Instructional Strategies used to Differentiate Whole Class Instruction:

Below are instructional strategies write-up pulled directly from some of my lesson plans from this
semester

Poetry Lesson:
The teacher will use an anchor chart to teach and discuss fluency as a whole group. Students will work in
pairs. Students will collaborate and give each other feedback when practicing their fluency in pairs.
Students will work on their fluency by role playing and changing their voice when they read.

Valentines Day Math Lesson:

During the lesson we will have whole group instruction as well as stations where they will have the
choice of working in small groups, with a partner, or on their own. Students will be having mathematical
conversations throughout the whole class period. Students will be working with manipulatives during the
whole class instruction and they will be collaborating with their peers on how to solve the advanced
division problem. After teacher asks a question to the whole group, think time will be given to allow
everyone a chance to answer. During the stations students will be writing, brainstorming, moving around,
and using manipulatives. Students will also have the support from their peers during the station work.
During the stations there will be a countdown timer projected onto the whiteboard so that students can
manage their time at each station.

Teacher Work Sample Lessons

Figurative Language Lesson 1:

During this lesson, students will play a Kahoot game that will help them review and reflect on what they
know about figurative language. Students will also fill out the K and W of their KWL chart, which will
help them recognize what they already know about figurative language. Students will participate in a
whole group discussion. Students will watch an informational and entertaining video to help introduce
figurative language concepts. During all of these activities, students will be introduced to figurative
language vocabulary.

Figurative Language Lesson 2:

At the beginning of this lesson, in a whole group setting, the teacher will introduce the topics using
anchor charts. The teacher will also ask students questions and give them cues as necessary to help
deepen their thinking and comprehension. Students will work with a partner on one of the activities.
Students will also work in small groups to fill in their notebooks. At the end of this lesson, students will
reflect on and self- assess their learning.

Figurative Language Lesson 3:

During this lesson, students will be introduced to personification with an anchor chart. Students can use
the anchor chart whenever they need to throughout this lesson. Students will watch two short clips from
movies and commercials that use personification. Students will discuss what was personified in the clips.
As a class, we will go through the first five questions in their figurative language packets, then with a
partner students will finish as many other questions as they can in the allotted time. After finishing the
worksheet, students will create their own examples of personification. At the end of the lesson, students
will review what they learned and self-assess their learning.

Figurative Language Lesson 4:

The teacher will introduce the new concepts by using a anchor chart. Students will share/listen to their
peers give examples of the concepts used correctly. Students will watch videos that give examples of the
concepts used in daily life. In this lesson, students will work in small groups and apply what they know
in stations. In the stations, students will be participating in engaging activities related to the new
concepts. One of the stations will have a hands on element. Students will also have the chance to show
what they know during individual work in their n otebooks.

Figurative Language Lesson 5:

The teacher will introduce the new concept by using an anchor chart. Students will practice in their
notebooks. This work will be individual and then students will have the opportunity to review their
answers with a partner. Students will then create a correct example of a hyperbole on a sentence strip
with a buddy or individually (choice) and then act out their hyperbole. This activity will help students
connect a movement to the definition of hyperbole. Students will also self-assess at the end of the lesson.

Figurative Language Lesson 6:

Students will be introduced to idioms by the use of an anchor chart. The anchor chart will be hung in the
room in a place where all students have access to it when necessary. Students will be working in small
groups when they are making their individual mini posters. Students will have a chance to share their
work with the class and have a discussion about each idiom.

Figurative Language Lesson 7:

During this lesson, students will participate in a whole group discussion. They will also participate in a
teamwork-based review game. Students will have conversations about the seven different types of
figurative language. Students will review all their learning during a Kahoot game. Students will fill out
the last part of their KWL chart. Students will self-assess and teacher assess at the end of the lesson.

Homophones Lessons:
Teacher will have students reflect on what they know or remember about homophones. Teacher will
create an anchor chart with students. On the anchor chart there will be a definition of homophones and
homographs with examples of common words under each category. This anchor chart will be hung in the
classroom so students can reference it whenever necessary. Students will also participate in an activity
with their peers to help practice applying and solidify their understanding of the new content.

Math Lesson:
Throughout this lesson, students will work in whole groups, small groups, and with a partner. Students
will also receive support and guidance during this lesson from myself, their peers, my mentor, and the ed
tech. Students will use their personal whiteboards (Smarties) during the concept development part of this
lesson. After the concept development, students will work on a worksheet to practice the new concepts.
Students are encouraged to work with and collaborate with their peers while working on the worksheet. If
students would like more guidance and explanation they can stay and work on the worksheet with me on
the rug. Students will also have a chance go to a math work station, where they will have math
conversations with their peers. Students get to choose what math station they want to work at today. At
the end of the lesson, students will discuss and reflect on their learning, as well as self-assess their current
comprehension of fractions.

Math Lesson:
Students will participate in a review session at the beginning of class. Students will have the opportunity
to turn and talk with a partner about fractions. Teacher will teach new concept using examples and
visuals. Students will practice the new concept independently or with a partner. Students who would like
more support will receive that with myself and/or the ed tech on the rug. Students will have math
conversations while at the math station of their c hoice. Students will reflect on and self assess their
learning.