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Teacher Candidate: William Blomquist Subject: Differentiated Instruction Grade Level: Masters Lesson
Number: 1
Central Focus/Overall Goal: Students will be able to apply the differentiated strategies of jigsaw and list, sort,
label into their own classrooms.

Learning Segment/Unit Language Function: Apply

State-adopted NYS Teaching Standards: Standard I Element 1:

student academic Teachers demonstrate knowledge of current research in learning and language
content standards acquisition theories and processes.

NYS Teaching Standards: Standard III Element 1:

Teachers use research-based practices and evidence of student learning to
provide developmentally appropriate and stands-driven instruction that
motivates and engages students in learning.
Lesson 1. Students will be able to explain the jigsaw and list, sort, label
Objectives/Targets/ differentiated instruction strategies.
Goals
2. Students will be able to apply these strategies in their own classrooms.
edTPA requirement
1. Exit slip
2. Checklist
Evidence
Common A common misconception is that all students learn the same. The focus of this
Misconceptions/ lesson is the differentiating of instruction. This teacher will address students’
Possible Student
Errors & How they will
needs in the introduction by stating how all students are different and are on
be addressed different levels. The teacher will also explain how these groups are broken up,
what they did differently, and how this was decided.
Procedure – Introduction:
• The teacher will introduce the lesson by having the students read a lengthy
Label: Instructional text on the board.
method(s), learning
• The students will have one minute to read a confusing, length, small-font
tasks, modeling,
guided practice, sized text that is on the board. The teacher will ask two students to repeat the
scaffolding, directions. (CFU- directions).
independent practice, • When the time is up the teacher will inform the students to stop reading the
activities and/or other text.
• The teacher will then ask students if they feel that they learned anything and if
not why?
• The teacher will explain that some of us may have learned a little bit of
Label: Bell Ringer
information from that text, but everyone certainly did not. All students learn
Also may be called:
anticipatory set, hook, differently and some may have a difficult time learning by simply reading a
introduction, review, text.
Do Now, Write Now, Transition: The teacher will use the PP to move on to the agenda and objectives.
Silent Starter, warm- Introduction:
up • The teacher will then introduce the agenda and objectives for the day. These
will be displayed on the board for the students.
• The teacher will introduce the two differentiated instruction strategies that aim
to help students succeed based off of their learning style and their ability
(Academic Language introduced: Jigsaw and List, Sort, Label)
• The teachers will then transition into the first activity for the day.
Jigsaw:
Label: Transitions • The teacher will introduce the jigsaw activity to the class by describing what a
jigsaw is and how it can be used in a classroom. The teacher will use the
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visual of a puzzle to help students recall what a jigsaw is (Visual).

Label: • The teacher will ask two students to describe the jigsaw activity in their own
Accommodations for words (CFU, content, informal).
Learning Modalities
• The teacher will explain how a jigsaw can be used in anyway and with any
visual, auditory, and
kinesthetic content as long as the students are broken into groups, the assignment is
broken into pieces for each group and they all come back together in the end
to complete the “puzzle.”
Label: Checks for • The teacher will have the students do a turn and talk. At this time they will
Understanding: come up with a gesture, visual and/or rap/song for what a formative
directions, and/or assessment is. The teacher will then have the students share an example of
content (formal or each.
informal)
• The teacher will explain that the students will be broken up into groups based
Label: RBIS
on their learning styles. They will be grouped this way to ensure they are
working on a similar goal on their boards. (inTASC 3j) (inTASC 7b).
• They will be tasked with coming up with one formative assessment and one
Label: Evidence of informal assessment that can be used for that learning style. The teacher will
Cognitive Student ask all students to contribute at least one idea, thought or explanation to the
Engagement (CSE) board (inTASC 3q). They must provide a rationale for each (inTASC 5o)
(CSE) (inTASC 8f) (Academic Language Practiced- Jigsaw) (differentiated
Instruction: Learning styles)
Label: Academic
• Students may draw, write, use bullet points or list their formal formative and
Language
(introduced/practiced/ informal formative assessments for that learning style (inTASC 7c) (inTASC
assessed) 8h).
• The teacher will allow students ten minutes to do this. The teacher will ask at
Label: least two students to repeat the directions back to them (CFU- directions)
21St Century Skills (RBIS#1).
• As the students are doing this activity the teacher use proximity to ensure that
the students are all participating in the activity (inTASC 3p) (inTASC 3r).
• The teacher will supply the group with the necessary materials for this activity
Label: Adaptations/
Accommodations for
(inTASC 4g).
diverse learning • When there are two minutes left the teacher will advise the class. When the
needs (not required) time is up the teacher will use the class, yes method to gain the students
attention.
• The teacher will then advise the students that we will be doing a gallery walk
Label: Differentiated (Kinesthetic) and explain to the students’ what that is.
Instructions (content, • The students will share and explain their use of these assessments during the
process, and/or product
–ability/readiness) –only gallery walk.
required in 1 LP • Following the explanations, the teacher will ask students how they may use
this in their classroom and ask them if they would not, why? (inTASC 8i).
• The teacher will ask students how they can improve this activity for their own
Label: class and future classes (inTASC 10t).
Interdisciplinary Skills Transition: The teacher will have students return to their seats for the next activity.
List, Sort, Label:
• The teacher will introduce list, sort, label by explaining the activity to the
Label: Closure students.
• The teacher will model an example of list, sort, label for the students (inTASC
8e).
• The teacher will then ask two students to explain the list, sort, label activity in
their own words (CFU, content, informal).
• The teacher will then explain this second activity that the students will be
doing. The teacher will tell the students they are broken up by ability but that
this ability is made-up to ensure that the students do not feel like they are in
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the below-target group. This will be done to ensure they are working toward a
common goal and growing off of each other (inTASC 3o) (inTASC 8a).
• The teacher will give the below-target students the categories and an
example. The on-target students will only get the categories and the above
target students will be tasked with coming up with their own categories (CSE).
The teacher will give the students ten minutes to do this. The teacher will ask
at least two students to repeat the directions (CFU- Directions) (RBIS #2)
(Academic Language Practice- List, Sort, Label)
• Since the groups are broken up based on learning style, and this class lacks
auditory learners, the teacher will allow the auditory group members to switch
groups if they feel more comfortable doing so (inTASC 4f).
• As the students are completing their work the teacher will use proximity to
address as misunderstandings and monitor student work. (inTASC 8b).
• When there is two minutes left the teacher will inform the students. The
teacher will use the class, yes method when the time is up.
• The teacher will then have the students go back to their desks and work
independently on a separate list sort label. The work will be tiered for the
students based on readiness (Differentiated instruction: ability).
• When the students are completing the independent list, sort, label the teacher
will use a checklist to ensure that the students are properly completing the
assignment (CFU- content, formal).
• When the time is up the teacher will ask the students to share what they have
completed and the order in which they did it.
• The teacher will then ask the students if they believe this is an effective
strategy, how they would use it in their own classroom and how they can
change it
Self Assessment
• The teacher will have the students now complete a self-assessment.
• This assessment will have the students describe if they believe the strategies
taught are effective, why they believe this, how confident they are using these
assessments and set one goal to improve their confidence.
• The teacher will tell the students this is for them and will not be graded or
collected. It is simply for them to see where they are with the material.
• The teacher will give the students five minutes to do this. The teacher will ask
at least two students to repeat the directions (CFU- Directions).
Closure: Exit Slip
• The students will now receive the exit slip that they will complete
independently.
• This will have the students focus on addressing the objectives for the day
(inTASC 6r). This will require describing the strategies and how they will use
each of the strategies in their own classroom and how they will differently
differentiate at least one of the strategies. (CFU- content, formal) (inTASC 6b)
(Academic Language Assessed- Jigsaw and List, Sort, Label).
• The students will be able to list, bullet, images, or use sentences to describe
their answers (inTASC 6e).
• The students will be given five minutes to do this. The teacher will ask at least
two students to repeat the direction back to the class (CFU- directions).
• When the time is up the teacher will use the class yes method to gain their
attention.
Formal Assessments
Name the assessment and describe the 1. Evaluation Criteria and 2. Feedback Method
purpose/what is being assessed
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(include related objective(s))

1. Checklist 1. Students will receive a maximum of two points.

Students will be able to explain the jigsaw
and list, sort, label differentiated instruction
strategies.
They will receive two pints for participating and
contributing at least two ideas to the jigsaw
activity. The students will receive zero points if
they do not participate in the jigsaw activity by
contributing idea and/or illustrations. The student
should be considered on target if they score a 2/2.
2. Students will receive motivational verbal
feedback during the activity to encourage them to
participate more. The students will also receive
their feedback the next day. This will be further
aimed at encouraging the students to participate
in the activities in class.

1. Students will receive a maximum grade of five

Exist Slip points on the exit slip. They will receive two points
for each correct definition, two points for an
Students will be able to explain the jigsaw example for each strategy on how they will use
and list, sort, label differentiated instruction this in their own classroom and one point for how
strategies. they will differentiate it differently. The student
should be considered on target if they score a
Students will be able to apply these minimum of five out of five.
strategies in their own classrooms. 2. Students will receive feedback the next day.
The feedback will be motivational as well as
corrective. The motivational feedback will
encourage the students ideas on how they can
use this in their classrooms and how they can
modify these activities. The corrective feedback
will focus on correcting the students’ errors in
describing the academic vocabulary.
Academic Language Academic Language: Jigsaw and List, Sort, Label
required for the lesson
Introduced:
How will the language be
introduced, practiced, &
The academic language will be introduced as research based
assessed? differentiation strategies that are used to effectively teach students who
have different learning styles and ability. The teacher will provide students
with a description of the terms verbally as well as have the descriptions
written on the board.

Practiced:
The academic language is practiced when the students are participating in
the activities associated with the strategies. During the jigsaw activity the
students are physically practicing the academic language by having the
students each create different formal and informal assessments for that
learning style, then sharing it as a class. The students practice the list,
sort, label, activity by participating in the activity based on that students
ability.
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Assessed:
The academic language is assessed with the exit slip. The exit slip asks
students to describe the strategy and give two examples of how they would
use the strategy in their own classroom.

Instructional Resources/ Checklist

Materials List, sort, label cut outs and envelopes
PowerPoint
Markers
Larger poster board
Exit Slip

Research and/or Theory RBIS #1 Jigsaw activity UDL 8.3 and Marzano Cooperative Learning
Supporting Instructional Jigsaw is a cooperative engagement strategy in which students foster a
Decisions (at least 2) community of learning to teach each other the material they have just learned
themselves. This helps students better understand the material and enhance their
learning.
RBIS #2 List Sort Label activity UDL 3.2 and Marzano Cues, questions and
advance organizers.
List, Sort, Label is a cooperative strategy that allows students to work together to
organize the information they are given by highlighting patterns and relationships
between the words and content they are given.
Include key instructional materials and assessments. Provide citations for materials that you did not create.

Formative Lesson Plan Template Hackett 2018 – includes practice for the edTPA Prompts/Language in blue are requirements from the edTPA Secondary Handbooks - Copyright © 2017 Board of Trustees of the Leland
Stanford Junior University. All rights reserved. Reminder: This information can only be used with candidates in programs and courses that are preparing students for the edTPA exam. All materials must remain secure.

Objectives, input, anticipatory set, guided practice, independent practice, checking for understanding, closure

Hunter, M. (1982). Mastery teaching: Increasing instructional effectiveness in elementary and secondary schools, colleges, and universities. Thousand Oaks, CA: Corwin Press

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