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Component 1: Differentiation Plan Overview: Student Name: Amy Zhang Unit Topic: Contemporary American Poetry

This differentiation plan outlines activities over 10 days for a unit on contemporary American poetry. The plan provides various differentiation approaches for each lesson based on student readiness, learning profiles, and interests. Approaches include tiered assignments, choice of format, proactive grouping, and learning stations. The goal is to engage all students while specifically supporting those who are English language learners, anxious about speaking, or prefer structured work. The unit culminates in a performance task where students research and present their analysis of a poem representing the American identity.

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85 views

Component 1: Differentiation Plan Overview: Student Name: Amy Zhang Unit Topic: Contemporary American Poetry

This differentiation plan outlines activities over 10 days for a unit on contemporary American poetry. The plan provides various differentiation approaches for each lesson based on student readiness, learning profiles, and interests. Approaches include tiered assignments, choice of format, proactive grouping, and learning stations. The goal is to engage all students while specifically supporting those who are English language learners, anxious about speaking, or prefer structured work. The unit culminates in a performance task where students research and present their analysis of a poem representing the American identity.

Uploaded by

api-317648195
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Component 1: Differentiation Plan Overview

Student Name: Amy Zhang

Lesson(
s)

(before
unit
starts)
Day 1

Unit Topic: Contemporary American Poetry

Content/Activities/
Assignments

Differentiation Approach(es)

Pre-assessment

Developed to get a sense of


students readiness levels and
interests related to reading and
writing poetry

Hook into unit:


anticipation guide
about general
statements of poetry
Watch a Spoken
Word video to show
how modern day poets
are using poems as a
vehicle for messages;
they are writing poems
about selves, but also
about other stories and
issues that are
important to them
Graffiti lesson on the
questions: What are
poems? What is the
point of poetry? What
can a poem do? etc

On what
basis/bases?

(readiness, learning
profile, interest)

Will help
determine
readiness
N/A

None

Who benefits?

(Identify specific students or


groups of students)

All students

Considerate of those who


dont necessarily feel
comfortable talking in
class, but offers a chance
at the end!

and make
generalizations about
poems based on the
Spoken Word videos
Revisit anticipation
guide at end, explore
as a class.
Ideally, all students, but
in particular:

See Lesson Plan #1


Direct Instruction on
How to Interpret a
Poem.
Modeling and Guided
Practice and
Independent
Practice.
Day 2

Day 3

*For homework:
Students are assigned
to read one poem, and
may also bring in one
poem of their choice
from anywhere by
anyone, as long as it
connects to the
concept of American
identity.
Do Now students jot
down a few notes in
response to discussion
questions to prepare for
discussion
Fishbowl discussion

Tiering of Independent
Practice:
As students embark on
independent practice with
interpreting a poem, they will
receive tiered Discovering
Metaphors handouts according to
their readiness level.

Learning Profile

Choice of Format:

Learning Profile

As students finish up their


reflections, some students may find
that they did not get to speak up
during the fishbowl discussion.
Those students will be encouraged

Readiness

Grace as an ELL
struggling to acquire
domain-specific
vocabulary, she works
with content that is
scaffolded to help her
continue to develop her
mastery of that
vocabulary
Hassan feels anxious
about speaking in class,
and in learning new
content, he will work with
content individually and
get individualized
support if needed
Ideally, all students, but
in particular:
Charlie is likely to
prefer expressing himself
within a more structured
assignment

consisting of 2 groups,
with each discussion
lasting about a total of
20 minutes each.
Discussion will consist
of 15 minutes about
student responses to
the poem and 5
minutes about
discussion norms.
Reflection on how
students felt during
fishbowl (focus on
classroom
talk/discussion norms)

Day 4

Offer students the


choice of contributing
to The Divine Binder
of Poem
Recommendations.
Students may choose
to recommend to each
other their favorite
poems through the
written form if they did
not get to speak about
it in discussion today.
See Lesson Plan #2
Concept
Development Plan on
What it means to have
an American
identity

to begin taking ownership of


expressing themselves through
submitting a written
recommendation of their poem.
There will be a form that students
must fill out and a binder for
students to place their completed
forms into at the back of the
classroom, called The Divine
Binder of Poem Recs. This will
become a resource to their current
and future classmates.

Proactive Grouping
Students will be assigned to
heterogeneous groups based on
readiness levels and interests; in
these groups, they will work
together to sort items about

Hassan will have the


opportunity to express
and share his opinion in a
written form
Allison will be
challenged to contribute
to the class in a different
way from the norm

Learning profile

Ideally, all students, but


especially:
Charlie although he
struggles with openended assignments, he
will be supported by the

guidance of his peers


Hassan might feel more
open about sharing his
culture, religion, and
sense of belonging when
the topic is related to his
life experience and he is
in a small group
Collaboration and
creating
generalizations about
American identities.

Day 5

Probable Passage
into poems being
discussed later in the
lesson (students
grouped in pairs or
groups of three) with
graphic organizer
Small group
discussion (made up
of pairs and groups of
3) about poems main

American identity into different


groups and label them. They will
share out, sort again, then create
various generalizations about
American identities.

Learning Mode: Individual vs.


Group
Students will be assigned to
heterogeneous groups based on
learning mode preferences in order
to encourage collaboration. Initially,
students are working in pairs or
triads to predict what the poem is
about using the Probable Passage
strategy. Later, students will gather
into small groups to discuss their

Daniel as a student
with dysgraphia who
struggles with writing
things down, his usual
frustration might be
alleviated by the
discussions in small
groups

Learning Profile

Lisa though she is


generally uninterested in
our ELA class, this topic
might hook her into our
unit
Ideally, all students, but
particularly:
Max hopefully with the
support of his peers, he
will not get distracted
and sidetracked as he
usually does in class

idea and story


Class-wide
discussion based on
small group discussion
sharing out
Exit card on unfamiliar
poem by poet that we
discussed in class
today
Review of poetic
forms weve talked
about in class, e.g.
poem w/ 2 voices,
haiku, sonnet, free
verse, etc.

Day 6

Guided practice
through 1-3 examples
of identifying form and
explaining the effects
of form on the poems
main idea and story
Independent
practice at identifying
poetic form and the
effects of form on the
poems main idea and
story through the Peel
the Layers of the
Poem handouts

predictions and come back to a


class-wide discussion.

Ideally, all students, but


particularly:
Tiered Independent Practice
After guided practice with
identifying the forms of poems,
students will move into
independent practice. These
handouts are differentiated with a
series of questions, from simple to
complex, to meet the needs of
high-readiness students, middlereadiness students, and lowreadiness students. High-readiness
students get one main question,
while middle- and low-readiness
students receive questions that
break down the main question into
smaller, more explicit steps.

Max will be supported


by the explicit directions,
which will help him stay
on task

Readiness

Charlie is supported by
the questions that are
explicit and not as open
to interpretation
Julia will respond well to
the second part of the
handout because looking
at all three poems at
once will be more of a
challenge than
comparing and
contrasting two poems.

Do Now: students
generate ideas about
their American cultural
identity for their own
poem

Day 7

Day 8

2 paragraph essay
comparing and
contrasting poems by
two different poets;
students will have 60
minutes to complete
this essay.
I will introduce the
performance task
and let students know
that they will be
working in workshop
model for the next 3
classes so they can get
additional support if
needed.
Writing workshop,
day 1:
Students will select,
read, and analyze a
poem
Mini-lesson on
identifying the effects
of a poets form on its
main idea - if students
need review, otherwise
they work on their
performance task!

None

N/A

N/A

Choice of Topic:
For their performance task,
students have the opportunity to
select a poem of their choice from a
pre-selected list of unfamiliar
poems (by poets we have studied in
this unit). Students will then read,
analyze, and take notes on their
poem to prepare for the next stage
of the performance task. Students
must decide how to defend their
poem as the best poem

Interest

Ideally, all students will


be motivated to embark
on this performance task
because they are
choosing their own poem
and interpretation of
being American.

representing what it means to be


American.

Do Now: students do a
self-assessment on how
they feel about where
they currently are for
the performance task
and their ideas for their
poem

Day 9

Writing workshop,
day 2:
Students will begin
making their
PowerPoint
presentations for
defending their poem
of choice as the best
choice for the theme
Being American
There will be learning
stations for specific
support needed with
the performance task:
how to use textual
evidence to support
claims, cumulative
resources for poets
backgrounds,
PowerPoint basics,
practicing giving a

None

N/A

N/A

PowerPoint
presentation, etc.

Model: read to
students my own poem
and discuss my
influences as well as
my own American
cultural identity
Day 10

Writing workshop,
day 3 for the
summative
assessment:

None

N/A

N/A

1 hour: students start


writing a poem about
themselves
20 minutes: students
start writing a reflection
about the process of
writing the poem about
their American cultural
identity
Performance Task:
Choosing a
poet and poem
from approved
class list (or they
can propose own
idea to me)
Researching

Choice of Topic:
Using a pre-selected list of
unfamiliar poems (by poets we
have studied) that have been
approved by me, students will
select of poem that they are

Interest

Ideally, all students will


feel motivated to read
and defend to the class a
poem when they have

that poet and


annotating
that poem to be
presented to
class
Present to
class using PPT
and multimedia
of some sort
Creative Writing
Summative Assessment
Write a poem
expressing their
own American
identity
Reflection on
the process of
writing it
Share it?

most interested by and believe


is the best poem that discusses
what it means to be American.

*Day 2 added a homework assignment


*Day 3 added a class assignment

None

the choice to select one


that appeals to their
interest

N/A

N/A

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