Professional Documents
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Use of this differentiated lesson plan is designed to help you develop skills and attitudes about thoughtful,
inclusive lesson plan design. A great deal of critical thinking and detail will provide evidence of your thinking and
understanding of inclusive design practices. This lesson plan template utilizes principles of universal design and
differentiated planning to include ALL children in classroom activities.
Essential Objective:
Expected Objective:
Enrichment Objective:
Hold flannel piece nicely, listen for their part in the story, and place their piece on the flannel board
Procedure:
What is the sequence of your activity: (describe your introduction, procedure and closure for this activity)
a. Introduction: Engage and Explain (use a visual or other creative attention getter):
I will call over the children to the carpet for circle time and have my book out for them
to see what were reading about.
Differentiated Lesson Plan 2011
1. Instructional Strategies: (Describe what specific teacher cues, prompts, and strategies or
techniques will be used to facilitate the development of the skills you identified as areas of
emphasis in your objectives; how will you scaffold and support the childrens learning of those
skills)?
- Encourage each child to bring their piece up to the board
- Remind the child what piece they have by giving a hint
2. Behavioral Considerations: (what behavioral strategies will you use to keep children engaged)?
- I will explain what happens if they dont pay attention to the story
- If the children are doing something else, not following along, I will take their piece away
until they are ready
3. Individualized Support for Target Children ( describe specific support and adaptations you will
make for individual children:
- I will give the children praise for listening to the story and following directions
- I will help children who need help with their piece
Note: Describe specific children to keep in mind during this lesson. This could include children who
represent the academic, behavioral and/or social range of learners in your class (e.g., struggling, average,
high performing) and should include children who may have a disability, who are English language
learners, or those who may require special attention during the lesson. Use initials when referring to these
children to ensure confidentiality.
Section 4: Reflection
Section 5: Evaluation
Cooperating Teacher Evaluation:
Section 4: Reflection 0 1 2 3 4 5