Lesson Plan

• How you evaluated and choose instructional strategies to differentiate for and engage diverse students. Include how you planned for student readiness, interest, and learning style.
• I evaluated and chose instructional strategies to differentiate for diverse students by looking at the results of at the assessment of a student (Murawski, 2019). I looked at the assessment to identify who needs specific accommodations and modifications within the lesson plan (Murawski, 2019). I always administer a checklist to my students to assess how much knowledge that acquired overtime at the start, midyear, and end of the year (Murawski, 2019). I use the results of that assessment to see what skills are needed to work on (Murawski, 2019).
• The interests of the students are what I use to create instructional strategies for students(Murawski, 2019). For example, some of my students show great interest in learning about seasons. Then, I create small group, teacher tables, and large group activities to accommodate the learning interest of students (Murawski, 2019).
• Many of my students this school year show a great interest in seasons. Therefore, I created a lot of activities based on fall, winter, spring, or summer. The activities that are skills based, but centered around season and ability. The skill base include fine motor, social, and literacy skills.
• How you differentiated assessment to address the specific learning goals and individual or group differences. Describe how you would differentiate for ELL, special needs, gifted, and early finishers.
• The assessments are differentiated for English language learners by understanding and recognizing that students may need additional supports to identify content with voice supports(Murawski, 2019). The ELL assessment was created though the use of the IPAD because students were read parts of the assignment which led to identification of items by students(Murawski, 2019).
• Special needs students were assessed through observation and a modified assignment that only requires identification for only a small part of the student assignment (Murawski, 2019). Special needs students are accommodated in a way that the student can show the teacher that they are gradually beginning to identify parts of the assignment (Murawski, 2019). For example, the students are working on identifying their names, but the students with special needs may take more time to identify their name. Therefore, the teacher created an assessment that gives students a chance to point to only the first letter in their name and gradually move onto to different letters in their name (Murawski, 2019).
• Gifted students are assessed by checking to see if they can create forms or pictures of what has been taught to them.
• Early finishers are assessed by working more at home to continually identify letters in their name through a learning app(Murawski, 2019).

• How technology is included or utilized within the lesson. Identify technology resources and curriculum materials to be used and describe how they were examined to determine appropriateness for individuals or the group of students.
• The technology is used within the lesson to incorporate songs through the learning Apps and starboard(Murawski, 2019). The teacher uses the technology of an ipad to be used for assessment purposes(Murawski, 2019). The teacher will use the ipad to have students record themselves to show the teacher what they have identified during the given assignment(Murawski, 2019).
• The technology was also used to help students to continually assess and review through the use of learning apps on the ipad(Murawski, 2019). The learning Apps consisted of Starfall and Seesaw. The two learning apps allow students to hear and work on identifying different content areas(Murawski, 2019).
• Curriculum materials were also generated through the teacher by creating name templates on a system called High Scope(Murawski, 2019). The system allows teachers to generate name plates as well as individual pictures for specific letters(Murawski, 2019).
• All resources were determined to be appropriate for students to use throughout different parts of the lesson. The resources allow students to identify, communicate, as well as strengthen their skills(Murawski, 2019).

References

Murawski, W. W., & Scott, K. L. (2019). What really works with universal design for learning. SAGE Publications.

Seesaw. (2024). Resource library. Community library. 

https://app.seesaw.me/library/seesaw

Starfall. (2024). Starfall education.

https://www.starfall.com/h/