ELM 200-D-T4-Planning-Instruction-Diverse-Learners PDF

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Planning Instruction for Diverse Learners Sample Lesson Plan Name: Trisha Allen Grade/Topic: 6th Grade ELA Lesson Name: Plot Diagram National/State Learning Standard: Arizona’s English Language Arts Standards – 6th Grade 6.RL.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. Academic Language: Exposition, conflict, rising action, climax, falling action, resolution, plot, plot diagram Specific Learning Targets/Objective: Students will be able to identify story elements of a fable and defend why they would be defined as exposition, conflict, rising action, climax, falling action, and resolution. Anticipatory Set: Students will watch a brief video that introduces a plot diagram through the Disney movie “The Lion King.” Throughout the video, students will be asked if they can identify other favorite movies (or books) that contain a coinciding element of the plot diagram. Students will use these examples later on in the lesson. Multiple Means of Representation: Define vocabulary and provide specific examples of these terms in various books, fables, and or movies. Explain that as a story progresses, characters’ actions generally follow a predictable format. Using an example of a recent animated blockbuster movie, have students identify the different aspects of the plot diagram. Multiple Means of Expression: Students will diagram the plot of a short fable using vocabulary from the lesson. Students will defend their rationale on the provided diagram sheet.

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Differentiating for Diverse Learner Multiple Means of Representation: Define vocabulary and provide specific examples of these terms in various books, fables, and or movies. Explain that as a story progresses, characters’ actions generally follow a predictable format. Using an example of a recent animated blockbuster movie, have students identify the different aspects of the plot diagram. Howard Gardner’s Multiple Intelligence Theory Interpersonal Intelligence

Lesson Activity

The students will be asked to prepare an “Interview Questionnaire” about the story. Then they will need to interview three to four classmates and annotate their answers. Then they should analyze and recognize other students way of thinking. This activity meets the Interpersonal Intelligence by encouraging the students to interview their classmates and comprehend their way of thinking. They will get “the ability to recognize and understand others people moods, desires, motivations and intentions” (Edutopia, 2013).

Intrapersonal Intelligence The teacher will ask the students to answer questions prompts about the story. Questions like: What was the story about? What was the problem of the story? How was the problem solve in the story? What do you like about the story? What do you think about the characters? Describe the characters of the story. Once, they finish answering the questions they should give the answers to the teacher. This activity meets the Intrapersonal Intelligence by giving the child the opportunity of telling their personal point of view about the story and process their thoughts. This will help the child to be “aware of one’s own feeling, motives and desires” (Ormrod & Jones, 2018). Logical-Mathematical Intelligence

Divide the students in groups of five. They will be asked to create a timeline of the story events. They will need to write down the story events and put them in order and write a short description of each event. This activity meets the Logical-Mathematical Intelligence by encouraging the students to think logically and analyze the story events. This will give the students “the ability to reason logically” (Ormrod & Jones, 2018).

Visual-Spatial Intelligence

The teacher will be assigning the students to find pictures that represent a part of the story plot and make a collage. Each student will have to present their collage to the class and depending on the visuals they should identify what part of the plot is in being shown. © 2018 Grand Canyon University. All Rights Reserved.

This activity meets the Visual-Spatial Intelligence by encouraging the students to comprehend the story based on pictures. “They use their artistic abilities to design and create…” (Elementary Assessments, 2020). Musical Intelligence

Divide the students in groups of four to six. Ask them to write a song or compose a melody about the story. They can use any instrument or sound effects to help compose the melody and use any rhymes to help with the song writing. Working as a group will open them to more ideas, and they can divide the work. This activity meets the Musical Intelligence by encouraging the students to the “ability to create, comprehend and appreciate music” (Ormrod & Jones, 2018). Some students process information with music and sounds. “Musical intelligence enables individuals to produce and make meaning of different types of sounds” (Edutopia, 2013).

Bodily-Kinesthetic Intelligence

The teacher will assign the class to create an acting performance (play) of the story. They will need to choose who is interpreting the main character of the story, secondary and extras. They should also design costumes and create the scenario for the play. Then perform it in the classroom or at the School Theater. This activity meets the Bodily-Kinesthetic Intelligence by encouraging the students to “the ability to use one’s body to create products or solve problems” (Edutopia, 2013).

Naturalist Intelligence

The students will be asked to identify objects, patterns, weather and nature of the story. They can answer questions like: Where is the story happening? How was the weather of the story? Are there any animals in the story? Do you think nature is important in the story and why? This activity meets the Naturalist Intelligence by encouraging the student to be more aware about the environment and nature of the story. They will have “the ability to recognize patterns in nature” (Ormrod & Jones, 2018).

Verbal-Linguistic Intelligence

Divide the students in groups of six. Each group will prepare an oral presentation where they will talk important keys about the story. Each student will have to find one of the following: exposition, conflict, rising action, climax, falling action and the resolution. They will need to have evidence to support their ideas/answers. Each group needs to put all the information together. Each student of every group will

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share their ideas, thoughts and answers with the class during the oral presentation. This activity meets the Verbal-Linguistic Intelligence by encouraging students to the “ability to use language effectively” (Ormrod & Jones, 2018). Preparing an oral presentation will help the students to analyze information in order to prepare speeches.

References: Big List of Multiple Intelligence Activities for the Elementary Classroom. Elementary Assessments. (2020). https://elementaryassessments.com/multiple-intelligencesclassroom/. Multiple Intelligences: What Does the Research Say? Edutopia. (2016). https://www.edutopia.org/multiple-intelligences-research. Ormrod, J. E. & Jones, B. D. (2018). Essentials of educational psychology: Big ideas to guide effective teaching (5th ed.). Upper Saddle River, NJ: Pearson.

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