Differentiated+Lesson+Plans

Differentiated Lesson Plans 

 This page contains differentiated lesson plans created and/or implemented by North Scott Junior High staff members.

We encourage all staff to share all differentiated lessons they have found useful.

To submit a differentiated lesson plan, please email Erin Paysen with the following information: A title for your lesson, the way in which the lesson was differentiated (readiness, interest, learning profile), a brief description specific enough to allow for duplication (including pre-assessment used to differentiate, if applicable), and any electronic materials used for the lesson (see below for samples).

Independent Research Project Submitted by: Erin Paysen Differentiated by: Readiness, Interest, Learning Profile
 * During our Holocaust unit, students conduct a research over a topic of their choice. Choices are provided to students in one of three teacher-designated tiers, which are designated by class performance to date.
 * Below are some of the differentiated materials I used for the project. Assignment expectations and rubric are also included.
 * Additional materials can be found on my wiki, www.mrspaysen.wikispaces.com/assignments.


 * The assignment guidelines/expectations (including product/visual aid options), grading rubric, and tiered topic options are below (readiness, interest).
 * Organizing your research to prepare for writing your paper, two recommended formats (learning profile)

Flowers for Algernon Submitted by: Erin Paysen Differentiated by: Readiness  
 * Based on MAP and ITBS scores, students will read one of two versions of Flowers for Algernon (abridged/unabridged). As they read they will document Charlie's development of the Six Thinking Strategies as well as his character development by using the graphic organizer below:
 * The culminating activity will consist of students completing one of the following tiered activities, which will be assigned based on level of understanding as measured by graphic organizer of Charlie's use of the Six Thinking Strategies:

Independent Reading Projects <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Submitted by: Erin Paysen <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Differentiated by: Interest

<span style="font-family: 'Times New Roman',Times,serif;">This class requirement is in alignment with the Iowa Core Essential Skills and Concepts reading curriculum, which states that all students will "i ndependently read a significant number of books and text each year. This reading should include both fiction and nonfiction in a variety of genres. " In Language Arts class, students must read at least four book per quarter. Students may choose the books they read independently, but they **must be appropriate for grade and reading level**.
 * <span style="font-family: 'Times New Roman',Times,serif;">Independent Reading Projects handout [[file:Independent Reading Projects.doc]]
 * <span style="font-family: 'Times New Roman',Times,serif;">"How to Write a Book Test" handout [[file:HOW TO WRITE A BOOK TEST.doc]]
 * <span style="font-family: 'Times New Roman',Times,serif;">"Reading Log" handout [[file:Weekly Reading Log]]
 * <span style="font-family: 'Times New Roman',Times,serif;">"Book Talk" handout and sample [[file:Book Talk]] [[file:Book Talk Sample]]

<span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">Solo Performance Project <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">Submitted by: Tara Daurer, Linda Hoppe, Jennie McKenna <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">Differentiated by: Readiness, Learning Profile

<span style="font-family: 'Times New Roman',Times,serif;">During student lessons prior to Solo Festival, students perform solos for each other to critique. Using Music Standard #6: Knows and applies appropriate criteria to music and to music performance; students apply rubric to each others’ performance.

<span style="font-family: 'Times New Roman',Times,serif;">Student solos are differentiated by learning profile of lesson group (entire lesson group performs the same solo).

<span style="font-family: 'Times New Roman',Times,serif;">Student choice is differentiated by selection of instrument and choices between solos at appropriate level.

<span style="font-family: 'Times New Roman',Times,serif;">Below is rubric used. Rubric used has comparable categories to Solo Performance ballot used at NSJH Solo Festival, to raise awareness of solo festival judges’ expectations.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">Linear Functions/Equations: Slope <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;"> Submitted by: Bryan Braack, Matt Harrison <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;"> Differentiated by: Readiness

This website gives a reader friendly breakdown of what D.I. is. They also give some direct examples of how you can you differentiation in the classroom. [|Differentiation ideas]