Homework Lance
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
k-3
Date:
October 12th 2024
Unit/Subject:
Social studies
Instructional Plan Title:
Demonstrating knowledge about the neighborhood and the community
Lesson Summary and Focus:
The learners are expected to gain knowledge about their neighborhood and the community. This will include the physical features in the neighborhood. Equally, the lesson will focus on the different roles that the different people in the community play.
Classroom and Student Factors/Grouping:
National/State Learning Standards:
New Jersey State Standard 6.3: Children demonstrate knowledge of neighborhood and community
Specific Learning Target(s)/Objectives:
At the end of the lesson
- the learners should be able to identify the physical features in the neighborhood
- learners should be able to note the cultural differences among the community members
- the learners should be able to identify the roles different people play in the community
Academic Language
- culture
- physical features
- community
Learners will be offered opportunities to walk around the neighborhood to see and learn about the available physical features
Resource persons from different cultural orientations in the community will be invited to showcase different cultures to the learners.
Resources, Materials, Equipment, and Technology:
Section 2: Instructional Planning
Anticipatory Set
Time Needed
Multiple Means of Representation
According to Christopher et al (2019) learners exhibit different levels of understanding during a learning process. There is need to device ways to accommodate the different levels among the learners.
Explain how you will differentiate materials for each of the following groups:
- English language learners (ELL):
I will use formative assessment to monitor the general progress in class. I will include visuals in the learning process so that they can comprehend easily. Equally, I could conduct pre-teaching when possible for English language learners so that they can cope up. Further, inclusion of group work will offer them a chance to learn from their peers.
- Students with special needs:
Assistive technology will be of essence in ensuring the special needs learners keep up with the rest. The learning process will also be accompanied with visuals to demonstrate the concept to learners with special needs. Equally, further attention will be offered through an assistant teacher to ensure learners with special needs move along.
- Students with gifted abilities:
I will allow gifted learners to think into different directions and have different perceptions for the same idea. Equally, offering the gifted learners additional tasks will ensure that they work beyond the set limits and thus keeping them busy.
- Early finishers (those students who finish early and may need additional resources/support):
I will plan for tiered learning process. The creation of levels will ensure that the early finishers have something to do upon the completion of the initial work. Equally, I will offer the homework assignments on time. Early finishers can commence their homework while in class.
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Multiple means of engagement
Explain how you will differentiate activities for each of the following groups:
- English language learners (ELL):
Culturally sensitive language will be ideal in creating a rapport with the learners. Equally, I will ensure slow communication for them to follow along. Through technology-based translations I will incorporate their native languages in the instruction.
- Students with special needs:
The inclusion of visuals in the learning process will help learners with special needs. Learners can see the visuals and then relate with the audio instruction. This will not only enhance social studies knowledge but also English language proficiency. This will further be enhanced through the use of assistive technology
- Students with gifted abilities:
I will involve book talks for the gifted learners. Groupings can also be effective to keep the gifted learners occupied. The groupings will ensure a constant flow of ideas that the gifted learners can engage in (Chandra Handa, 2019). further, I will involve the learners’ interest in the class activities.
- Early finishers (those students who finish early and may need additional resources/support):
While other learners are doing their work, I will offer the early finishers their homework. They will have an option of doing their homework in class while I am guiding other learners. Alternatively, I will offer the learners tiered assignments in class so that the early finishers will have more work.
Time Needed
Multiple Means of Expression
Explain how you will differentiate assessments for each of the following groups:
- English language learners (ELL):
I will try and use the learners’ native language to ensure they understand and relate to the content. Equally, the use of visuals will enhance the communication process.
- Students with special needs:
The use of visual that will show different physical features available in the neighborhood will supplement the instructional process. According to Brennan, (2019), repetition of concepts and constant formative assessment will also play a role in the learning process
- Students with gifted abilities:
Gifted learners will be expected to make a list of the physical features in their neighborhood. Further, they will have to correlate the features with the recognizable cultural orientation in the neighborhood.
- Early finishers (those students who finish early and may need additional resources/support):
The assignments will be in tiers and the early finishers will get the higher level assignment. The leveling of the assignments will keep the early finishers busy and thus finish at the same time with other students.
Time Needed
Extension Activity and/or Homework
The extension activity will entail the class making a trip in the neighborhood. The learners will try to note the available physical features and the communities living in the area. This will contribute to the learners’ capability to understand their neighborhood and the cultural orientation of the communities.
Time Needed
References
Brennan, A. (2019). Differentiation Through Choice as an Approach to Enhance Inclusive Practice. Reach, 32(1)
Chandra Handa, M. (2019). Leading differentiated learning for the gifted. Roeper Review, 41(2), 102-118
Christopher, D., Pyle, A., Roy, S., Chalas, A., & Danniels, E. (2019). Perspectives on Kindergarten Assessment: Toward a Common Understanding. Teachers College Record, 121(3), n3
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