Differentiated Cooperative Lesson Plan Renee Choiniere EDU 387 Professor William Breton 4/23/2 !

3 This Differentiated Cooperative Lesson Plan was created to accommodate Sasha , a student with learning disabilities. She has very poor reading skills. Despite her poor reading skills, Sasha learns well when material is presented orally and en oys interactive, hands!on activities. Sub ect" #$nterdisciplinary" Technology #%Literacy% &rt#% Social Studies Dates" '%()%)*(+ , (*%+(%)*(+ -nit of Study" .rowing in a .lobal Community "#mmar$ of Unit% The directive of the unit is to broaden students awareness of .lobal Community, .lobal technology and .lobal responsibility. This particular set of lesson plans emphasi/e Social Science, Technology , Literacy and &rt. This unit can be used to address multiple sub ect areas . The unit places particular emphasis on developing collaboration and group participation , enhancing communication across genres and e0pansion of multi!media artistic skill and technological literacy . The plan is devised to work in computer stations. 1$t can be worked with printed handouts with the e0ception of on!line interactive games, slide show creation and blogging. .ames can be done with one computer per classroom and assigned times. Slide show creation can substituted using in class poster creation and blogging can be done in ournals with read aloud pairing response.2 Computer aspects of plan have been created and published at "http"%%www.growinginaglobalcommunity.com% .

"tandards% C&ss "tandards Litera&$ "pea'in( and listenin( "tandards ! and ) Comprehension and Colla*oration !. 3ngage electively in a range of collaborative discussions 1one!on!one, in groups, and teacherled2 with diverse partners on grade 4 topics, te0ts, and issues, building on others5 ideas and e0pressing their own clearly. +. Come to discussions prepared, having read or studied re6uired material7 e0plicitly draw on that preparation by referring to evidence on the topic, te0t, or issue to probe and reflect on ideas under discussion.

B, 8ollow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. C, Pose and respond to specific 6uestions with elaboration and detail by making comments that contribute to the topic, te0t, or issue under discussion. D, 9eview the key ideas e0pressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. ). $nclude multimedia components 1e.g., graphics, images, music, sound2 and visual displays in presentations to clarify information. +rt "tandards -is#al +rts % .rade / :. Creation, Performance, and 30pression ! ;isual &rts" Students create, e0press, and communicate through the art discipline. :( <edia Skills Students choose suitable media, tools, techni6ues, and processes to create original art works. :) Composition Skills Students use 3lements of &rt and Principles of Design to create original art works that demonstrate different styles in paintings, three dimensional ob ects, drawings from imagination and real life, and a variety of other media and visual art forms.. 0E1" 1e&hnolo($ "tandard 2 Comm#ni&ation and Colla*oration 2, Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. +, $nteract, collaborate, and publish with peers,e0perts, or others employing a variety of digital environments and media B, Communicate information and ideas effectively to multiple audiences using a variety of media and formats C, Develop cultural understanding and global awareness by engaging with learners of other cultures D, Contribute to pro ect teams to produce original works or solve problems =b ectives" $ncrease awareness of Community on three levels :ase 1home2 Community, Local Community, .lobal community. $ncrease skills in .roup collaboration. $ncrease vocabulary Develop skills and e0pand knowledge of techni6ues pertaining to )d art "o&ial "t#dies "tandards +2 and +2a 1a'in( +&tion Usin( "o&ial "t#dies 2no3led(e and "'ills

&.). Performance $ndicator" <aking Decisions -sing Social Studies >nowledge and Skills Students make individual and collaborative decisions on matters related to social studies using relevant information and research and discussion skills. &.).a. .rade Level 30ample" Contribute e6uitably to collaborative discussions, e0amine alternative ideas, and work cooperatively to share ideas, and individually and collaboratively develop a decision or plan. "#((ested Boo' List #sed prior to lesson % Tight Times by :arbara Shook ?a/en Lives Turned Upside Down: Homeless Children in Their Own Words and Photographs by @im ?ubbard The Kid's Guide to o!ial "!tion: How to olve the o!ial Pro#lems $ou Choose%"nd Turn Creative Thin&ing into Positive "!tion by :arbara &. Lewis 't's Our World( Too): $oung People Who "re *a&ing a Di++eren!e: How The, Do 't % How $ou Can( Too) by Phillip < ?oose and Pete Seeger Kids with Courage: True tories "#out $oung People *a&ing a Di++eren!e by :arbara &. Lewis -eal Kids( -eal tories( -eal Change: Courageous "!tions "round the World by .arth Sundem " Kids' Guide to Hunger . Homelessness: How to Ta&e "!tion) :y Cathryn :erger >aye <.&. Doing Good Together: /0/ 1as,( *eaning+ul ervi!e Pro2e!ts +or 3amilies( !hools( and Communities by @enny 8riedman Ph.D. 1&uthor2, @olene 9oehlkepartain The Giving 4oo&: Open the Door to a Li+etime o+ Giving by 3llen Sabin 1P93 Lesson $ntro to Collaboration , working in groups " AB minutes http"%%lessons.ato/teacherstuff.com%C4%teamwork% 1see attached plan below2

Performan&e 4*5e&tives 6 4*5e&tives sho#ld *e stated in *ehavioral terms7 detailin( st#dent e8pe&tations as a res#lt of the lesson, 1he$ sho#ld not onl$ indi&ate 3hat sho#ld *e learned7 *#t also ho3 the learnin( 3ill *e assessed, +s s#&h7 the$ sho#ld *e meas#ra*le and serve as the fo&al point of the lesson, 9o&#s on 3hat $o# 3ant the st#dents to LE+R0,

&ccomodation" The books above can be read to student in form of audio book or by utili/ing peer pairing read aloud. There are also many short films that may be used in their place with similar themes. http"%%www.nbcnews.com%video%nightly!news%A''B(()(DA''B(()( Lesson created as end of the year plan to build on prior knowledge and develop ability to put concepts into action. Choosing a smaller number of books for this lesson would offer more time for comprehension and reading skill development. -se images 1 gathered 2 or drawings to supplement blogging entries for language impaired students . Photo or image essay concept. &ctive learner would benefit from presentation portion of plan. These students could keep photographic ournal using disposable camera of group progress . <aterials" &rt Supplies " crayon , marker , paints, maga/ines 1photo centric $%3 Eational

.eographic 2 glue paper scissors ?ondouts" Collaboration rules , http://lessons.atozteacherstuff.com/76/teamwork/ Teamwork lesson for learning to work together. Pay and Play verification form, 9ubric @ournalling supplies 1 notebook , pens2 Disposable camera , classroom computer online capability 1 &ccess to powerpoint or similar online slideshow program $%3 &nimoto 2 9esources" +&&ompan$in( We* Pa(e :http%//333,(ro3in(ina(lo*al&omm#nit$,&om/inde8,html

Lesson ! 1itle" Fhat is a CommuinityG Fho is in my home base communityG <inutes

Time H*

&ssignment and &ctivities" :reak class into groups no larger than 4 students. 3ach lesson in the series will contain .roup Discussion, $ndependent Friting &ssignment and an $ndependent &ction &ssignment. See &ccompanying Feb Page 1http"%%www.growinginaglobalcommunity.com%inde0.html2 Teacher will create Feb Page or use 1http"%%www.growinginaglobalcommunity.com%inde0.html2

Start each class with corresponding page from web site. 3ach group sits before a computer and follows guidelines on page. -sing knowledge from previous reading assignments students will engage in discussion to establish understanding of the most personal inner circle of community. They will make individual and collaborative decisions regarding the bounderies of individual community. They will use the survey form on page one to engage prior knowledge. Class !% .ro#p Dis&#ssion " Fhat is Community G Fho is in my immediate community 1my home2 G ?ow do they contribute to my life G Fhat needs are met and by whomG Fho pays the bills, buys the food, cares for the membersG ;ndependent Writin(%Frite a short paragraph about the people in your immediate community that shows me you understand their importance in your life. 1offer e0ample2

;ndependent +&tion Draw a picture or create a visual representation of your choice 1collage, sculpture, diorama2 of the people in your immediate community. People in my home . $nstruct students on use of :log.4!H line paragraph written response for blog. .oals" . Students will engage electively in a range of collaborative discussions in groups, and teacher led with diverse partners to enhance awareness of the concept of global community. Students will be able to work in group following rules of eti6uette. Students will follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed in preparing slideshow for presentation. . Students will -se Photographic techni6ues of layering , placement, composition and balance to create aesthetically acceptable slideshow presentation. Develop cultural understanding and global awareness by engaging with learners of other cultures through use of pre!established online games in 1teacher chosen2 online global communities.

3valuation" .lobal &wareness 9ubric " Created by students to include elements of standards. Eotes" $f you feel slide show is to complicated use http"%%freepostermaker.com% and create posters instead. This Lesson Plan can be e0panded to include multiple standards . $t is created to lend itself to e0pansion across sub ect matter. =ther sub ects might include geography , social studies 1 history of poverty2, math 1 budgetary ;alues2 , science 1dietary values2 .

Students will learn how to work in groups. =b ectives" I Students will be able to define teamwork. I Students will work together to brainstorm +%A words that teamwork means to them. I Students will develop three or four positive guidelines for working in a group together. <aterials" I <arkers I :ristol :oards Lesson Plan" &nticipatory set" Eame teams in your city or region. 130amples" Eame the Toronto &rgos, :lue @ays, <aple Leafs and 9aptors.2 &sk the class what they have in commonG They are all teams. Fhat does it mean to be a teamG To be able to work together to succeed. Fe review what it means to succeed and have goals. &ctivity" P&9T ( Put students in group with piece of paper and marker. 3ach group is to brainstorm + to B words that mean teamwork to them. 1B minutes2 .o over some of the words on the front board. P&9T ) 3ach group is to come up with their own definition of teamwork , in a sentence or two what does team work mean to them. 1(* minutes2 .o around the class ask each group to read their definition. P&9T + 3ach group will come up with three guidelines for working in groups which will help all groups succeed. 1B minutes2 .o around class reading rules. P&9T A

3ach group will trace their hand on the piece of paper and put their name in it. 3ach group will put their definition of team work on the bottom of the :ristol board. P&9T B The boards will be placed on a wall in the room. They are colorful and look great when parents or administrators come into the roomJ Teamwork means we have to be able to work together to share a common goal. Comments" This lesson should take AB minutes to an hour. $t is a great way to get students working together. -se different color markers and :ristol board. They look great in the classroom , class made postersJ :y" 9.L, .rade 4 Teacher 1Peer &ssist when necessary2

=n classroom wall " 9ules of Collaboration. (. 9espect others ). Listen to understand and avoid interrupting others +. 9esist the temptation to put words into another person5s mouth A. :e clear and concise B. &void side conversations while someone else has the Koor 4. <aintain an open and positive attitude C. :e open and non!defensive about your own ideas H. Switch seats during breaks '. 3veryone needs to participate (*. Turn off cell phones and pagers and put them on vibrate