Differentiated Instruction Lesson Plan Format

Lesson Title: Comically Speaking Content Area and Grade Level: 9 - 12 grades Author: Betsy A. Knodel School District: Menno Public Email: [email protected]

Brief Description of the Lesson/Unit: Students will demonstrate an understanding of the different types of sentences and how they are used.

South Dakota Content Standards: •

Standard numbers and exact wording

•

Unpacked standards (in student-friendly wording)

Stage 1 : Identify Desired Results 1. What enduring understandings are desired? Students will gain an understanding of the four classifications of sentences and how they are used to create meaning in writing.

2. What essential questions will guide this unit and focus both the teaching and the learning? What makes writing exciting to the reader? Why is it important to use the different classifications of sentences in your writing? How can a writer create meaning with his/her use of different classifications of sentences?

3. What key knowledge and skills will students acquire as a result of this unit? Students will be able to write a complete sentence. Students will identify sentence patterns, vary sentence length, create variety with sentences, and fix problems with sentence structures.

4. What prior learning, interests, misconceptions, and conceptual difficulties might be brought to this unit by the students? Students have a background in and understanding of the basic parts of speech and sentence formation. They have interests in sharing ideas with others on topics of their choice. They might think that developing a comic using all types of sentence structures will be easily achieved. Some students might struggle with the different sentence patterns if they do not have a grasp on the 8 basic parts of speech.

Stage 2 : Determine Acceptable Evidence What evidence will show that students understand? 1. Pre-Assessment (pre-tests, concept maps, KWL, surveys, etc.): Give the students the pre-test to see if they can follow the sentence patterns.

2. Performance Tasks: Students will create a series of related sentences in a variety of structures. Students will create a storyboard using all the classifications and types of sentences. Students will create a comic strip using their storyboard as the foundation for the comic strip. Students will publish and share their comic strip with an audience using the school newspaper as a way of publishing.

3. Summative Assessment (Quizzes, Tests, Prompts, Projects, etc.): Students will create a comic strip that will use different types and classifications of sentences.

4. Formative Assessment (Dialogues, Observations, Work Samples, etc.): The teacher should observe every student as they work on completing this assignment. The storyboard as well as writing prompts for journaling should give the instructor the ability to see what the students are grasping or what needs to be retaught.

Briefly explain HOW you will use formative assessment and feedback to redirect and focus your instruction for improving student achievement. Provide at least one example. Feedback from the students through self-assessment and peer revision will help the teacher be able to refocus his/her teaching to help the students achieve a better understanding of the material.

5. Student Self-Assessment:

Students will assess themselves as well as his/her classmates through a selfassessment and a peer revision review.

6. Attach or include specific rubrics being used for this lesson/unit:

Stage 3 : Learning Experiences and Instruction What sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understandings? 1. Major Learning Activities: Development of a comic strip using the different types and classifications of sentences.

2. Materials, Supplies, & Resources (technology & print): computers paper pencil colored pencils computer scanner Ink Art program

3. Classroom Management: Teacher should be up and about the room to observe what the students are creating and advise on changes to be made in order to meet the requirements of the assignment and to achieve understanding of the material.

4. Support Services and Special Teacher Notes: The technical coordinator should be available to help with any computer issues. Comic books and graphic novels should be available to help students understand how to create a script for the comic strip he/she is creating.

Stage 4 : Differentiated Instruction Strategies What specific differentiated instruction strategies will be used in the lesson/unit? Fill in each section that applies. 1. Differentiated Process: A minimum length should be established by theThis would be a guide for the students to follow when constructing their comic strips. instructor. Manageable boundaries and a timeline should be created by the instructor to help the students achieve success. Some students might create lengthy comic strips. The assessment, evaluation, or grading process be predicated on length but on the content of the comic strip. First, the students should be led through a discussion of what makes a sentence. A variety of sentence styles, classifications, and types should be displayed around the room as a constant reference for the classroom. Various comic strips, comic books, and graphic novels should be available in the classroom for easy reference. Discussions should feature student-derived ideas of what makes a good sentence and how writers build on the story line through a variety of sentences. The instructor should discuss the elements of a good storyline for a comic strip. As students write the teacher can easily note through observation who needs extra assistance or extended time to complete the task. Students should be given an opportunity to work with a peer partner/editor as the comic strips are created.

2. Differentiated Content: The content of each comic strip is adapted by each student as he/she sees fit. Each student has a unique vision of the story that they are creating. The teacher should urge them to be creative and expound on a topic o his/her choice. Celebrate each student's creative insights and his/her ability to tell a story using the different classifications and types of sentences to create a comic with a variety of sentences. Peer assessments and preliminary rubrics should have comments and insights to revision rather than grades as standards. Review the sentence patterns used for successful completion of the comic strip daily. Encourage all students to submit a final product to be published on the school web page because writing is important to share with others and proves the mastery of the standards addressed.

3. Differentiated Product: The comic strips presented by each individual students will reflect his/her unique perspectives on topics of his/her choice. Those perspectives will be shared via the

school online paper and show students that his/her words do have power and should be shared with the public.