Standard #3 Teachers understand that children learn differently.

1. Teachers understand that children learn differently. 

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3. The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.
4. Educators need to be able to adapt and differentiate their lesson plans to accommodate the wide range of learners that come through out classroom. Examples of these learners might be students who have IEPs, ESL learners or physical abilities that prevent them from doing certain activities. It is my job to make sure that each student is able to achieve success in their learning.
5. This is an assignment from my Exceptional Education Class, where we had to present a lesson plan, and then evaluate it for differentiation.  
6. EXCEDUC531
   Lesson plan #1 for a beginning acting class, high school freshman and sophomores. 
   What are you trying to achieve? Have the students think in a creative way about their characters 
   What are students trying to achieve? Answer questions about their characters
   How does what you are doing with students relate to the standard? Shape character choices using given circumstances in a drama work. The students will be thinking about their character using the information they have from their scripts. 
   Materials needed- Copies of student’s monologues, copies of written instructions for activity both printed out and posted online. 
   Beginning/Warm up (10min)
   “Who are you?” Students come into the room and stand in a circle. One volunteer comes into the center and says “I am someone who” and then says a statement about themselves. Everyone in the circle moves closer to the person in the middle based on how true that statement is to themselves. This is an activity that must be done in order to earn participation points for the day. However, if they are not comfortable answering truthfully to a statement, they can choose to not move for that one question. Students are not allowed to sit this activity out.
   Development (30min)
   “W Questions” Students sit in audience with chromebook or paper. We will go through the basic questions every actor should answer when trying to get to know their character. The students will write down each of these questions on a blank sheet of paper so they can reference them later. The questions will also be written up on the board so the students can copy from the board, or get a reminder of the questions later. Those questions are:
   Who- who are you?
   What- what is happening in the scene?
   Where- where is the scene taking place?
   When- when is this scene taking place?
   Why- why are you doing what you are doing in the scene?
   The students then pair up and answer each of these questions together for their own character from their monologue piece. The answers are then written down on the same sheet of paper. They should have their monologues to reference and help remind them of their characters. I will come around and check in with each pair to see the progress, answer questions and give any additional help. If students are not focused on this task, they will be downgraded for participation. 
   
   
   Conclusion (10 min)
   *Assessment: Students will write one paragraph on the same sheet of paper answering the question “who are you” in the first person as their character. They will turn all of their work in at the end of class. I will look at the papers and return them to the students next class. They will be assessed based on detail in answers, thoughtfulness to the questions (are they taking the assignment seriously), and creativity. Students may also choose to verbally work on their conclusion with myself instead of writing it down. They will need to speak a few sentences to me about who their character is, using first person descriptions.  These students should still turn in the other written work. 
   How does this fit into assessment plan? This will help the students have a deeper understanding of their character, and start some creative writing with answering the questions. 
   
   
   
   
   Rubric for Lesson Plan
   Name:                                                                            Date:                    Course:                
   
   
   Performance
   Expectation Beginning
   1 Developing
   2 Accomplished
   3 Exemplary
   4 Rubric
   Score
   Standards No reference made to the standard or standards Related content standard(s) are minimally identified Related content standard(s) are mostly detailed from the SAS Portal or Common Core Related content standard(s) are fully detailed from the SAS Portal or Common Core 3
   Objectives/Learning
   Targets Lesson objective(s)
   lack clarity &/or measurability; connection to standard not apparent Lesson objective(s)
   somewhat clear & measurable; partial connection to the standard Lesson objective(s) are
   clear, measurable, and specific to the standard Lesson objectives are
   clear & measurable; learning progression is evidenced 4
   IEP Objective/Lesson Objective IEP/Lesson objective(s) lack clarity &/or measurability IEP/Lesson objective(s) somewhat clear & measurable IEP/lesson objective(s) are clear and measurable IEP/Lesson objectives are clear & measurable; learning progression is evidenced 3
   Materials & Use of
   Technology List of materials and
   use of technology given limited attention in the lesson plan List of materials
   and/or use of technology is incomplete or inaccurate. Teacher created handouts and/or other reproduced handouts are not attached to the lesson plan List of materials and
   technology is provided and accurate for both teacher and students. All handouts, both teacher created and those reproduced from other resources, are attached to the lesson plan Detailed list of
   materials/technology is provided for both teacher and students. All handouts, both teacher created and those from other resources, are referenced in the procedures and attached to the lesson plan 3
   Introduction Little or no attempt to Inadequate attempt to Introduces the lesson Introduces the lesson 3
   gather students’ gather students’ by sharing purpose, by sharing purpose,
   attention and/or set a attention and/or set a relevance, and relevance, and
   purpose for the lesson purpose for the lesson eliciting schema in eliciting schema in
   student friendly student friendly
   language; partially language; fully states
   states what the what the teacher will
   teacher will say say
   Procedures Lesson plan has no
   match between procedures and objective(s); no modeling; no evidence for guided or independent practice; plan missing necessary details for teacher’s actions Lesson plan has
   limited match between procedures and objective(s); limited teacher modeling or examples provided; few opportunities for guided & independent practice; plan missing necessary details for teacher’s actions Lesson plan has clear
   match between procedures and objective(s); adequate teacher modeling or examples provided; some opportunities for guided & independent practice; sufficiently details teacher’s actions step- by-step in first person (I) Lesson plan has
   explicit match between procedures and objective(s); multiple teacher modeling or examples provided; with opportunities for guided & independent practice; thoroughly details the teacher’s step-by-step actions in first person (I)
   3
   
   
   
   
   
   
   Created by Alvernia University
   February 2012
   
   
   *If Differentiation is “Accomplished” or “Exemplary,” complete #1. If it is “Beginning” or “Developing,” complete #2.
   1a. List the Differentiated Instruction Activities here: 
   I have given the students a choice in how they write down the material given to them in the lecture, either on paper or in a chromebook. 
   The students also have a choice for their conclusion to either write down their reflection or speak their reflection to me at the end of class.
   1b. What is the basis for differentiation? (student readiness, student interest, learning profile)?
   Learning profiles are the biggest part of this lesson plan’s differentiation. It is designed to work for students who are auditory or visual learners best, and gives options for both. 
   This plan is designed for beginner actors, so there is not a big need to prior knowledge before being able to understand this process.  
   1c. What is differentiated? (Content, process, product)
   Content- The same for everyone, but it is all questions they need to answer out of their own imaginations, and the questions are very simple. 
   Process- The information will be written down on a white board and spoken out loud by myself, so visual and auditory learners will be getting the same information whichever way is best for them. The content will also be posted online before class starts, so students have the chance to review it before attending class. 
   Product- giving me their reflection and work during the class students can turn it in verbally or by writing it down. Also, each answer will be completely individualized to the student and their imagination, so there are no truly wrong answers. 
   
   
   1d. What might you add to the Differentiated Instruction in this lesson?
   I might allow the students to answer the questions in a different form besides just written or verbal. Perhaps create artwork or storyboard their answers. Or even act/dance out their answers. 
   
   
   2a. How would you differentiate this lesson? 
   
   
   
   
   2b. Explain your choices.
   
   
   
   
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