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Lesson Planning Form for Differentiating Instruction Calvin College Education Program

Teacher
Date

Subject/ Topic/ Theme

I. Objectives
What is the main focus of this lesson?

The focus of this lesson is to help students stay on track with their topics and genres
How does this lesson tie in to a unit plan? (If applicable.)

This lesson is during the second week (day one); it asks them to apply what they learned the week
before.
What are your objectives for this lesson? (As many as needed.) Indicate connections to applicable national or state standards.
If an objective applies to only certain students write the name(s) of the student(s) to whom it applies.

1) Students will be able to apply their knowledge of styles from the previous week
2) Students will be able to research their topics and create individual pieces within the group
3) Students will be able to form coherent sentences that are appropriate for their topic
Etc.
II. Before you start
Prerequisite knowledge and skills.

Previous week of unit; students will have prior knowledge on writing papers
and forming sentences

Assessment
(formative and summative)

Students will fill out a brainstorming worksheet

Identify those students


(individuals or groups) in your
class who will need special
attention and describe the level of
support you plan on giving them.
Refer back to the survey you did
of your class.

N/A

Materials-what materials (books,


handouts, etc) do you need for this
lesson and do you have them?

Brainstorming worksheet
Writing guides (lined paper)
Pencils

Do you need to set up your


classroom in any special way for
this lesson? If so, describe it.

III. The Plan


Time
Parts
5

Motivation
(Opening/
Introduction/
Engagement)

Students will sit at their desks.

The description of (script for) the lesson, wherein you describe teacher activities and student
activities

Mini Lesson:
I will introduce the word Brainstorming. I will tell students that they will receive a
worksheet that will help them organize their ideas for their article. This will be a time
for students to put their research into a web diagram. I will show what a web diagram

looks like and how the bubbles build off of each other as they work their way through
the paper. I will tell them that they will need the following:
-A beginning sentence that draws in the reader
-A sentence that tells about their topic
-Sentences that support your facts and data
-Sentences that flow together and stay on topic
-A closing sentence that does not introduce anything new but recaps everything that they
have talked about without being a run on sentence.
Students will practice in their journals by picking a topic (family, friends, sports) and
will create a web diagram in their journal before they do their topic for their article.
Then students will be given time in class (15-20 min) to fill out their brainstorming
worksheet and getting it checked with me.
The students articles are to be 5-7 sentences; I want them to focus on getting one idea
across with many supporting sentences.

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