin discussing and completing the Photo Analysis graphic organizer. I will rotate around the room and monitor
each groups progress as well as answer any questions.
6.
Each group will report out to the class. This is one of the ways that I will assess student knowledge and understanding of the material.
(verbal)
7.
Students will then get out their journals and respond to the following prompt: Discuss the ideas of discrimination/stereotyping/prejudice
as they pertain to the information we learned about the Holocaust, the information we are currently discussing (the Jim Crow laws) and
what you see, hear and witness here at school.
The entry must be in complete sentences, neatly, discuss the Holocaust, the Jim Crow laws and school. It must be at least 10
sentences. The prompt will be written the white board and I will read the prompt to the students. They will have an opportunity to ask
questions if needed. This is an additional way for me to assess student knowledge and understanding. (written)