Description
Differentiating instruction is vital to the individual growth of
students. Social studies allows students to display knowledge and skills
in multiple formats, meeting individual needs. The purpose of this
assignment is to analyze a group of diverse students and design a
standards-based lesson plan that meets the needs of all students while
incorporating student experiences, cultures, and community resources
into instruction.
Review the “Class Profile” to inform this assignment.
Select an elementary grade level and economics state standard of your
choice. Using the COE Lesson Plan template, write a complete lesson
plan that is aligned to the economics standard you chose.
Include the following in your lesson plan:
- Incorporate student experiences, cultures, and community resources.
- Differentiate the instruction and instructional materials in order
to meet the needs of all students described within the “Class Profile.”
Upon completing your lesson plan, justify your instructional choices
in a 250-500 word reflection. Specifically address how you
differentiated instruction for the students described in the “Class
Profile.”
Submit your lesson plan and reflection as one deliverable.
APA format is not required, but solid academic writing is expected. Free of plagiarism. Template provided to fill in.
Running head: Week 6 Lesson Plan
1
Economics Lesson Plan
Name
Grand Canyon University: ELM-350
Date
Running head: Week 6 Lesson Plan
2
College of Education Lesson Plan Template
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
I.
Planning
1. Lesson Summary and Focus: In a few sentences, summarize the lesson.
2. Classroom and Student Factors: Describe the important classroom factors from the
class profile (ELL, 504s, those below level, SES, etc.), and the impact of those on the
lesson
3. Standards/Objectives: Identify the standard used. Be sure to include the strand, cluster,
and standard(s) (click here to view them).
4. Specific learning target(s) / objectives: After the lesson the students will be able to….
5. Teacher Notes:
a. Clarify where this lesson plans in a unit of study. Is it a beginning lesson? Review
lesson, or somewhere in the middle of a unit?
b. Put your 10 questions here that you will ask during the lesson.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
6. Formative Assessment: Please describe what formative assessment you will use
7. Academic Language
a. Key Vocabulary: Be sure to list the key content vocabulary you will use and how
you will teach it
Running head: Week 6 Lesson Plan
3
b. Academic Language Key Functions: Explain why students need to know those
vocabulary term
c. Academic Language Key Forms: How will students demonstrate they understand
the meaning of the academic language terms?
8. Materials, Equipment, and Technology: List all materials, equipment, and technology
you will use. Please provide more detail for the technology that will be used to engage
and support students who are below grade level, at grade level, and above grade level.
9. Grouping: Identify grouping that will be used for your lesson to support your students’
learning needs.
II.
INSTRUCTION
A. Opening
1. Prior Knowledge connection: Explain how this lesson will connect to what the students
already know. Why is it meaningful?
2. Anticipatory Set: This is your introduction. It should be an activity to get them excited
about the learning….
B. Learning and Teaching Activities (Teaching and Guided Practice):
I do…
Students do…
Differentiation
This is where you put the
This is where you put the
1. Teaching strategy
step by step directions of
step by step directions of
for those below
what you will teach. This
the students will do during
level/ELL:
should be so detailed;
the lesson. This should be
anyone could teach it. Use detailed and match up to
2. Teaching strategy
a numbered list for each
the numbered list in your
for those above
step.
“I DO” section.
grade level:
3. Activity for those
that finish early:
4. Teaching strategies
for 504s, and IEPs
will be followed
III.
ASSESSMENT
1. Summative Assessment: How will you assess the students have mastered the
lesson content?
Running head: Week 6 Lesson Plan
2. Differentiation:
a. Assessment accommodations for those below level/ELL:
b. Assessment accommodations for those above grade level:
c. Activity for those that finish early:
d. Assessment accommodations for 504s, and IEPS will be followed
according to instructional plan
3. Closure: Explain how you will conclude the lesson by:
a. Explain how students will share what they have learned with others. How can
they apply this?
b. What are some questions you can ask students to ensure students understand the
concept and close the lesson?
4. Homework: Include an activity to build the home/school connection.
Reflection
•
How did your lesson incorporate student experiences, cultures, and community
resources?
•
How did you differentiate the instruction and instructional materials in order to meet the
needs of all students?
4
Parental
Involvement
Yes
At grade level
Med
Yes
Low
No
Med
Yes
At grade level
Low
No
At grade level
At grade level
Med
Yes
One year
below grade
level
At grade level
Low
No
Arturo
Yes
Low
SES
Hispanic
Male
No
Tier 2 RTI for
Reading
Grade
level
Bertie
No
Low
SES
Asian
Female
No
None
Grade
level
Beryl
No
Mid
SES
White
Female
No
NOTE: School
does not have
gifted program
Grade
level
Brandie
No
Low
SES
White
Female
No
Tier 2 RTI for
Math
Grade
level
At grade level
Dessie
No
Mid
SES
White
Female
No
Tier 2 RTI for
Math
Grade
level
Grade level
Diana
Yes
Low
SES
White
Female
No
Tier 2 RTI for
Reading
Grade
level
One year
below grade
level
Donnie
No
Mid
SES
African
American
Female
No
Hearing Aids
Grade
level
Eduardo
Yes
Low
SES
Hispanic
Male
No
Tier 2 RTI for
Reading
Grade
level
One year
below grade
level
One year
above grade
level
Two years
above grade
level
© 2016. Grand Canyon University. All Rights Reserved.
One year
below grade
level
One year
below grade
level
Internet
Available
at Home
Math
Performance
Level
Reading
Performance
Level
Low
Age
At grade level
Other
No
IEP/504
Med
Gender
At grade level
Ethnicity
Socio-economic
Status
English Language
Learner
Student Name
Class Profile
Enrique
No
Low
SES
Hispanic
Fatma
Yes
Low
SES
Frances
No
Francesca
No
Fredrick
No
Ines
Jade
Grade
level
One year
above
grade level
At grade level
At grade level
Low
Yes
At grade level
Low
No
One year
above grade
level
Low
Yes
At grade level
At grade level
Med
Yes
At grade level
At grade level
High
No
Two years
below grade
level
One year
below grade
level
Two years
below grade
level
One year
below grade
level
One year
above grade
level
One year
above grade
level
Very
High
No
Low
No
High
Yes
Med
Yes
At grade level
At grade level
Med
Yes
At grade level
Two years
above grade
level
Low
Yes
One year
below grade
level
One year
below grade
level
Male
No
Tier 2 RTI for
Reading
White
Female
No
Tier 2 RTI for
Reading
White
Female
No
Diabetic
White
Female
No
None
Low
SES
White
Male
Learning
Disabled
Tier 3 RTI for
Reading and
Math
Grade
level
Grade
level
One year
above
grade level
No
Low
SES
Hispanic
Female
Learning
Disabled
Tier 2 RTI for
Math
Grade
level
No
Mid
SES
African
American
Female
No
None
Grade
level
At grade level
No
High
SES
White
Male
Emotionally
Disabled
None
Grade
level
At grade level
Lolita
No
Mid
SES
Native
American/
Pacific
Islander
Female
No
None
Grade
level
Maria
No
Mid
SES
Hispanic
Female
No
NOTE: School
does not have
gifted program
Grade
level
Kent
Mid
SES
Low
SES
Grade
level
© 2016. Grand Canyon University. All Rights Reserved.
Internet
Available
at Home
Parental
Involvement
Other
None
Math
Performance
Level
IEP/504
No
Reading
Performance
Level
Gender
Female
Mid
SES
Age
Ethnicity
Socio-economic
Status
English Language
Learner
Student Name
White
No
Emma
Parental
Involvement
At grade level
Med
No
No
None
Grade
level
At grade level
At grade level
Med
Yes
No
None
Grade
level
One year
above grade
level
At grade level
Med
Med
Female
No
None
Grade
level
At grade level
At grade level
Med
Yes
White
Male
No
Allergic to
peanuts
Grade
level
One year
above grade
level
At grade level
Med
Yes
Mid
SES
White
Male
No
None
Grade
level
At grade level
At grade level
Med
Yes
No
Mid
SES
White
Male
No
None
Grade
level
At grade level
Med
Yes
Wayne
No
High
SES
White
Male
Learning
Disabled
Tier 3 RTI for
Math
Grade
level
High
Yes
Wendell
No
Mid
SES
African
American
Male
Learning
Disabled
Tier 3 RTI for
Math
Grade
level
Med
Yes
No
Mid
SES
No
NOTE: School
does not have
gifted program
One year
below
grade level
Low
Yes
Male
No
None
Grade
level
Low
SES
Nick
No
Low
SES
White
Male
Noah
No
Low
SES
White
Male
Sharlene
No
Mid
SES
White
Female
Sophia
No
Mid
SES
White
Stuart
No
Mid
SES
Terrence
No
Wade
Yung
Asian
Male
One year
below grade
level
One year
below grade
level
Two years
above grade
level
© 2016. Grand Canyon University. All Rights Reserved.
One year
above grade
level
Two years
below grade
level
Two years
below grade
level
Two years
above grade
level
Internet
Available
at Home
Math
Performance
Level
None
One year
above grade
level
Age
No
Grade
level
Other
Yes
IEP/504
Med
Gender
At grade level
Ethnicity
Reading
Performance
Level
Socio-economic
Status
English Language
Learner
Student Name
At grade level
White
No
Mason
Purchase answer to see full
attachment
1
Economics Lesson Plan
Name
Grand Canyon University: ELM-350
Date
Running head: Week 6 Lesson Plan
2
College of Education Lesson Plan Template
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
I.
Planning
1. Lesson Summary and Focus: In a few sentences, summarize the lesson.
2. Classroom and Student Factors: Describe the important classroom factors from the
class profile (ELL, 504s, those below level, SES, etc.), and the impact of those on the
lesson
3. Standards/Objectives: Identify the standard used. Be sure to include the strand, cluster,
and standard(s) (click here to view them).
4. Specific learning target(s) / objectives: After the lesson the students will be able to….
5. Teacher Notes:
a. Clarify where this lesson plans in a unit of study. Is it a beginning lesson? Review
lesson, or somewhere in the middle of a unit?
b. Put your 10 questions here that you will ask during the lesson.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
6. Formative Assessment: Please describe what formative assessment you will use
7. Academic Language
a. Key Vocabulary: Be sure to list the key content vocabulary you will use and how
you will teach it
Running head: Week 6 Lesson Plan
3
b. Academic Language Key Functions: Explain why students need to know those
vocabulary term
c. Academic Language Key Forms: How will students demonstrate they understand
the meaning of the academic language terms?
8. Materials, Equipment, and Technology: List all materials, equipment, and technology
you will use. Please provide more detail for the technology that will be used to engage
and support students who are below grade level, at grade level, and above grade level.
9. Grouping: Identify grouping that will be used for your lesson to support your students’
learning needs.
II.
INSTRUCTION
A. Opening
1. Prior Knowledge connection: Explain how this lesson will connect to what the students
already know. Why is it meaningful?
2. Anticipatory Set: This is your introduction. It should be an activity to get them excited
about the learning….
B. Learning and Teaching Activities (Teaching and Guided Practice):
I do…
Students do…
Differentiation
This is where you put the
This is where you put the
1. Teaching strategy
step by step directions of
step by step directions of
for those below
what you will teach. This
the students will do during
level/ELL:
should be so detailed;
the lesson. This should be
anyone could teach it. Use detailed and match up to
2. Teaching strategy
a numbered list for each
the numbered list in your
for those above
step.
“I DO” section.
grade level:
3. Activity for those
that finish early:
4. Teaching strategies
for 504s, and IEPs
will be followed
III.
ASSESSMENT
1. Summative Assessment: How will you assess the students have mastered the
lesson content?
Running head: Week 6 Lesson Plan
2. Differentiation:
a. Assessment accommodations for those below level/ELL:
b. Assessment accommodations for those above grade level:
c. Activity for those that finish early:
d. Assessment accommodations for 504s, and IEPS will be followed
according to instructional plan
3. Closure: Explain how you will conclude the lesson by:
a. Explain how students will share what they have learned with others. How can
they apply this?
b. What are some questions you can ask students to ensure students understand the
concept and close the lesson?
4. Homework: Include an activity to build the home/school connection.
Reflection
•
How did your lesson incorporate student experiences, cultures, and community
resources?
•
How did you differentiate the instruction and instructional materials in order to meet the
needs of all students?
4
Parental
Involvement
Yes
At grade level
Med
Yes
Low
No
Med
Yes
At grade level
Low
No
At grade level
At grade level
Med
Yes
One year
below grade
level
At grade level
Low
No
Arturo
Yes
Low
SES
Hispanic
Male
No
Tier 2 RTI for
Reading
Grade
level
Bertie
No
Low
SES
Asian
Female
No
None
Grade
level
Beryl
No
Mid
SES
White
Female
No
NOTE: School
does not have
gifted program
Grade
level
Brandie
No
Low
SES
White
Female
No
Tier 2 RTI for
Math
Grade
level
At grade level
Dessie
No
Mid
SES
White
Female
No
Tier 2 RTI for
Math
Grade
level
Grade level
Diana
Yes
Low
SES
White
Female
No
Tier 2 RTI for
Reading
Grade
level
One year
below grade
level
Donnie
No
Mid
SES
African
American
Female
No
Hearing Aids
Grade
level
Eduardo
Yes
Low
SES
Hispanic
Male
No
Tier 2 RTI for
Reading
Grade
level
One year
below grade
level
One year
above grade
level
Two years
above grade
level
© 2016. Grand Canyon University. All Rights Reserved.
One year
below grade
level
One year
below grade
level
Internet
Available
at Home
Math
Performance
Level
Reading
Performance
Level
Low
Age
At grade level
Other
No
IEP/504
Med
Gender
At grade level
Ethnicity
Socio-economic
Status
English Language
Learner
Student Name
Class Profile
Enrique
No
Low
SES
Hispanic
Fatma
Yes
Low
SES
Frances
No
Francesca
No
Fredrick
No
Ines
Jade
Grade
level
One year
above
grade level
At grade level
At grade level
Low
Yes
At grade level
Low
No
One year
above grade
level
Low
Yes
At grade level
At grade level
Med
Yes
At grade level
At grade level
High
No
Two years
below grade
level
One year
below grade
level
Two years
below grade
level
One year
below grade
level
One year
above grade
level
One year
above grade
level
Very
High
No
Low
No
High
Yes
Med
Yes
At grade level
At grade level
Med
Yes
At grade level
Two years
above grade
level
Low
Yes
One year
below grade
level
One year
below grade
level
Male
No
Tier 2 RTI for
Reading
White
Female
No
Tier 2 RTI for
Reading
White
Female
No
Diabetic
White
Female
No
None
Low
SES
White
Male
Learning
Disabled
Tier 3 RTI for
Reading and
Math
Grade
level
Grade
level
One year
above
grade level
No
Low
SES
Hispanic
Female
Learning
Disabled
Tier 2 RTI for
Math
Grade
level
No
Mid
SES
African
American
Female
No
None
Grade
level
At grade level
No
High
SES
White
Male
Emotionally
Disabled
None
Grade
level
At grade level
Lolita
No
Mid
SES
Native
American/
Pacific
Islander
Female
No
None
Grade
level
Maria
No
Mid
SES
Hispanic
Female
No
NOTE: School
does not have
gifted program
Grade
level
Kent
Mid
SES
Low
SES
Grade
level
© 2016. Grand Canyon University. All Rights Reserved.
Internet
Available
at Home
Parental
Involvement
Other
None
Math
Performance
Level
IEP/504
No
Reading
Performance
Level
Gender
Female
Mid
SES
Age
Ethnicity
Socio-economic
Status
English Language
Learner
Student Name
White
No
Emma
Parental
Involvement
At grade level
Med
No
No
None
Grade
level
At grade level
At grade level
Med
Yes
No
None
Grade
level
One year
above grade
level
At grade level
Med
Med
Female
No
None
Grade
level
At grade level
At grade level
Med
Yes
White
Male
No
Allergic to
peanuts
Grade
level
One year
above grade
level
At grade level
Med
Yes
Mid
SES
White
Male
No
None
Grade
level
At grade level
At grade level
Med
Yes
No
Mid
SES
White
Male
No
None
Grade
level
At grade level
Med
Yes
Wayne
No
High
SES
White
Male
Learning
Disabled
Tier 3 RTI for
Math
Grade
level
High
Yes
Wendell
No
Mid
SES
African
American
Male
Learning
Disabled
Tier 3 RTI for
Math
Grade
level
Med
Yes
No
Mid
SES
No
NOTE: School
does not have
gifted program
One year
below
grade level
Low
Yes
Male
No
None
Grade
level
Low
SES
Nick
No
Low
SES
White
Male
Noah
No
Low
SES
White
Male
Sharlene
No
Mid
SES
White
Female
Sophia
No
Mid
SES
White
Stuart
No
Mid
SES
Terrence
No
Wade
Yung
Asian
Male
One year
below grade
level
One year
below grade
level
Two years
above grade
level
© 2016. Grand Canyon University. All Rights Reserved.
One year
above grade
level
Two years
below grade
level
Two years
below grade
level
Two years
above grade
level
Internet
Available
at Home
Math
Performance
Level
None
One year
above grade
level
Age
No
Grade
level
Other
Yes
IEP/504
Med
Gender
At grade level
Ethnicity
Reading
Performance
Level
Socio-economic
Status
English Language
Learner
Student Name
At grade level
White
No
Mason
Purchase answer to see full
attachment
Categories: