Sample Differentiated Unit Plan Part 1: General Plan

Sample Differentiated Unit Plan Part 1: General Plan

Running Head: SAMPLE DIFFERENTIATED UNIT PLAN 1 1

SAMPLE DIFFERENTIATED PLAN 1 9

Sample Differentiated Unit Plan Part 1: General Plan

Student Name

Liberty University

Unit: Comment by Lee, Lisa P.: Include a description of the Unit.

The Differentiated Unit Plan that will be developed during this course is designed for the unit theme of Geography. The focus will be on maps. Fifth grade students will view and identify various maps, from world maps to state maps. Students will be able to recognize similarities and differences between the maps, as well as the uses for each type of map.

Mathematics also ties into this unit. Students will use rulers, measuring inches in whole and fraction form, to find distances on maps and create map legends. Students will create a map, using proper measurements, as the culminating assignment.

Class: Comment by Lee, Lisa P.: The class description should be thorough and include an ESL student and at least one student with a disability.

Description of the Class: The fifth grade class of twenty students at Grover Washington Jr. Middle School is comprised of nondisabled students, as well as students who receive special education supports and services. The ten students who receive special education supports and services range in disabilities.

Anyae, who is a nine year old girl, has been diagnosed as having Autism. She is able to participate in an inclusion setting without any disruptions. She is on a third grade mathematics level and is very eager to learn. Anyae aims to please and feels proud when she grasps a new concept. Though Anyae has become close with two girls in the class, she has difficulty socializing with her classmates. Shareef, who is a ten year old boy, has been diagnosed as having a Learning Disability. He struggles with reading and is functioning on a second grade reading level. Shareef enjoys making others laugh and always has a smile on his face. English is a Second Language for Eric. He speaks Spanish within his home and with his extended family members and friends. He understands a few English words and uses visual cues for further comprehension. He has become friends with another Spanish speaking student in the class who helps interpret for him. In addition to receiving ESL support, Eric has been diagnosed with a reading Learning Disability. Due to the language barrier, his reading fluency and comprehension are below grade level. Kervin, a ten year old boy, has been diagnosed with an Emotional Disorder. He has difficulty socializing with peers and becomes easily aggressive. When Kervin is frustrated or upset, he has difficulty focusing on a task. He is functioning on grade level academically. Amir, a nine year old boy, has been diagnosed with a Learning Disability. He struggles in math, reading, and writing. Though Amir participates in an inclusion setting, he loves to learn in a small group. He has shown improvement, becoming more comfortable participating in whole group lessons. Amir becomes frustrated easily and needs constant encouragement from the teacher.Fatou is a nine year old girl who has been identified as having a Learning Disability. She struggles in both reading and mathematics. She also receives ESL services. She speaks French in her home. She understands and can speak English, however her difficulty with the language is writing. William, a ten year old boy diagnosed with ADHD, enjoys making others laugh and is very caring. He has difficulty focusing and following classroom norms. William works well in small group and requires constant praise. Dasia, a nine year old girl, is diagnosed with a Learning Disability, with a deficit in mathematics. She is able to grasps new concepts when broken down step by step and struggles with basic skills. Dasia is functioning below her grade level. She enjoys being the teacher’s helper and is very social. Denijsha, a ten year old girl, is diagnosed with ADHD. While she is eager to learn, she has difficulty focusing at times. She has difficulty following classroom norms and displays disruptive behavior when she is off task. Denijsha is functioning one year below grade level in math. Quadir is a ten year old boy diagnosed with an Emotional Disturbance and ADHD. He struggles with focusing and responsibility. He understands concepts in class, however has difficulty completing assignments at home. When he becomes upset, he walks out of class and becomes physical with others. Due to these behaviors, he is functioning two years below grade level.

Unit Planning:

Subject 1 : 5th Grade Social Studies: Geography Comment by Lee, Lisa P.: Describe your first subject.

SOL VS 1.i Analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events. Comment by Lee, Lisa P.: Include the SOL for your first set of lessons.

Day Objective Teacher Instructs Guided Practice Independent Practice Assessment/Evaluation
1 Given a model of a globe and a map, students will differentiate between maps and globes and explain their uses with 80% accuracy. KWL – What is a map” What is a globe? What do we use them for? Why are they important? Show students real examples of maps and globes. Compare and contrast the two using a Venn Diagram. Students will color a picture of a map and a picture of a globe. They will glue labels identifying each as well as facts that makes them unique. Explain the uses of maps and globes on a venn diagram.
2 Given a North America Map, students will locate their country, city, and state on a map with 80% accuracy. What is the name of the place where we live? Is it the name of our city, state or country? Students will outline map of the US in red. Locate Pennsylvania, outlining it in purple. Philadelphia will be located with a green dot. Students will glue labels identifying city, state, and country (with correlating names) onto their maps. Students will be asked the name of our country, city, and state identifying the biggest to smallest.
3 Given a sample neighborhood in a story, students will compare and contrast their neighborhood with the book character’s, including 3 ways they are alike and 3 ways they are different. Read a story about a boy who lived in New Jersey, in the city of Camden…. Complete a T-Chart comparing where the boy lives to where we live based on locations on the map. Students will complete a chart identifying that Olney Ave. is in the neighborhood called North Philly, in the city of Philadelphia, in the state of Pennsylvania, in the country called the United States of America. Students will list 3 similarities and 3 differences between their neighborhood and the book character’s neighborhood.
4 Given a blank map, students will create a map using map symbols, including references to land, water, cities, and roads on a quiz with 80% accuracy. What are symbols? Why would they be important to use on a map? Students identify symbols through a matching activity. Students draw symbols for water, mountains, trees, street and house on their maps. Students will create a map using specific map symbols.
5 Given a map with a compass rose, students will use cardinal directions on maps to answer at least 4/5 questions. How can we use a map to help us with directions? Cardinal Directions Game! Students will stand and move in the direction the teacher say aloud. Students will add a cardinal rose to their maps. Students will answer 5 questions using a compass rose and map.

Documents/ Forms for Subject 1: Comment by Lee, Lisa P.: Include sample items to be used with your lessons.

Sample Images shown to students:

Comment by Lee, Lisa P.: Examples of assignments and resources that could be used with the units in the plan are to be uploaded as part of Unit Plan 2.

Blank map to be used throughout the unit

Name: _________________________________

Street

Neighborhood

City

State

Country

Name: ________________________

VOCABULARY MATCHING

DIRECTIONS: Write the letter of the definition next to the vocabulary word.

_____ Map a. The directions of north, east, south, west
_____ Globe b. The part of the map that tells what the shapes mean
_____ Symbol c. A round model of the earth
_____ Cardinal Directions d. A drawing the shows what places look like from above and where they are loc
_____ Map Legend/Map Key e. The part of the map that shows the cardinal directions
_____ Compass/Compass Rose f. A picture or thing that stands for something else

Name: _____________________________

MAP QUIZ

On the map:

· Outline the country we live in with purple

· Outline the state in which we live in blue

· Create a Map Legend

· Create a Compass Rose

Documents/ Forms for Subject 2:

Name: _________________________________

MEASUREMENT ACTIVITY

Directions: What would you use to measure the following?

1. Textbook ______________

2. Width of pencil ______________

3. Height of cabinet ______________

4. Length of your foot ______________

5. Height of door ______________

6. Diagonal of desk ______________

7. Width of room ______________

8. Calculator ______________

9. Your height ______________

10. Distance from our room to Ms. Barnes’ room _____________


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