Lesson Planning Form for Differentiating Instruction Education 305

Teacher
Grade level and theme
Lesson

Annnaliese Vander Baan and Lauren Newhuis

2nd Grade

Thread/crossover Public DiscourseConclusion

I. Objectives
What is the main focus of this lesson?
The main focus of this lesson is make students aware of the public discourse within the recycling community. Students will
become aware that there are issues even within the recycling community and that sometimes there are disagreements. Students will
decide whom in the recycling community they want to write a letter too. Students are given the decision-making opportunity through
this letter.
How does this lesson tie in to your Big Idea
This lesson ties into the Big Idea for our unit plan because students are voicing their own ideas and opinions about the recycling club.
They are able to make connections to the issues that they have already learned about in the recycling community. They are working
on acting constructively to further the public good.
What are your objectives for this lesson? (Students will be able to.) Indicate connections to applicable national or state
standards (glces). Indicate themes from any threads addressed in this lesson (ex-Geography-human environment interaction)
P4.2 Citizen Involvement
Act constructively to further the public good.
1.) K P4.2.1 Develop and implement an action plan to address or inform others about a public issue.
2.) K P4.2.2 Participate in projects to help or inform others.
3.) K P3.1.3 Compare their viewpoint about a classroom issue with the viewpoint of another person.

II. Before you start

Prerequisite knowledge and skills.
What are you assuming they know
or have already done.
Assessment
(formative and summative)

Key vocabulary for this lesson

(include key concepts from
individual threads ex- economicsopportunity cost etc)

Materials-what materials (books,

handouts, etc) do you need for this
lesson and do you have them?

Opportunities for differentiation

They will be using their previous knowledge from the past lessons taught. Students will look
back on the pros and cons of the whole recycling unit and will be able to apply that to this
lesson. Students will already know the basic format of how to write a letter.
Summativethe entire lesson is a summative assessment because this is the last lesson in the
unit and it shows if the students grasped the concepts and materials at hand. The students will
show their understanding through the pros and cons posters.
Opportunity cost
Recycling
Reuse
Piggery
Disposal

Poster paper
Markers
Pencils
Letter format sheets
Lined paper
Envelopes
Multiple means of representationthe students will hear the information verbally, see it
physically on the poster boards. The students have the opportunity to write their own pros and
cons, this focus on their senses and touches.

III. The Plan

Time
Parts
Motivation
(Opening/
Introduction/
Engagement)
Development

Closure

The description of (script for) the lesson, wherein you describe teacher activities and student
activities
-Have you ever written a letter to anyone?
-Letters can be very helpful tools when you are trying to express yourself or trying to tell something about
an issue

-Today we are going to focus on the cons and pros of recycling within our school community. We want to
make our friends in the school aware about what we have been learning throughout the unit. Each of you
will have the opportunity to write a letter to a teacher, friend, or principal in our school about recycling.
-We will start off by listing the pros and cons about recycling within our school community first.
-Point to the poster boards on the white board and show that there are two headingsPros and Cons
-Can anyone list some pros of recycling in our school? What our school does well?
-Can anyone list some cons of recycling in our school? What our school could work on?
-Tell students that once they have one pro and con they make walk up the board and write that down under
the appropriate heading.
-Once all students have listed their pro and con and made it back to their seats, talk to students as a large
group about the things written.
-Move into the introduction of writing a letterShow the example of a letter format on the Elmo projector
-Hand out the worksheet format of the letterWalk with students through this format grid starting with 1
and moving to 5. Walk around during each box to be sure students understand.
1.) Students fill in the box of who the letter is to in the school
2.) Students fill in the box of what thing our school does well with recycling
3.) Students fill in the box of what our school needs to work on with recycling
4.) Students fill in the box of they are going to work on continuing their recycling in the schooltheir
actions (i.e. recycling milk bottles, paper, plastic, etc.)
5.) Students fill in the box of who the letter is from
-Once the whole box grid has been filled out, pass out the lined letter paper
-Students then move the information from their boxed grid paper to the lined letter paper.
-Walk around the room to be sure each student in transferring their information into the letter
-Once students are finished they may put their letters in the envelopes and write who the letter is too on
the front of the envelope.
-As a class we will drop off the letters to our peers, teachers, principal, etc.
-We will regroup and talk about our letters as a large group