Differentiated Instruction Lesson Plan

*BOLD text indicates added revisions to lesson

Readiness
I.

Goals/Objectives/Standards
a. Goal Students will learn that Israel and the Palestinian Territories are home
to Jews and Arabs who continue to struggle over the regions land.
b. Objective Students will gain knowledge about the history, current Israel,
and the Palestinian Territories of Israel:
1. Israels history includes the ancient Hebrews and the creation of
the nation of Israel.
2. In Israel today, Jewish culture is a major part of daily life.
3. The Palestinian Territories are areas within Israel controlled partly
by Palestinian Arabs.
c. Standard
IAS- 7.1.18- Identify and describe recent conflicts and political issues
between nations or cultural groups.
IAS- 7.3.12- Identify current trends and patterns of population distribution
in selected countries of Africa, Asia, and the Southwest Pacific.
NCSS- Thematic Standard: III- People, Places, and Environments, VIndividuals, Groups, and Institutions
Disciplinary Standard: 1- History, 2- Geography

II.

Anticipatory Set
a. Bell Ringer:
http://my.hrw.com/ss2/ss06_07_08/teacher/osp/wg_east_in/data/unit02/chap0
8/sec03/belltrans.pdf
i. Review Section 2 Unscramble
ii. If You lived there

III.

Purpose
a. The students will learn about the history and present of Israel, along with the
Palestinian Territories through several activities and some reading.

IV.

Management
a. Students will sit in their seats and answer questions when they are asked.
b. Students will be divided into groups and participate in their group.
c. I will walk around room to make sure students are staying on task.
d. Students will sit quietly and listen during movie.

Instruction
V.

Lesson Presentation
a. Bell Ringer- 7 mins.- Review word unscramble, If You lived there
b. Interactive Reader- 20 mins.- Attached section summary reading/questionspg. 63&64 in workbook
c. Video- 5 mins.- Israel map throughout history
d. Challenge Activity- 3 mins.- Activity on bottom of workbook pages
e. Video- 5 mins.- Conflict in Jerusalem
f. Review- 2 mins.- Key Terms/Vocab-powerpoint slide of terms
g. Quiz- 10 mins.- Post-Test for mini-TWS

VI.

Guided Practice
a. Interactive Reader- Students will read a summary over the section in groups of
4. Along with the reading are questions that we will go over together at the
end.
i. Read the key terms and places on top of the interactive reader

VII.

Closure and Check for Understanding

a. Post-Test/Quiz over key terms and vocab words

VIII.

Independent Practice/Extending the Learning

a. Answering Questions with Interactive Reader

IX.

Technology
a. Smartboard- Used to show powerpoint slides, do activities
b. Ipads/Textbooks/Workbooks- Used to read the interactive reading
c. Powerpoint- Used to do bell ringer

Adaptations/Accommodations
X.

Remediation
a. Print powerpoint/resources out for the students who may need it.

XI.

Enrichment
a. Give students Chapter 8 Section 3 Assessment to do from the textbook.
b. Ask students extra questions about the reading.

XII.

Inclusion

a. Give the students with IEPs or ELL a notes sheet that summarizes the section
read.
b. Give students with IEPs or ELL more individual time enunciating important,
difficult words to them.
Evaluations
XIII.

Student Learning
Formative Assessments- Chapter Quiz
Summative Assessments- Unit Test/Project

XIV. Teacher Effectiveness

a. How many students achieved the objective? For those that did not, why not?
I would say that three-fourths of the students achieved the objective of this
lesson. Overall, there was an increase in quiz grades. This is where I am
getting my answer from. There were still some students who did not do well
on the quiz though, so not everyone achieved the objective.
b. What were my strengths and weaknesses?
When reflecting on this lesson, I feel like I am well organized, do a great job
of using many different instructional strategies, connect with students well,
and do a good job of keeping students engaged. My weaknesses are behavior
management, because I never know how stern to be especially since it isnt
my classroom. I also could do better at giving instructions more clearly when
doing activities, for example, the group learning activity. The group learning
activity also could have been a weakness, but I really just wanted to try it out
to see how it would go.
c. How should I alter this lesson?
Today, I was a little risky. I tried to do some group learning by putting the
students in groups with their row and do an interactive reader activity. I think it
was successful, but could have been run smoother. If I could, I would figure out a
way to make it run more smoothly. Like I said, I really just wanted to try it out. I
figure that I am still in practicum so it is a good place to try some different
instructional strategies.
d. How would I pace it differently?

I wouldnt pace it much differently. With middle school aged students they need
to be constantly moving to keep them engaged and their attention focused, so I
did a fairly good job of doing that. If I taught the lesson again, I would make sure
that something big would still be happening every 8-10 minutes.
e. Were all students actively participating? If not, why not?
Yes, they sure were. In their groups there were some students who didnt want to
read, so that may have hurt participation a little bit, but overall, they were for sure
participating.
f. What adjustments did I make to reach varied learning styles and ability levels?
I put the students in groups hoping that they would help each other out. I also
used a variety of instruction that would appeal to many multiple intelligences. I
used visual, linguistic, intrapersonal, interpersonal and maybe a little bit of
logical.
g. Blooms Taxonomy
h. Gardners Multiple Intelligences