Planning Instruction Diverse Learners PDF

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Kayleigh Mazza ELM 200 Professor Nancy July 5, 2020

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 Lesson Activity Multiple Intelligence Theory Interpersonal Students will have the chance to sit in small groups of 3-4 people. Intelligence The students will have a deck of picture cards that go in a certain sequence. Each student will choose a card and explain what they believe is happening on that card. They will then work together putting the picture cards in order of how they think it should go. If someone disagrees they will have to explain why and provide proof as to why they disagree. This is an example of Interpersonal Intelligence because students are encouraged to work together, listen to one another, and rely on each other to figure out the specific order that the cards go in. (Bedwell, Fiore, S. M., & Salas, E. 2014). Intrapersonal Intelligence After the class goes through the group activity the students will have an individual assignment in order to practice their understanding even more. Students will have to work on their own plot line while using their prior knowledge from the group activity in order to complete this assignment. They will be asked to write specific vocab words and notes that go with the story. They will only have a certain amount of time to complete this assignment before it is turned in to the teacher.

Logical-Mathematical Intelligence

This assignment practices Intrapersonal Intelligence because it encourages the students to stay on task, have confidence in what they are doing and motivates (Chen, J. Q., Moran, S., & Gardner, H. 2009) them by being timed. Students are less likely to become distracted because this assignment is timed. The students will watch a movie in class from “Moana.” They will be asked questions that follow the video in order to make sure that they understand what is going on. What did Moana think her job was? What caused her to take a boat? Who was she to defeat? What did Maui not want to help? Why did Moana want to quit her voyage to defeat Tafitti? What did Taffiti grant Moana and Maui at the end? What was the title Moana was given at the end of the movie?

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Visual-Spatial Intelligence

Musical Intelligence

Bodily-Kinesthetic Intelligence

Naturalist Intelligence

This specific activity meets logical-mathematical intelligence because it was given to help strengthen the students understanding of what was going on during the movie. The students are pressed to answer the “why” as well as explain what is going on during the film. Students need to be able to answer the why while sequencing what happened at the same time. When students are asked about specific points they are more likely to understand what they are learning. (Khodadady, E., & Dastgahian, B. D, 2013). Students are given a bag and told to collect different real-life items. These items will be used to tell a story without being able to tell the story themselves. Once all items are collected the teacher will ask the student to infer what part of the story is being told by the real-life item that is being shown. Visual-spatial intelligence is being met through this activity because the students are given the opportunity to comprehend images based on real life items. Students will be asked to act out the movie “Moana” as a class. They will all be given a role and need to act out that character. The student will go around using different voice tones in order to clarify what is happening during the specific part of the story line. By using different tones, we will be able to tell if the character is happy, angry, sad or afraid. By imitating the characters in the movie, students will meet the guidelines of musical intelligence. Rhythm is creative when students are listening to their peers imitate the characters of the movie. My class will be asked to act the movie “Moana” out as a whole class. They will all be given a role and need to act out that character by using different body language and motions in order to portray the character. Students will be practicing bodily-kinesthetic intelligence by acting like the characters in the movie. The students are using body language and motions in order to recreate the story line. By moving students are learning better. To demonstrate naturalist intelligence, students will be asked to use a picture map. Each student will draw 6 boxes on a sheet of paper. In the first box the student will draw the introduction and include the who, when and where pf the story. The second box the student will discuss the conflict. In box three the student will be drawing what is causing the rising action and in box four they will put the conflict of the story. In boxes 5 and 6 the students will draw the falling action and the resolution of the story. By drawing a picture map, students are understanding the naturalist

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Verbal-Linguistic Intelligence

intelligence because there will be naturalist drawings in their boxes in order to tell the story. Students will be placed into 7 groups and will be given a part of the story line and need to explain what they think teach of these story vocabulary words are. Exposition, conflict, rising action, climax, falling action, and resolution will be gone into detail in each group. After each group has a chance to share their answers the class will open up about discussion for any disagreements that might of happened. If there is a disagreement, the student will have to have evidence to back up their reasoning. Verbal linguistic intelligence is taught during this activity because students are taking notes while sharing ideas with their classmates. The prior vocab lessons will help students understand what each part of the story line is supposed to be explain and having disagreements help the students deepen their understanding.

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References Chen, J. Q., Moran, S., & Gardner, H. (2009). Multiple intelligences around the world. John Wiley & Sons. Bedwell, W. L., Fiore, S. M., & Salas, E. (2014). Developing the future workforce: An approach for integrating interpersonal skills into the MBA classroom. Academy of Management Learning & Education, 13(2), 171-186. Khodadady, E., & Dastgahian, B. D. (2013). Logical-mathematical intelligence and its relationship with English language proficiency. American Journal of Scientific Research, 90, 57-68.

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