Capstone C/Revamp Lesson/Personal Thoughts

Revamped Differentiated Lesson Plan: Capstone C

Amanda Wilson
Marygrove College

Capstone C/Revamp Lesson/Personal Thoughts

Revamped Differentiated Lesson Plan: To Kill a Mockingbird

In our teaching environment today, highly diverse classrooms are current and
implementing differentiated instruction allows teachers to plan purposefully so we can
meet the individual needs of all of our students. The instruction may sound unique but it
makes the challenge of reaching all learners easier by providing teachers with a wide
array of practical activities for the differentiated high school classroom. As Heacox
(2009) states, when teachers effectively differentiate instruction, there is a continuous
flow in the processes of teaching, learning, and assessment (p.1). Based on my
understanding of differentiation strategies and constructivism I was able to revamp a
lesson used in the past with the unit To Kill a Mockingbird to implement differentiation as
a means to improve to student learning check for understanding.
Within the basis of differentiation, I used the readiness level approach and was
able to direct that all students would be actively involved and were the makers of
meaning and knowledge on the foundation of the constructivism approach. I feel that
using the readiness level method for my lesson is beneficial to all students to see where
they are at after finishing the novel. By checking for the understanding and tapping into
prior knowledge with focusing in on racism, the jury system, and trials within todays
news will allow me to see how well they interpreted the book before completing their
final assessment. Also, by creating a whole group instruction on mini-demonstrations and
modeling of literary elements will also give me a better understanding (readiness level
checks) to see where all students meet with the literary elements involved before going
ahead with the individual final assessment.

Capstone C/Revamp Lesson/Personal Thoughts

Constructivism comes into play with involving students on the learning process and
allowing them to be the makers of meaning and knowledge with the themes and main
ideas described with the novel. I am also able to lead them with questions and future
activities (final tiered assessment project) to discover. As Tomlinson (2010) states, to
grow academically, students must work consistently with tasks that are sharply focused
on essential knowledge, understanding, or skills and that are a bit too difficult for their
current level of readiness (p.16). Plus, with the refurbished lesson that I have created
with other colleagues does allow students to have a support system in the form of
peers/and or teachers who will help surmount this difficulty and emerge from the task (or
sequence of tasks) at a new and more advanced readiness (Tomlinson, 2010, p. 16). In
the end, creating a lesson at each students readiness level will work well to check for his
or her understanding and creating constructivism is vital for every student to recognize
they mean something within each lesson or unit taught.
Furthermore, students are preparing to enter a world in which colleges and
businesses are challenging more than ever before. Now to confirm all students are ready
for success after completing grades K-12, the Common Core Standards are set to
establish clear, reliable guidelines for what every student should know and be able to do
in English language arts from kindergarten through 12th grade. Common Core focuses on
developing critical-thinking, problem solving, and diagnostic skills. The lesson that I
have revamped covers all of these focus areas and meets all Common Core Standards
involving writing, speaking, and listening.

Capstone C/Revamp Lesson/Personal Thoughts

Students will be writing a literary analysis, give an oral presentation, and listen to other
classmates for peer evaluations, which Common Core Standards will be demonstrated. As
Heacox (2009) states, using methods of differentiation is all about working within the
framework of your states standards or provinces goals (p.6) and all of the skills
presented above meet with my state framework standards. Throughout the unit all
students will be aware of their learning goals and be informed on what they will Know,
Understand, and Be Able to Do (Heacox, 2010, p. 6). They will be able to know
elements of plot structure such as setting, characterization, and resolution of conflict.
Next, they will be able to understand and analyze the elements of literature in order to
explore the context. Lastly, they will be able to write and present upon how the elements
of characters, setting, and plot are essential to the novel, To Kill a Mockingbird. Common
Core Standards and KUDos provide a way for teachers to measure student progress
throughout the school year and ensure that students are on the pathway to success in their
academic careers.
Additionally, while revamping the lesson to center it on differentiation, I was able
to use the method of tiered assignments. This technique will also help collect evidence in
order to use as an assessment to see that students were able to achieve the outcomes in
the tiered assignment tactic. As Heacox (2009) states, tiered assignments are teacherprescribed learning activities that are specifically designed to respond to differences in
readiness, interests, or learning preferences [and] are the most prescriptive, learnerresponsive, and sophisticated strategy for differentiation (p.85).

Capstone C/Revamp Lesson/Personal Thoughts

Plus, you can tier assignments by the challenge level of each student. I was able to create
3-tiered assignments for my lesson, which included levels that would pertain to all
students and their readiness level, which I was able to assess throughout the unit and with
the discussion and modeling in the lesson revamped. In each tier, students will choose
either one or two activities to complete with the focus on characterization, one or two on
setting, and lastly one or two on plot. All of these activities will help meet the needs for
all students, they are appealing to the 9th grade level, and it gives students the opportunity
to choose what they would like to do by feeling empowered on decision making. For the
assessment and to evaluate that all student achieved in the learning outcome (KUDos) I
created two rubrics based on their reflections in the writing process and also their oral
presentation. This will give me a check for their understanding and to see how well they
were able to know, understand, and be able to reach their common core standards for this
given unit. All in all, Heacox (2009) makes a great point of how the total learning
experience for all students comes from bringing the tiers together (86). I personally feel
this lesson will indeed show that all students will succeed.
To conclude, after researching and being up to date with differentiation strategies
and constructivism, I feel the lesson I have renovated will indeed improve student
learning and is a great approach to using all students readiness levels. After spending a
great deal of time with other colleagues to make sure the lesson also encompassed student
engagement it was great to implement the 3 tiered assignment to fit in with the Common
Core and KUDos technique. In the teaching world today, we will have highly diverse
classrooms and it is imperative for all teachers to implement differentiation at its finest in
order to meet all student-learning needs.

Capstone C/Revamp Lesson/Personal Thoughts

Also, educators want the successful outcome of all students achieving the learning
goals set for the unit covered!

Capstone C/Revamp Lesson/Personal Thoughts

References
Heacox, D. (2009). Making differentiation a habit: How to ensure success in
academically diverse classrooms. Minneapolis, MN: Free Spirit Publishing.
Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated
classroom. Alexandria, VA: ASCD.