missgeigley.files.wordpress.com€¦ · Web viewName: Miss MarJanita . Differentiated Unit Plan 2. Date: December 20, 2017. Unit Plan 1. Differentiated Unit Plan Part 1: Form

Differentiated Unit Plan

Name: Miss MarJanita

Differentiated Unit Plan 2

Date: December 20, 2017

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Unit Plan 1DIFFERENTIATED UNIT PLAN PART 1: FORM

Unit Description: The Harlem Renaissance will be the unit theme for this differentiated unit plan. In the subject of History, the focus will be on Jazz Music, Duke Ellington, Langston Hughes, and Aaron Douglas. The sixth-grade students will learn about the values, principles, and emotions behind the Harlem Renaissance as well as the people who contributed to it and helped drive it through music, art, and writings. The subject of Science will also be addressed by using core elements from the music and art of the Harlem Renaissance to integrate within the study of atoms and compounds. Students will be able to correctly identify atoms and their particles, read the periodic table of elements, understand how elements combine, and figure out what elements and compounds make up the world around them.

Class Description: Within the sixth-grade class at _________, a private Christian school, there are sixteen students. Six of the students would be considered average students, while there are ten students with learning disabilities, handicaps, or other challenges. Maria is thirteen, and has recently joined our classroom after moving from Puerto Rico. Her English is very limited, but she is a hard worker and dedicates herself to learning. Her learning ability is at the sixth-grade level, but her limited English hinders her from learning as fast as her classmates. Her parents have agreed to extra tutoring, so Maria is able to always complete her assignments on-time and in excellence. Kevon, who is twelve-years old, suffers from partial paralysis to his lower body after an accident seven years ago. He uses a wheelchair and thus needs special seating arrangements and wider access to the library and computer lab within the classroom. He is a bright student however and puts the energy from his limited physical abilities into his cognitive ones, thus he often is ahead of his class. Brianna, who is also twelve-years old, suffers from social shyness and awkwardness. She recently moved to the school after coming from a school where she was often bullied. She usually will not answer questions in class and does not like to participate in collaboration projects. She is especially intimidated by loud classmates. Because of her past experiences, her educational level is at a fifth-grade level. Shane, who is thirteen-years old, has been diagnosed with a Learning Disability in reading comprehension. Although his analytical and mathematical skills are at a sixth-grade level, his reading ability is at a fourth-grade level. If classmates read something aloud to him, he can understand and process the selection; however, if he is required to read a selection, he will not be able to figure out what he just read. Tersha, a twelve-year old at the sixth-grade level of learning, has a hearing device. The teacher is required to wear a special microphone which communicates with her device. She cannot tolerate loud noise and often loses ability to concentrate if the room is not silent. Rennie, a twelve-year old, has emotional difficulties due to his parents’ recent divorce. He often loses his temper when he gets frustrated or does not get his own way. Although he is not physically violent, he has been verbally violent in the past to a few of his classmates. He will also often break classroom rules and policies. At the beginning of the year he was at the sixth-grade level, but now has fallen behind about four months behind the rest of the class in all subjects. Mike is constantly moving and fidgeting. He will often hum to himself or make noises during class time without realizing it. After talking to his parents about his difficulty in concentrating, he was evaluated and diagnosed with ADHD. He has a caring heart for his classmates, but becomes frustrated by his own inability to stay on task and to find his assignments. He is at a sixth-grade level in most of the subjects, but is at a fifth-grade level in reading and mathematics. Angela is only ten, but she is easily at the sixth-grade level and beyond. Her classmates readily accept her, although there are a few that are jealous of her giftedness. She often finishes assignments far ahead of the other students and becomes bored during class time. Cheyanne, an eleven-year old, loves to invent things and to make projects with her hands. She often does well in her studies, except in reading

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which is at a fourth-grade level. She has been diagnosed with a Learning Disability in this area, and her mother, who is often working, does not have time or money to help her in the evenings. Lastly, Brian has been declared legally blind in one eye and uses special glasses most of the time. He can see enough to get by most of the time, but small print or darkly-lit screens cause difficulties for him. His academic level is at the sixth-grade level however.

Subject 1/ Topic: 6th Grade HistoryState Standards/SOL: USII.6 The student will demonstrate knowledge of the social, economic, and technological changes of the early twentieth century by

c) examining art, literature, and music from the 1920s and 1930s, with emphasis on Langston Hughes, Duke Ellington, Georgia O’Keeffe, and the Harlem Renaissance;

Day Objective Teacher Instructs Guided Practice Independent Practice Assessment/Evaluation1 Given a list of names and

terms, students will be able to correctly identify the ones associated with the Harlem Renaissance with 80% accuracy.

What is the Harlem Renaissance? What elements led to its start? Who were the key people who helped to drive it?

Students will work in collaborative groups to create and enact a short story that demonstrates the Harlem Renaissance.

Students will have time to pick a presentation to watch or a book to read that contains more information about the Harlem Renaissance.

Out of a list of terms, students will correctly identify the terms associated with the Harlem Renaissance with 80% accuracy.

2 Given examples of a variety of musical genres, students will be able to correctly identify Jazz Music with accuracy of 100%.

Watch a short clip of a jazz band. What genres did jazz originate from? What is improvisation?

Students will work in groups of twos and threes to complete a twelve-bar blues.

Students will write a short essay on what elements they like about jazz and what elements they possibly dislike.

Out of five examples played, students will correctly identify the jazz genre with accuracy of 100%.

3 Given a picture of Duke Ellington, students will “frame” the picture with four facts about him and score at least a 90% (based off a rubric).

Read a story about Duke Ellington. Students will break into two teams and see who can be the first ones to answer questions (from the reading) about Duke Ellington.

Students will complete a word-search about Duke Ellington.

Students will receive pictures of Duke Ellington which they will frame by writing four facts about him around the picture and score at least a 90% (based off a rubric.

4 Students will be able to memorize and recite “I, Too” by Langston Hughes with

Read some of Langston Hughes’ poetry. What do you think the poem, “I, Too”, means? What prompted

Students will work in groups to create poetry in a rhythm mimic of “I, Too”.

Students will create Powerpoint Presentations that embody what they

Students will memorize and recite “I, Too” by Langston Hughes with 80% accuracy.

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80% accuracy. Langston Hughes to write this poem? What is freedom? To whom does it belong?

interpret freedom to mean.

5 Students will match the correct questions to the correct answers on a worksheet about Aaron Douglas with 80% accuracy.

Show students “Let My People Go” by Aaron Douglas while reading about his life and vision for his people.

Students will find one other artwork piece by Aaron Douglas and read about it. They will then break into groups and share information about the piece with their group.

Students will create artwork that replicates the style and color theme of Aaron Douglas’ “Let My People Go”. Students will use an issue that is important to them for the topic of the artwork.

Students will match the correct questions to the correct answers on a worksheet about Aaron Douglas with 80% accuracy.

Subject 2/ Topic: 6th Grade ScienceState Standards/ SOL: Science 6.4 The student will investigate and understand that all matter is made up of atoms. Key concepts include a) atoms consist of particles, including electrons, protons,

and neutrons; b) atoms of a particular element are alike but are different from atoms of other elements; d) two or more atoms interact to form new substances, which are held together by electrical forces (bonds); g) a limited number of elements comprise the largest portion of the solid Earth, living matter, the oceans, and the atmosphere.

Day Objective Teacher Instructs Guided Practice Independent Practice Assessment/Evaluation1 Students will be able to

correctly identify the parts of an atom on a diagram with 100% accuracy.

Show illustration of atom on projector. What particles make up atoms? What is an electron? What is a proton? What is a neutron?

Students will discuss in groups about the people and events from the Harlem Renaissance are like electrons (negative), protons (positive), and neutrons (neutral).

Students will create atom replicas using Styrofoam balls.

Students will be able to correctly identify the parts of an atom on a diagram with 100% accuracy.

2 Students will write essays about how atoms make up the world around them with 80% accuracy.

Watch a movie presentation that shows how atoms make up matter.

Students will experiment with Jazz music moving the water to show atom movement.

Students will read literature to further research atoms and matter.

Students will write essays about how atoms make up the world around them with 80% accuracy based off of a rubric.

3 Students will create their own periodic table of elements

Give handouts of the periodic element. Use demonstration of mixing primary

Students will write a poem together in groups of threes

Students will paint the periodic tables that they

Students will copy the periodic table of elements with 100%

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with 100% accuracy. paint colors to resemble elements combining. What do you think the columns represent? What do you think the rows represent? Read story about how the periodic table of elements was developed. What do you think happens when elements combine?

and fours in the style of “I, Too” about periodic elements.

created. accuracy to create their own.

4 Students will correctly answer a matching worksheet with 90% accuracy.

What elements make up the Earth? Ocean? Atmosphere?

Students will break into discussion groups to discuss the picture and what elements would compose the varied materials present in the piece.

Students will pick three assignments from the tic-tac-to menu to complete.

Students will answer a matching worksheet with 90% accuracy.

5 Students will be able to complete the quiz with 80% accuracy.

Review. Students will play “Around the World” as competitive review.

Students will study the week’s materials and assessments to prepare for the quiz.

Students will be able to complete the quiz with 80% accuracy.

Documents/ Forms for Subject 1:Lesson 1:

Assessment Piece Name: _______________________________________

Find the Terms Circle the terms and names that are associated with the Harlem Renaissance

New YorkJustin BieberCountryMathematicsPaul Laurence Dunbar

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Lee, Lisa P., 03/15/15,

Include sample items to be used with your lessons.


1811LiteratureSan FranciscoLangston Hughes1920Laura Ingalls WilderAaron Douglas1776JazzDuke EllingtonArtCountee CullenPrincess Kate

Lesson 2:

Group Assignment Piece (downloaded from http://d4u3lqifjlxra.cloudfront.net/uploads/appendix/asset/filename/76/12-bar-blues.jpeg)

Assessment Piece

Name: ______________________________ Find the Jazz There will be five songs played. Circle the number of the one that is a song from the Jazz genre.

1. Amazing Grace2. Let It Go3. Silent Night4. Rag Mop5. Twinkle Twinkle, Little Star

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Lesson 3: Ellington Word-Search Piece (downloaded from https://dryuc24b85zbr.cloudfront.net/tes/resources/11415293/image?width=500&height=500&version=1478542980106)

”Frame Ellington” Assessment (downloaded from https://s3.amazonaws.com/allaboutjazz/media/large/a/4/0/65ec271297e71ee8e333736565ae6.jpg)

Lesson 5:

“Let My People Go” Assignment (downloaded from https://images.metmuseum.org/CRDImages/ma/web-large/Aaron.Douglas.2014.jpg)

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Assessment PieceName: ___________________________________

Matching Draw a line to connect the question with the correct answer.

Where was Aaron Douglas born? Fisk What term is often used to describe Aaron Douglas? Kansas During what time of history was Aaron Douglas a popular artist? John F. KennedyWhat art element did he often use? Harlem RenaissanceAt what university did Aaron Douglas found an Art Department? Father of Black American ArtWhich President invited him to the White House? Murals and Silhouettes

Documents/ Forms for Subject 2: Lesson 1:

Atom Diagram to be used (downloaded from https://i.pinimg.com/originals/8f/b0/ed/8fb0ed8a728a1af402305acf8998c224.jpg)

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Lee, Lisa P., 03/15/15,

Include sample items to be used with your lessons.


Assessment PieceName: _____________________

Write the correct name in the bubble (electron, neutron, or proton).

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Lesson 3:

Periodic Table of Elements to be used for diagram and copying example for students. (downloaded from https://sciencenotes.org/wp-content/uploads/2015/01/PeriodicTableMuted.png)

Lesson 4:Tic-Tac-Toe Assignment (downloaded from https://daretodifferentiate.wikispaces.com/.../Rocks+and+Minerals+Tic+Tac+Toe.docx)Name: _______________________

Elements Tic-Tac-ToeDirections: Your goal is to win tic-tac-toe on the board below. By choosing three activities in a row, you will complete your assignment. Be sure to read the boxes

carefully and complete the assignment with attention to detail. Good luck!

Geography Connection:Research ten different

places in the United States that are rich in iron.

Create a map showing these ten places.

Writing Connection:Write a poem that

describes the benefits of oxygen in our world

today.

Reading Connection:Read one of three articles provided. After reading,

list five facts you learned.

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https://daretodifferentiate.wikispaces.com/.../Rocks+and+Minerals+Tic+Tac+Toe.docx


Math Connection:Order the elements of

sodium, hydrogen, oxygen, and chlorine from least to greatest as they appear in

the ocean.

FREE SPACE!Choose any activity to

complete with elements. Be sure to have teacher

approval first.

Art Connection:Using a variety of

materials, create and name your own element.

Include 3-5 sentences describing your element.

Music Connection:Write a song about

magnesium or nitrogen. Include a minimum of five

facts about the element.

Home Economics Connection:

Using the recipe provided, make a serving of “Dirt”

dessert.

Writing Connection:Picture yourself as the first person to discover the ocean’s elements.

Write a paragraph that describes this experience to us and tell us what you

learned.

Lesson 4:

Group Discussion Piece (downloaded from http://www.harlemhistory.org/wp-content/uploads/2014/02/map01.jpg)

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Assessment PieceName: ____________________________ Matching Worksheet Match the element bundles to the where they belong.

(oxygen, hydrogen, chlorine, sodium) Earth’s Core(iron, oxygen, silicon, magnesium) Ocean(oxygen, argon, carbon dioxide, nitrogen) Atmosphere

Lesson 5:

Quiz Assessment Piece (downloaded from https://d1uvxqwmcz8fl1.cloudfront.net/tes/resources/11187420/26767f0c-d983-495e-acfb-a494993d8521/image?width=1000&height=190&version=1451829295575)

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Accommodation 1 – Seating Chart

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Rationale for Classroom Arrangement:

The sixth-grade classroom has been especially arranged to account for the various learning needs and emotional needs of the students. The seats are placed in clusters of fours so that students can learn to work together and use their strengths to support others’ weaknesses. The first cluster is near the chalkboard so that Brian can easily see what is happening (because of his blind eye). Sammy and Tanner are both average students who can support Mike and keep him on focus. Mike is seated in this cluster so that his fidgeting due to his ADHD will not distract some of the shy and easily-distracted students. This cluster is also not near the centers and table so that Mike will not be distracted by extra noise and activity going on around those areas. The second cluster is near the rug and reading corner. The group of girls that sit here are kind and sweet. This is the perfect spot for Brianna who is often frightened by loud clasmates and is socially shy. This cluster is also near the chalkboard which works especially well for Tersha and her hearing device. Callie and Becka help to include both Brianna and Tersha socially and academically. The third cluster is the group near the centers. Since Cheyanne enjoys hands-on activities, she has close access to the activities at the centers. Angela is always up for a challenge, so she helps Maria with learning and understanding English, and Maria teaches her Spanish in turn. Victoria is a good student who is able to peer mentor Cheyanne who struggles with reading. The last cluster is near the teacher’s desk so that she has close access to assist them. From here, Kevon also has clear access to all areas of the room with his wheelchair. Darren is seated near Shane so that he can help him with his reading. Darren overlooks Shane’s learning disability, and they are best friends. Rennie is also seated beside Darren because Darren is one of the few classmates that he gets along with. There is an empty space behind him to give him room; however, he is still with a cluster so that he can learn to work together. The teacher has close proximity to Rennie so that she can easily control any behavioral problems. This clustering arrangement seems to work well for everyone in the classroom.

Accommodation 2 – Rewritten Text

Original Text:

One of the most significant figures in music history, Edward Kennedy "Duke" Ellington was born on April 29, 1899, in Washington, D.C. He began studying the piano at the age of seven. He started playing jazz as a teenager, and moved to New York City to become a bandleader. As a pianist, composer, and bandleader, Ellington was one of the creators of the big band sound, which fueled the "swing" era. He continued leading and composing for his jazz orchestra until his death in 1974.

Readability Level:8.2

Rewritten Text:Edward Kennedy “Duke” Ellington was born on April 29, 1899. He was born in Washington, D.C. He started to learn the piano at age seven. When he was a teenager, he started to play jazz music. Then he moved to New York City and became a bandleader. Duke also played the piano and wrote music. He helped to create the big band sound. This

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started the “swing” era. He wrote music and led his orchestra until he died in 1974. Today he is known as one of the most significant figures in music history. Readability Level:

4.3

Citation of the Text used:

(n.d.). Retrieved December 20, 2017, from http://teacher.scholastic.com/activities/ bhistory/history_of_jazz.htm

Accommodation 3:

Angela and Maria both have an ESL journal. Maria writes down new words that she learns each day, along with their definitions. This way she can look over it again at home and with her tutor. She also writes down words that she wants to learn in English so that Angela can help her with those. Angela then writes down new words that she learns in Spanish. Just like Maria, she also writes down the words that she wants to learn. Every time the girls learn 50 words, they receive a small piece of candy for a reward.

Evidence:

Downloaded from https://i.pinimg.com/originals/06/8a/90/068a907116054544c62398c3046d6a51.jpg . Downloaded from http://rilane.com/images/2016146/20-diy-mason-jar-ideas.jpg.

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https://i.pinimg.com/originals/06/8a/90/068a907116054544c62398c3046d6a51.jpg

http://teacher.scholastic.com/activities/


Accommodation 4:

The LD, ADHD, and ESL students greatly appreciate when the lectures are recorded so that they can go home and listen again to assignment details or parts they missed.This also helps parents and tutors who may be unsure about what was taught during the day and how they can reinforce it. Students can access the recorded lectures via a website link, or the teacher can download it to a cd or flashdrive.

Evidence:

Downloaded from http://www.ntu.edu.sg/cits/lsa/PublishingImages/managed_recording.jpg.

Accommodation 5: Mike uses a special checklist for assignments to help him stay on track and complete all his work. This is taped to a binder where he can organize all his completed work and assignments to hand in. This not only keeps him on track, but also helps him to avoid losing his work.

Evidence:

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Downloaded from https://i.pinimg.com/236x/08/4e/5d/084e5d92450ef643d8b0bf1569bad906--student-homework-planner-homework-planner-printable.jpg . Downloaded from https://www.thirtyhandmadedays.com/wp-content/uploads/2016/07/studentbinder5-650x927.png.

Accommodation 6:

Rennie, the teacher, and Rennie’s parents all have signed a behavioral contract. Rennie keeps a copy in his desk and the teacher keeps a copy in her desk. Every time Rennie breaks the contract, he loses a “point” from the jar on his desk. Every week that goes by without a broken contract adds a “point” to his jar. A full jar means he gets to pick a reward such as ice cream, extra recess, etc….

Evidence:

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https://i.pinimg.com/236x/08/4e/5d/084e5d92450ef643d8b0bf1569bad906--student-homework-planner-homework-planner-printable.jpg


Downloaded from https://www.freebehaviorcontracts.com/images/behavior-contract-1.png . Downloaded from http://www.myprimaryparadise.com/wp-content/uploads/2013/02/jarandfuzzies-1024x577.jpg.

Accommodation 7:

Brian uses a extra reading light on his desk and at the computer so that he can see more clearly to read and write.

.Evidence:

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https://www.freebehaviorcontracts.com/images/behavior-contract-1.png


Downloaded from https://ae01.alicdn.com/kf/HTB1UaGVKFXXXXaFapXXq6xXFXXX5/IMINOVO-Bedroom-Bedside-Lamps-Desktop-LED-Lamp-Flexible-Reading-Lighting-Student-Read-Tube-Extended-Gold-Work.jpg.

Accommodation 8:

The LD students, which are Shane and Cheyanne, who struggle with reading and comprehension have found the reading guides (also called reading strips) to be useful. These help them to keep their place while they are reading out of books. It also helps draw in their focus so they can comprehend more fully what they are reading.

Evidence:

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Downloaded from https://www.inprimetime.com/media/catalog/product/1/0/10805handusinggreenreadingguidestrip_3.jpg.

Accommodation 9:

Tersha struggles with sound because of her hearing device. Too much noise can hurt her ears and cause her to lose concentration. The teacher gives her headphones to keep in her desk that she can pull out to wear if group activities going on elsewhere in the classroom get too loud.

Evidence:

Downloaded from https://store.storeimages.cdn-apple.com/4974/as-images.apple.com/is/image/AppleInc/aos/published/images/H/LP/HLPE2/HLPE2?wid=445&hei=445&fmt=jpeg&qlt=95&op_sharpen=0&resMode=bicub&op_usm=0.5,0.5,0,0&iccEmbed=0&layer=comp&.v=1507158270169.

Accommodation 10:

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Since Brianna is shy and finds it hard to relate with her classmates, she keeps an “expressive” journal. Each day she writes down the name of classmate with which she had a conversation. She then can draw or paint a picture to express how it made her feel. Since Brianna enjoys art, this activity is able to help her understand her emotions better. She then writes down something brave that she did in class (such as volunteering for a project, speaking up in a group discussion, answering a question out loud, etc…). The goal is to do at least three brave things each week.

Evidence:

Downloaded from https://d1a6t1943usoj7.cloudfront.net/v1/4fc63dd9-5880-4720-9f6a-2e4a9304ee72/w756/1498603952336-20170531_11386_expressive_pages_journaling_the_everyday_judith_cassel_mamet42183.jpg.

Augmentative/Adaptive/Assistive Technology:

The augmentative/adaptive/assistive technology that will be used is the Ivona text-to-speech software program. This translates written words into speech; it also is available in multiple languages, making it especially useful for ESL and LD students.

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Downloaded from https://blueblots.com/wp-content/uploads/2011/06/3-ivona.jpg.

Communication with Others:

Communication is vital for success in the classroom. It is important to connect with other teachers who work with the sixth-grade students. This can be done through scheduled meetings and one-on-one briefings. Administration should also be kept informed of how the students are doing, what the needs in the classroom are, and how the teacher is differentiating to solve those needs. Meetings with parents are also critical so that they can be kept informed of how their children are doing and can be involved in the learning process to make it more successful..

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