Differeniated Instruction Lesson Plan2

Running head: DIFFERENIATED INSTRUCTION LESSON PLAN 1
Differentiated Instruction Lesson Plan

Mark Williams
EDUC 723 Teaching and Learning in Inclusion Settings
University of New England
Feb 3, 2014

DIFFERENIATED INSTRUCTION LESSON PLAN 2
Class Description
My fourth grade classroom consists of twenty-three students. The following is a
list of class characteristics:
All but four students are reading at or above grade level. Ten students are reading
above grade level.
These same ten students are high-performing math students, having scored
advanced on their Grade 3 Math MCAS (MA Comprehensive Assessment
System).
Two students (names changed for confidentiality) have been identified with
ADHD this past fall. Neither student is on an IEP as yet.
o Paul is currently reading at grade level and is academically strong in math.
He has a difficult time sustaining attention during whole group instruction.
o Sam is a new student to our district, and is currently in the process of a full
evaluation. Sam is reading one grade level below at this time. He has a
difficult time attending to whole and small group instruction. Following
an RTI model, Sam receives support and moderate modifications in all
subject areas.
Four students (names changed for confidentiality) have Individualized Learning
Plans
o Laurel is currently 2 grade levels below in reading and receives a
substantially separate reading tutorial with our special education liaison.
This tutorial takes places during our literacy block and consists of Laurel
and Anna.
o Anna is currently 2.5 grade levels below in reading and has been identified
as having a developmental delay as well as ADHD. Both Laurel and Anna
receive math instruction within the classroom.
o Oscar has been identified as having a diagnosis of autism. Oscars IEP
addresses challenges around social interaction and communication skills.
Oscar is currently reading well above grade level and is performing on an
advanced level in all other subject areas. He is easily distracted and has a
difficult time self-advocating. Within small groups, he has a challenging
time working with peers.
o Jon has a diagnosis of ADHD. Hes currently reading one grade level
below and requires significant support and moderate modifications in
order to complete assignments.

My class this year has benefited from a behavior modification plan to address
both social and academic issues.

There is a full time teaching assistant, and additional ELA support is provided four days a
week during our 60-minute literacy block. Our special education liaison provides
additional math support each day during our 60-minute math block.
* All highlighted text reflects the efforts to differentiate instruction to accommodate
students with learning disabilities.

Explanation of Instructional Decisions

The model for math instruction follows our guided reading model. The grouping
for math is based on readiness levels, learning styles and assessments both informal and
standardized. In the fall, our school administers the MAP (Measures of Academic
Progress) in both Reading and Mathematics. This assessment allows teachers to evaluate
each students understanding around specific concepts. As we continue the re-alignment
process, our math units are designed around a 6-E model Elicit Prior Knowledge,
Engage, Explore, Explain, Extend and Evaluate. At the beginning of each unit lesson, a
pre-assessment is given whole group. The evaluate session allows teachers to quickly
assess where student understanding is with the lesson objective/concept. Formative
assessments have been included after every third lesson and summative assessments are
given at the close of each unit. Our formative assessments are a combination of
paper/pencil quizzes as well as performance tasks. Our summative assessments have
been modeled after the CEPA (Curriculum Embedded Performance Assessment)
performance tasks from the Department of Elementary Education. Weve also utilized
several of the performance tasks provided by Illustrative Mathematics. This online
resource provides performance tasks that are aligned to the Common Core Standards. In
addition, teachers rely on daily observations in determining the appropriate groupings of
students. The rationale behind grouping students in math is of flexibility. Math groups
are seen as fluid addressing the varied levels of readiness around specific concepts.
Students who may have difficulty in one domain, may excel in another. The individual
and unique goals of each of my students on IEPs are also factored into the equation when
grouping for math. Groups are generally assigned by the teacher with the goal to
strategically place students allowing for that wide exposure to peers. Currently we are
beginning our sixth lesson in our fraction unit on equivalence.
Lesson Plan
Lesson 6: Understanding Fractions Using Cuisenaire Rods

Brief Overview: Students will understand the value of a fraction and how a fraction
model represents a fraction. Students will also understand how two fractions are
equivalent and how different models can represent the same value.
This lesson is geared to the various learning styles of our student population, and it takes
into account students who require one or several modes of learning: visual, auditory
and/or kinesthetic.

Prior Knowledge Required: In Grade 3, students used number lines to locate unit
fractions, and used fraction bars, fraction strips, and area models to recognize and
generate equivalent fractions and to compare fractions. In Grade 4, students will extend
these understandings to compare fractions with different numerators and denominators.
In this lesson, students focus on extending their understanding of equivalent fractions,
using the linear model Cuisenaire Rods.

Estimated Time: 60 90 minutes

IEP Objectives in Math:
Following whole and small group instruction maintaining focus and following
oral/written directions.
Independently initiate a task after teacher direction.
Use appropriate math tool/model in solving computation and word problems.
Work appropriately with peers in small group and partner work.

Resources for Lesson:
Ready Common Core Instruction
Set of Cuisenaire Rods for each student
Activity Sheets: U5L6#1, U5L6#2, U5L6#3 *see appendix A
YouTube Video Lesson
Interactive SmartBoard Lesson
Thinking Map
Online resource: http://www.ixl.com

Student Outcomes:
- I can explain fractions such as = 2/4 and 3/6 = 4/8.
- I can use visual fraction models to show why fractions are equivalent (ex. = 6/8).
- I can determine equivalent fractions using fraction models and explain why they
can be called equivalent.

Standards to be addressed in this Lesson:

4.NF.1 Explain why a fraction a/b is equivalent to a fraction by using visual fraction
models, with attention to how the number and size of the parts differ even though the two
fractions themselves are the same size. Use this principle to recognize and generate
equivalent fractions.

6E Model of Instruction

Groupings:
The lesson includes whole/small group instruction with some partner sharing. In my
room, students are grouped in sections of 4 students flanking both sides of the room with
visual access to both the Smart Board at one end of the room and additional white boards
at the other end. Throughout the lesson, student work is showcased on the white boards.
In this configuration, students can break into partner work easily. These groupings reflect
a range of abilities and take into consideration preferential seating for students who are
easily distracted or need to be in close proximity to the Smart board, graphic organizers,
and hands-on manipulatives.

Elicit Prior Understanding:
During this Elicit Prior Understanding session, a set of Cuisenaire Rods is handed out to
each child to explore and identify. Many students may have little or no experience
working with Cuisenaire Rods.(What Ifs) This initial introduction could simply involve
creating a staircase as seen below. This initial exposure to Cuisenaire Rods is simply
providing an opportunity to figure out the value of each color.
Introduce the rods as a math tool that were going to use to learn more about
fractions and making equivalent fractions. Explain that these models are different
from the area models(pie models) that weve been working with recently. These
are linear models a lot like a number line.
Teacher begins dialogue: We are going to explore fractions using Cuisenaire
rodscan you say Cuisenaire rod?
Hold up a Cuisenaire rod: This is a Cuisenaire rod. How many of you have seen
these before?
You are going to be working in groups of three to explore the Cuisenaire rods.
Your group will have a job to dolook at the Smart Board so you can see what
your group has to do and how much time you have.
Call on students to read directions:
Directions:
o Your job is to sort your rods from smallest to largest.
o You are going to be working in groups of three to explore the
Cuisenaire rods.
o Elect one person in your group who will be responsible for watching
the clock.
o Call on a student to read the questions.
o What are some observations you can make about
the rods?
o How many different colors are there?
o How could we assign a number value to each
colored rod?
o Answer the following questions on chart paper.
o The list on the smart board is perfect for our special
education students who have poor working memory,
organizational difficulties, and need a visual
reminder of what they have to complete and how
much time they have to complete it. Students have
been provided with manipulatives to tap into learners
who require visual and kinesthetic learning
opportunities.
This group exploration may result in a variety of sorting arrangements.
When the allotted time is up, each group can report out their observations to the
whole group. Our students with poor working memory and language deficits are
benefiting from this because many of the student observations will be similar, and
ideas will continue to be reinforced by their peers. Students who are visual and
auditory learners are benefiting from this aspect of the lesson as well.
Next, model on the Smart Board the staircase shown above. Thinking aloud
share your staircase arrangement: Heres how I arranged my rods. I started with
the white rod and saw that the red rod was the next largest. But I also realized
that the red was twice the size of the white. The light green came next, and it
started to look like stairs increasing by one white rod each time all the way up
to the biggest rod orange. So this is how I arrived at a number value for each rod
color.
Did anyone have a different way?
After this initial exploration, students can be given a Thinking Map (tree map).
This visual support will help reinforce the concepts covered, and it is a tool
students can refer to throughout this lesson when needed. Thinking maps are
especially helpful for students who have language and organizational difficulties
because it provides students with a clear and organized way to access the
information. The thinking map will include a colored picture of each Cuisenaire
rod, the value of each rod using numbers and name.

o Additional small group support could be provided. Ask students to hold up one
whole. Ask: What is this? Students respond one whole, and then they place
the one whole on their thinking map (here again support is being provided for
those students who require visual, auditory and kinesthetic input). If needed you
could go through each rod this way until you have gone through them all. This
seems very concrete and laborious. But by having students repeat what you say -
Hold up a Cuisenaire rod and place it on your mat. - you are giving them
multiple opportunities to reinforce the new concepts. Our students with language
and processing issues will benefit from the opportunity to see, hear and repeat.

Engage:
During this Engage session, students will be given further opportunities to work with
Cuisenaire Rods. Students work within flexible groups to build trains. Theyll begin by
building one color trains as illustrated below:

Introduce the one color train (dk green) on the Smart Board. Demonstrate that
from this one color, a 2 car train of light green rods can be made, a 3 car train of
red rods can be made, and a 6 car train of white.
Have students build this same train using their own rods.
Check for understanding and proceed on with a guided practice model using the
dark blue rod. Ask students to use their rods to build as many one color trains as
they can.
The figure below shows the trains that can be built:

In their math notebooks, students should draw out the configuration above and
identify the correct number of green and white rods used.
As an accommodation for students with fine motor difficulties, the Activity Sheet
U5L6#3 is available. Found below in Appendix A
Present the next two colors: Brown and Orange
Students may work in partner groups or alone in building as many one color
trains.
Once again, gather the group together as a whole and have them report out their
findings.

Explore: Part One
During Part One of this Explore session, students will be watching a video on using
Cuisenaire rods to find equivalent fractions. (Video Link:
https://www.youtube.com/watch?v=OyAe7ti762w )
The video presentation may be at a faster pace for students with attention
difficulties or students who experience difficulty with tracking. (What Ifs) It
is suggested to pause the video at intervals that will allow students to
construct the model along with the video.
As students follow along to the video, they are required to write number a
number sentence like: 1 r = p
In this example, the red rod is the whole. Take this opportunity to reinforce the
concept that when working with equivalent fractions, the whole remains
constant. In other words, the fractions must show equal parts of the same whole.
This is a common error that many students make with fractions. The value in
working with linear models like Cuisenaire rods is that each of the colors can
represent a whole.
Another benefit is that children get a better understanding that one whole can be
represented in its simplest form through unit fractions. Ex. 1 Blue rod is
decomposed into ninths. 1/9 +1/9 + 1/9 + 1/9 + 1/9 + 1/9 + 1/9 + 1/9 + 1/9 ==
9/9 or 1 whole.
The previous train-building activity demonstrates this concept.
As students write these number sentences, providing a visual model with several
trains broken down into their unit fractions, will support students who struggle
making the transition from the concrete to the abstract.

Explore: Part Two
During Part Two of this Explore session, students will now watch and participate in an
interactive PowerPoint. (Note: Ive included the key slides from this PowerPoint to
provide an overview of the activities students will be participating in within their small
groups or partnerships). An accompanying Activity Sheet U5L6#1 and Activity Sheet
U5L6#2 found in Appendix A will be used concurrently with the presentation. These
activities expand upon the train building activities in Part One.


Exploring Equivalent Frac ons with
Cuisenaire Rods!
Today boys and girls were going to be working
with Cuisenaire Rods. Youve had some time to
explore and play with them a bit. Now its time to
get down to some real work. These rods are
actually very useful math tools in many ways. For
today, well see how they will help us better
understand equivalent fractions.
Slide 1
Before we begin, everyone needs to have a set of
Cuisenaire rods to share with your partner. Next
I need to remind everyone of 1 rule for todays
lesson. There are no stacking of rods one on
top of the other. These math tools are referred
to as linear models a lot like number line models.
As you saw in the video, we will be building trains
like the one you see below. So lets get started!

Slide 2

Okay! From watching the video, we all now know
that each of the rods may stand for 1 whole. And
when we change the whole, each of the other colored
rods change in value.
Well, in each of the following problems, a
particular rod color has been assigned the value of 1.
Your job is to fill in the fraction name of the
requested rod for each problem. If there is more than
one name, record all that apply.
Your teacher will now pass out your recording sheet.
If you choose to work with a partner, then both
names need to go on your paper.

Remember, You must model your answer first using
your Cuisenaire Rods.

Slide 3
110 theSuper SourceCuisenaire
Rods Grades K 2 1996 Cuisenaire Company of America Inc

1-CENTIMETER GRID PAPER
Copyright2003 www.etacuisenaire.com

1
2

1









1
Each is worth 1/6


7/6


1








Each is worth 1/8

Therefore 6/8
6/8
So we have two equivalent frac ons
6/8 is equivalent to 3/4


1




Each is worth 1/4
Therefore 3/4
& 3/4
Slide 4

Note: Visually,
this could be
challenging for
some students.
The PowerPoint
goes through all
the steps
allowing
students to
follow along
with their own
set of rods.




1

1

1

1

1
5


1






Each is worth 1/4


1 2/4


1



Each is worth
for a total of 3/2 or 1

OR


1




Each worth 1/4
Therefore 2/4
OR
2/4


1
Each worth
OR 3/2 OR 1

OR 1/2

Slide 5:

Guided
Practice



1

1
2


1










Each worth 1/9
Therefore 4/9
4/9


1

1

1
3


1











Each worth 1/10
Therefore 2/10
OR


1





Each worth 1/5
Therefore 1/5
1/5
Slide 6

Guided
Practice



Now its me for you to try a few
on your own. Heres your first
one. Make sure to write the
equivalent frac ons.

When your teacher feels most
everyone has a problem solved,
just tap the screen to see if you
were right.
Each stands for 1/4








Each stands for 1/8
So, the red represents which is equivalent to 2/8!
Slide 7

At this point,
those students
who may need
some additional
guided support
can form a group.
The pace within
this small teacher-
led group will be
adjusted to
address those
learners where
processing speed
is an issue.












Each stands for 1/9
Therefore 6/9



Each stands for 1/3
Therefore 2/3
So, the Dk. Green rod stands for 6/9 which is equivalent to 2/3!
Slide 8

Note: 3 Additional
Independent
problems are
provided like the
one shown.


Explain:
During this Explain Session, display the following Cuisenaire Rod Trains on the board
and ask students to respond to this question in their math journals.

As an accommodation, the journal prompt is printed out on an adhesive label.
Our math journals are blank notebooks for students to show their thinking
through visual models. As an additional accommodation lines are drawn in to
support the writing portion of the journal prompts.
Whenever possible, students are encouraged to show their thinking 3 ways:
through words, visual representations and numerical reasoning.
With this prompt, students are encouraged to use the concrete models first.

= 1/2 = 1/2
Extend:
During this Extend Session, students will explore the link below to IXL on equivalent
fractions Grade 4.
http://www.ixl.com/math/grade-4/patterns-of-equivalent-fractions

Evaluate:
During this Evaluate Session, students will use any two colors of Cuisenaire Rods to
create a train and number sentence that shows two equivalent fractions.

1/3 = 3/9
Allowing students to use the Cuisenaire rods when being assessed is another way
of differentiating the outcome.

Each represents 1/3
Ex.
Each represents 1/9
Each represents 3/9

Reflection
I completed this lesson over the course of two math blocks this week. Generally
it takes 2-3 blocks to complete all 6 sessions of this model. Overall the lesson went very
well with much engagement and enthusiasm using this unfamiliar math tool. Not
surprising, most students had never worked with Cuisenaire rods before. Having taken
an online fractions course last spring, I was enthusiastic about trying them out again this
year using our 6E model. I purposefully planned this lesson after students had an
opportunity to work with area models that are more familiar. In lesson 5, students used
pattern blocks in making equivalent fractions. So the transition over to this linear model
went smoother than I expected.
We begin our study of fractions in fourth grade with several lessons designed
around the single domain of equivalence. Within this one domain, students are exposed
to key components such as unit and benchmark fractions. Without this initial
foundational work, this lesson would have been more challenging. One expected
obstacle was the concept of changing the whole. For those visual and kinesthetic
learners, it was so valuable to have a set of their own rods. Similar to fraction bars, this
tool provides that concrete experience that so many students need before jumping into the
abstract algorithm. In fact, some students were able to make that connection on their
own.
Im fortunate this year to have two additional teachers in the room during math.
This truly does support our efforts to differentiate instruction for all students. During this
lesson, the Explore Part Two session presented the most challenge for our students with
disabilities. Even though the SmartBoard presentation went step by step, the visuals were
a bit too much for our students with identified needs. We found it necessary to create that
small group of 3-4 and reduce the amount of independent problems they were required to
complete. By just adjusting the pacing too, they appeared less overwhelmed and were
better able to sustain attention.
Ive found that by using online tutorial videos be it YouTube, MathAntics and
LearnZillion, students appear more engaged. Whenever possible, I do try to utilize
technology whenever possible be it through the SmartBoard, iPads, or online resources
like virtual manipulatives. I think the lesson allowed for that flexibility that our guided
math model strives to achieve. And as always its fascinating to watch how each student
approaches a new tool. I find that it provides me with a more thorough learning profile of
each student.

Appendix A



Activity Sheet U5L6#3

Differeniated Instruction Lesson Plan2

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Running head: DIFFERENIATED INSTRUCTION LESSON PLAN 1

Differentiated Instruction Lesson Plan

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc

Rods Grades K 2 1996 Cuisenaire Company of America Inc