Differentiating Lesson Plans to Meet Student Needs OBJECTIVE: Students will be able to use fine motor skills to make objects out of play dough and place small forms in different spatial orientations.
Kaci Russellにより
1. JoAnna is originally from Honduras and has recently moved to the United States with her parents and two siblings. She speaks Spanish fluently and understands some basic words in English. She has been placed in the English Language Learners program at the school where she practices English in a small group setting each day. JoAnna enjoys music class, singing and playing “Doggy, doggy, where’s your bone?” game during the morning meeting. JoAnna repeats information and directions of the teacher that shows her willingness to learn new concepts as well as the English language. JoAnna can tie her shoes but struggles to write her name.
1.1. * JoAnna should perform many activities described by Lev Vygotsky’s in sociocultural theory that focuses on the development of speech. Higher order functions are gained through social interaction. Thus, social interaction like games and activities that are played often with help students develop language and remember patterns, words and language to follow directions of specific tasks. * Visual cues can be shown as the teacher demonstrates how to pinch a pot or flatten the dough, for example. It is a good time to use the "I do", "We do", "You do", strategy. As the students hears and/or visually sees figures being made, it helps the brain to recollect how to construct certain figures later.
2. James’s family is originally from Brazil but they migrated to Washington, D.C. many years before James was born. He is equally fluent in both Spanish and English; and he can write his first name. He is interested in writing and drawing and also using Smart board to complete activities. During writing and drawing activities, James’s hands shake suddenly at times but he continues and he does not seem to be bothered by it.
2.1. The kinesthetic approach would allow James to exercise the muscle of his hand muscles. James could use tweezers to pick up small objects and transfer them in another container. As a game, two or more students race and first to transfer 20 (or selected number) wins. By completing this task, James is using his muscles to squeeze the tweezers and it helps strengthen his hand muscles. Using a tablet, James would benefit from using the "Writing Letters App" to trace letters directly on the screen of the tablet. He can demonstrate proficiency in this skill by lining the marker correctly to form letters, shapes or numbers and tracing carefully within the given section.
3. Megan is new to the school and she has lived in the District of Columbia since she was born. Her parents are both from Mexico and recently divorced due to domestic violence in the home. Megan now lives in a shelter with her father. She struggles with social-emotional challenges at school because she will only speak to children and seems afraid of most teachers/adults. Thus, her academic ability has shown small growth patterns. She is able to directions and loves to play board games and physical games like soft ball and catch. She can write her name but it is practically invisible when she writes it on paper.
3.1. Paired with another student, Megan can listen to the other student as they describe how they are pinching the pot to make it into a cup shape. Megan will switch roles with the other student, recalling the vocabulary used to describe the actions of pinching the pot. Now, Megan can begin to use language and develop motor skills and strengthen hand muscles. The kinesthetic approach proves best in this situation to help Megan clearly form letters for script. Simple writing exercises to help Megan focus on properly holding the writing instrument and using the right amount of pressure.
4. Trevor is originally from Washington, D.C., and he attended daycare since he was 6 months of age before entering Elementary school at the age of four. Trevor is one of the only students in the class that colors inside of the lines of the image(s). He exhibits high developmental skills by being able to maintain control of his pencil when writing and forming words, shapes or numbers. He is also very articulate in describing tasks as he completes them. He is most interested in anything that is new and craves constant stimulation.
4.1. Trevor exhibits advanced technological skills and is familiar with the tools using tablets through his primary care years in daycare. Trevor exhibits a strong intellectual capacity and can endure large amounts of stimulation because of his intellectual capacity. There are videos on (secure site) YouTube Kids that show how to make pinch pots. Using this tool, Trevor will be challenged to follow directions of the video and have the option to stop, rewind and fast-forward information. Trevor can use beads and string to help strengthen his hand muscles. Looping the beads with the strings help with strengthening the muscles and motor skills.